DOCSLIB.ORG

Walthamstow Academy Sixth Form Bulletin. 03 July 2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Walthamstow Academy Sixth Form Bulletin. 03 July 2020 Walthamstow Academy Sixth Form Bulletin. 03 July 2020 Bulletin Focus – Black Lives Matter How can I be anti-racist? Anti-racism is actively identifying and speaking out against racism in organizational structures, policies, practices and attitudes, every time you witness it. If something makes you uncomfortable, voice your discomfort and you are being anti-racist. What is white privilege? Theconsciouskid on Instagram summarise what white privilege is really clearly. They describe it as, “White supremacy is a system of structural and societal racism which privileges white people over everyone else, regardless of the presence or absence of racial hatred. White racial advantages occur at both a collective and an individual level.” White privilege is defined by the Oxford England Dictionary as “the inherent advantages possessed by a white person on the basis of their race in a society characterised by racial inequality and injustice”. Actions speak louder than words what is helpful to hear, are phrases like these: • “I’ve found an organisation that helps in these types of instances and I’ve donated money.” • “I’ve brought this topic up to my co-workers and family so we can talk through what’s happened.” • “I’ve researched more on this and I have learned more about the history of this particular race issue.” Black Lives Matter Black lives matter movement. Edited by Folakemi Omoyinmi The black lives matter movement is an international human rights movement, originating in the African American community, that campaigns against violence and systemic racism towards black people. It was founded in 2013 in response to the acquittal of Trayvon Martin’s murderer. The mission of the BLM movement is to eradicate white supremacy and build local power to intervene in violence inflicted on black communities by the state and vigilantes. Visit https://blacklivesmatter.com/ for more information on the BLM movement. The systems of oppression that have had an impact on black people Slavery started in the year 1619. People from Africa were kidnapped and forced into slavery in the American colonies and exploited to work as indentured servants and labour in the production of crops such as tobacco and cotton. Slave masters had complete control over their slaves. The civil War in America had officially abolished slavery in 1865, but it didn’t end discrimination against black people in America as they were still treated as second-class citizens. Black people continued to endure the devastating effects of racism, especially in the south of the US. The introduction of Jim Crow laws further marginalised African-Americans by denying them the right to hold jobs, get an education or other opportunities. Black people couldn’t use the same public facilities as white people, live in many of the same towns or go to the same schools. Interracial marriage was illegal, and most black people couldn’t vote because they were unable to pass voter literacy tests. Those who attempted to defy Jim Crow laws often faced arrest, fines, jail sentences, violence and death. Rosa Parks, the woman who refused to give up her seat on a public bus to a white man, acted as a major catalyst for the civil rights movement which began in 1954. Civil rights activist such as Martin Luther King Jr and Malcolm X are very important leaders who are well known for their methods which led to the ending of legal racial discrimination in the US. Even though this occurred, black people have since and are still even today, treated unfavourably by others. There was also a period of mass incarceration in the US which oppressed many black people and in particular, black males. Mass incarceration refers to a large number of people incarcerated in the US prison system, especially black people. Mandatory minimum sentencing, police practices, and harsher laws have contributed to the rise of the term mass incarceration. Many argued that these laws put in place did not favour black people, most of which were from poor areas. For example, harsher laws such as increasing the amount to post bail meant that many black people who had committed petty crimes or even those who were innocent were not able to get out. Once they were in, that was it. In July 2017, statistics found that there are 41.4 million people in the US that are black/african-american which represents 12.7 percent of the whole population. However, they represented 33% of the US prison population. Many people argue that the 13th amendment to the US constitution has also led to the continued oppression of black people. The 13th amendment states that "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States. Therefore, despite slavery being officially ‘abolished’ in 1865, many still argue that due to the imprisonment of black people today, slavery still exists but just in a modern form. Visit https://www.history.com/topics/black-history/slavery for more on Slavery. Visit https://www.history.com/topics/black-history/civil-rights-movement for more on Jim crow laws and the civil rights movement in America. Visit https://www.vox.com/2015/7/13/8913297/mass-incarceration-maps-charts for more on mass incarceration. Visit https://www.history.com/topics/black-history/thirteenth-amendment for more on the 13th amendment. Films and documentaries to watch to educate yourself on racism and black oppression 1. 13th - This documentary from Ava DuVernay explores the inequality of the US prison system, where Black prisoners are hugely over-represented. While the film is named after the Thirteenth Amendment, which abolished slavery throughout the United States in 1865, DuVernay argues that slavery has taken on a new form with the mass incarceration of Black people. Available to watch on netflix. Trailer - https://www.youtube.com/watch?v=K6IXQbXPO3I 2. Just Mercy - Telling the true story of a lawyer and social justice activist, Just Mercy is a heart- wrenching look at the over-representation of Black men on death row. Sentenced to death despite no evidence or just because they "looked guilty", this film will make you understand how, for many, being Black is enough of a crime to die for. Available to watch on amazon prime or other streaming services e.g. 123 movies. Trailer - https://www.youtube.com/watch?v=GVQbeG5yW78 3. The Hate U Give - The Hate U Give tells the story of Starr, who witnesses her friend shot dead by police after reaching for his hairbrush. While friends and family from Starr's neighbourhood take to the streets to protest, her predominantly white private school friends and boyfriend struggle to understand. An important watch for how not to use your white privilege. Available to watch on now TV or other streaming services e.g. 123 movies. Trailer - https://www.youtube.com/watch?v=3MM8OkVT0hw 4. When They See Us - This miniseries tells the story of the Central Park 5 – five young Black men falsely accused and prosecuted for the sexual assault of a white woman. With no evidence or DNA, the group still served sentences ranging from six to 13 years in prison for crimes they didn't commit; another damning story of systemic racism in the judicial system. Available to watch on netflix. Trailer - https://www.youtube.com/watch?v=VHbOt2M8md0 5. 12 Years a Slave - Based on Solomon Northup's memoirs of being born a free man then sold into slavery in 1841, this film doesn't hold back on the brutal, degrading and fatal reality of slavery. The way racism and oppression manifests in society may have changed, but the scars of slavery are important to understand. Available to watch on netflix. Trailer - https://www.youtube.com/watch?v=z02Ie8wKKRg 6. American Son - In this film, time passes and tension mounts in a Florida police station as an estranged interracial couple awaits news of their missing teenage son. Available to watch on netflix. Trailer - https://www.youtube.com/watch?v=dbKZlSwAS3M Songs to listen to which explain what black people go through, white privilege and racism in general (please note the songs include swear words and inappropriate language) 1. DAVE - Black 2. JOYNER LUCAS - I’m not racist 3. MACKLEMORE & RYAN LEWIS FT JAMILA WOODS - White privilege II 4. BEYONCE FT KENDRICK LAMAR - Freedom 5. LIL BABY - The bigger picture Books to read to educate yourself on racism and which talk about racism and white privilege in general 1. Why I’m no longer talking to white people about race - Renni Eddo-Lodge Reni Eddo-Lodge wrote about her frustration with the way that discussions of race and racism in Britain were being led by those who weren't affected by it. Exploring issues from eradicated black history to the political purpose of white dominance, whitewashed feminism to the inextricable link between class and race, Reni Eddo-Lodge offers a timely and essential new framework for how to see, acknowledge and counter racism. 2. Me and white supremacy - Layla F Saad A blistering expose of how entrenched white privilege is in modern society, Saad’s Me and White Supremacy blog dug deep into the - often unconscious – racial prejudice which many white people took completely for granted. Packed with practical exercises and enlightening socio-political context, the book of the blog offers numerous ways of transforming the discourse surrounding institutionalised racism. Me and White Supremacy teaches readers how to dismantle the privilege within themselves so that they can stop (often unconsciously) inflicting damage on people of colour, and in turn, help other white people do better, too. 3. White fragility - Robin DiAngelo Anger.
Load more

Recommended publications
  • Critical Discourse Analysis #Blacklivesmatter: Critical Perspectives, February 2, 2016 Dr
    Critical Discourse Analysis #BlackLivesMatter: Critical Perspectives, February 2, 2016 Dr. S. Lanehart, Professor and Brackenrige Endowed Chair in Literature and the Humanities What is “Critical / Critique? (Wodak) The notion of `critique' which is inherent in CDA's programme is also understood very differently: some adhere to the Frankfurt school, others to a notion of literary criticism, some to Marx's notions (see above and Reisigl and Wodak, 2001 for an overview). Basically, ‘critical’ is to be understood as having distance to the data, embedding the data in the social, taking a political stance explicitly, and a focus on self-reflection as scholars doing research. What is CDA? (Teun van Dijk) Beyond description or superficial application, critical science in each domain asks further questions, such as those of responsibility, interests, and ideology. Instead of focusing on purely academic or theoretical problems, it starts from prevailing social problems, and thereby chooses the perspective of those who suffer most, and critically analyses those in power, those who are responsible, and those who have the means and the opportunity to solve such problems (van Dijk, 1986: 4). Heterogeneity of methodological and theoretical approaches represented in this field of linguistics would tend to confirm van Dijk's point that CDA and CL `are at most a shared perspective on doing linguistic, semiotic or discourse analysis' (van Dijk, 1993: 131). What is CDA? (Horkheimer) To draw consequences for political action from critical theory is the aspiration of those who have serious intentions, and yet there is no general prescription unless it is the necessity for insight into one's own responsibility.
    [Show full text]
  • Macklemore & Ryan Lewis – White Privilege II Lyrics
    Macklemore & Ryan Lewis – White Privilege II Lyrics [Verse 1] Pulled into the parking lot, parked it Zipped up my parka, joined the procession of marchers In my head like, "Is this awkward? Should I even be here marching?" Thinking if they can't, how can I breathe? Thinking that they chant, what do I sing? I want to take a stance cause we are not free And then I thought about it, we are not "we" Am I in the outside looking in, or am I in the inside looking out? Is it my place to give my two cents? Or should I stand on the side and shut my mouth? "No justice, no peace," okay, I'm saying that They're chanting out, "Black Lives Matter," but I don't say it back Is it okay for me to say? I don't know, so I watch and stand In front of a line of police that look the same as me Only separated by a badge, a baton, a can of Mace, a mask A shield, a gun with gloves and hands that gives an alibi In case somebody dies behind a bullet that flies out of the 9 Takes another child's life on sight [Hook] Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free Blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free There's blood in the streets, no justice, no peace No racist beliefs, no rest 'til we're free [Verse 2] You've exploited
    [Show full text]
  • MUSIC NOTES: Exploring Music Listening Data As a Visual Representation of Self
    MUSIC NOTES: Exploring Music Listening Data as a Visual Representation of Self Chad Philip Hall A thesis submitted in partial fulfillment of the requirements for the degree of: Master of Design University of Washington 2016 Committee: Kristine Matthews Karen Cheng Linda Norlen Program Authorized to Offer Degree: Art ©Copyright 2016 Chad Philip Hall University of Washington Abstract MUSIC NOTES: Exploring Music Listening Data as a Visual Representation of Self Chad Philip Hall Co-Chairs of the Supervisory Committee: Kristine Matthews, Associate Professor + Chair Division of Design, Visual Communication Design School of Art + Art History + Design Karen Cheng, Professor Division of Design, Visual Communication Design School of Art + Art History + Design Shelves of vinyl records and cassette tapes spark thoughts and mem ories at a quick glance. In the shift to digital formats, we lost physical artifacts but gained data as a rich, but often hidden artifact of our music listening. This project tracked and visualized the music listening habits of eight people over 30 days to explore how this data can serve as a visual representation of self and present new opportunities for reflection. 1 exploring music listening data as MUSIC NOTES a visual representation of self CHAD PHILIP HALL 2 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF: master of design university of washington 2016 COMMITTEE: kristine matthews karen cheng linda norlen PROGRAM AUTHORIZED TO OFFER DEGREE: school of art + art history + design, division
    [Show full text]
  • Nike and the Pigmentation Paradox: African American Representation in Popular Culture from ‘Sambo’ to ‘Air Jordan’
    Nike and the Pigmentation Paradox: African American Representation in Popular Culture from ‘Sambo’ to ‘Air Jordan’ by Scott Warren McVittie A Thesis presented to The University of Guelph In partial fulfillment of requirements for the degree of Master of Arts in History Guelph, Ontario, Canada © Scott McVittie, May, 2016 ABSTRACT NIKE AND THE PIGMENTATION PARADOX: AFRICAN AMERICAN REPRESENTATION IN POPULAR CULTURE FROM ‘SAMBO’ TO ‘AIR JORDAN’ Scott McVittie Advisor: University of Guelph Professor Susan Nance Martin Luther King Jr. once remarked: “The economic highway to power has few entry lanes for Negroes.” This thesis investigates this limited-access highway in the context of American culture by analyzing the merger of sports celebrity branding and racial liberalism through a case study of Nike and the Air Jordan brand. As a spokesman for Nike, Michael Jordan was understood as both a symbol of “racial transcendence” and a figure of “racial displacement.” This dual identity spurred an important sociological debate concerning institutional racism in American society by unveiling the paradoxical narrative that governed discourse about black celebrities and, particularly, black athletes. Making use of archival research from the University of Oregon’s Special Collections Department, this study sheds light on the “Nike perspective” in furnishing an athletic meritocracy within a racially integrated community of consumers. Positioning this study within the field of African American cultural history, this thesis also interrogates representations
    [Show full text]
  • 21-Day Racial Equity Habit Building Challenge
    21-Day Racial Equity Habit Building Challenge https://www.eddiemoorejr.com/21daychallenge?mc_cid=d9cd938817&mc_eid=e38d84f652 “I am and always will be a catalyst for change.” -Shirley Chisholm © 2014 All Rights Reserved America & Moore, LLC Have you ever made a successful change in your life? Perhaps you wanted to exercise more, eat less, or change jobs? Think about the time and attention you dedicated to the process. A lot, right? Change is hard. Creating effective social justice habits, particularly those dealing with issues of power, privilege, supremacy and leadership is like any lifestyle change. Setting our intentions and adjusting what we spend our time doing is essential. It’s all about building new habits. Sometimes the hardest part is just getting started. The good news is, there’s an abundance of resources just waiting to empower you to be a more effective player in the quest for equity and justice. Please use this plan just as it is, or adapt it to a sector, an ethnic/racial group, or interest area. * About the 21-Day Racial Equity Habit Building Challenge • For 21 days, do one action to further your understanding of power, privilege, supremacy, oppression, and equity • Plan includes suggestions for readings, podcasts, videos, observations, and ways to form and deepen community connections. Suggestions are in the following categories: • Read • Listen • Watch • Notice • Connect • Engage • Act • Reflect • Stay Inspired • Use the tracking chart provided below to stay on course. You can drag the image to your desktop and print, or you can access a digital version here and copy it for editing.
    [Show full text]
  • Centering the Demands and Vision of the Black Lives Matter Movement in Teacher
    TITLE ACTIVE SOLIDARITY: Centering the demands and vision of the Black Lives Matter Movement in Teacher Education AUTHORS Edwin Mayorga1 and Bree Picower2 Edwin Mayorga is an Assistant Professor of Educational Studies and Latin American and Latino Studies at Swarthmore College (PA). He directs the Education in our Barrios project (#BarrioEdProj), a youth participatory action research project in Latino core communities in Philadelphia and New York City, and Critical Education Policy Studies (#CritEdPol) website and undergraduate online journal at Swarthmore. He is co-editor of What’s Race Got to Do with It? How Current School Reform Maintains Racial and Economic Inequality. (Peter Lang; 2015; co-edited with B. Picower) Bree Picower is an Associate Professor at Montclair State University in the College of Education and Human Development. She was awarded the Scholar Activist of 2013 by the Critical Educators for Social Justice SIG of the American Educational Research Association. She is co-editor of Confronting Racism in Teacher Education: Counternarratives of Critical Practice (Routledge; 2017; co-edited with R. Kohli), and What’s Race Got To Do With It? How current school reform maintains racial and economic inequality (Peter Lang; 2015; co-edited with E. Mayorga). She also authored Practice What You Teach: Social Justice Education in the Classroom and the Streets. RUNNING HEAD ACTIVE SOLIDARITY: The Black Lives Matter Movement in Teacher Education 1 CONTACT INFORMATION: Edwin Mayorga Swarthmore College Educational Studies 204 Pearson Hall 500 College Avenue Swarthmore, PA 19081 [email protected] ABSTRACT In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation.
    [Show full text]
  • 21-Day Anti-Racism Challenge©
    21-Day Anti-Racism Challenge© “The beauty of anti-racism is that you don’t have to pretend to be free of racism to be an anti-racist. Anti-racism is the commitment to fight racism wherever you find it, including in yourself. And it’s the only way forward.” — Ijeoma Oluo The Diversity Council acknowledges systemic racism as a critical public health concern. • Racism can include interpersonal acts of discrimination, which is not limited to individual acts of bias. • Racism goes beyond individual attitudes or interpersonal exchanges and extends to structural and systemic factors such as institution policies and societal norms. • “How is individual, structural and systemic institution racism operating here?” In each of our settings? How do we examine structures, policies, practices, norms and values? What are strategies to address and dismantle racism? We acknowledge that there are many questions however, let start by each person taking one step at time to dismantle racism. We have the responsibility to acknowledge racism, advocate for equitable policies and inform the public discourse. • Think about the time and attention you dedicated to the process. A lot, right? Change is hard. Creating effective social justice habits, particularly those dealing with issues of power, privilege, supremacy and leadership is like any lifestyle change. The good news is there are an abundance of resources just waiting to empower you to be a more effective player in the quest for equity and justice. Please use this plan just as it is, or adapt it to a sector, an ethnic/racial group, or interest area. About the 21-Day Anti-Racism Challenge • For 21 days, do one action to further your understanding of power, privilege, supremacy, systemic racism, oppression and equity as an individual, group, unit, or department.
    [Show full text]
  • MISSOURI *@!!?*@! – TOO SLOW MAE C. QUINN* Hound Dogs on My
    SAINT LOUIS UNIVERSITY SCHOOL OF LAW MISSOURI *@!!?*@! – TOO SLOW MAE C. QUINN* Hound dogs on my trail School children sitting in jail Black cat cross my path I think every day’s gonna be my last Picket lines School boycotts They try to say it’s a communist plot All I want is equality For my sister my brother my people and me I don’t trust you any more [All] You keep on saying [is] ‘Go slow!’ But that’s just the trouble ‘Do it slow’ Desegregation ‘Do it slow’ Mass participation ‘Do it slow’ Reunification ‘Do it slow’ Do things gradually ‘Do it slow’ Why don’t you see it Why don’t you feel it I don’t know You don’t have to live next to me Just give me my equality Everybody knows about Mississippi goddam… [Too slow]1 * Inaugural Director, MacArthur Justice Center at St. Louis; Former Professor and Director, Juvenile Law and Justice Clinic, Washington University School of Law; and sometimes Twitter commentator: @maecquinn. This essay reflects remarks given at the St. Louis University School of Law’s 2017 William J. Childress Memorial Symposium: Human Rights in the American Criminal Justice System. 1. These selected lyrics from Mississippi Goddam, written by Nina Simone during the civil rights movement about southern states like Mississippi, were considered so taboo that when the promo disc was released its packaging used the symbols reflected in this essay’s title—rather than 847 SAINT LOUIS UNIVERSITY SCHOOL OF LAW 848 SAINT LOUIS UNIVERSITY LAW JOURNAL [Vol. 62:847 INTRODUCTION When asked to share my thoughts at this symposium about contemporary human rights issues in domestic criminal law—and how they manifest in St.
    [Show full text]
  • Oscarssowhite & the Problem of Women Musicians on Film
    Cover: Pat O’Neill Untitled (shades) 1974 35 mm film mounted in glass, straight-grain Douglas fir wood frame 23 x 17 inches Table of Contents Anna Shechtman: Introduction Daphne Brooks: “Ain’t Got No, I Got Life”: #OscarsSoWhite & the Problem of Women Musicians on Film Jerome Christensen: Pure as Jesus and Cunning as Satan K. Austin Collins: Stakes Is High: On Spike Lee’s Chi-Raq J.D. Connor: Making Things Right: Star Wars Episode VII: The Force Awakens Derek Nystrom: Of Christians and Communists: Joel and Ethan Coen’s Hail, Caesar! — INTRODUCTION — Hollywood’s Self-Critique: Five Essays on Race and Class at the Movies Chris Rock’s monologue at this year’s Academy Awards — in which he called Hollywood “sorority racist” and the event itself the “White People’s Choice Awards” — was deceptively consistent with the industry’s own self-critique featured in many of this year’s top-grossing and critically acclaimed films. Hollywood, it seems, has learned to parry generic attacks on the industry’s sexism, racism, and classism with genre films that keep the system well oiled and, perhaps, the critics at bay. The five essays featured in this collection concern films that seek absolution for the industry’s consistently unsavory politics by addressing Hollywood’s politically incorrect history in their stories or backstories. Indeed, these are mostly historical films that depict racial protest and class warfare from the perspective of an industry that continually finds itself on the wrong side of American history when it comes to issues of race and class. Jerome Christensen writes about Trumbo, a biopic about Hollywood’s most successful blacklisted screenwriter, and a film whose producers nonetheless obfuscate its own shady production history.
    [Show full text]
  • American Educator Spring 2021
    VOL. 45, NO. 1 | SPRING 2021 aft.org /ae ALSO IN THIS ISSUE: INCREASING AWARENESS OF SYSTEMIC RACISM PAGE 26 UNDERSTANDING THE HISTORY OF RESIDENTIAL SEGREGATION PAGE 32 TEACHING FOR SOCIAL JUSTICE PAGE 38 ORGANIZING AND MOBILIZING FOR PUBLIC EDUCATION PAGE 44 WHERE WE STAND “Where Do I Start?” Free Resources to Support Effective, Courageous Conversations About Race with Students First Book Educator Tip Design your curriculum and lesson plans using an inquiry-based method to help evaluate materials through an anti-bias, antiracist (ABAR) lens. Learn More: FirstBook.org/AFTempower Empower Your Classroom! Explore the full Empowering Educators series of resources, thanks to support from our friends at Pizza Hut: ü Free educator resource: Guidebook on Race and Racism ü Video series with tips from anti-bias, antiracist (ABAR) teaching experts ü Special edition #OwnVoices stories Access Free Resources: FirstBook.org/AFTempower Need help finding additional resources or placing an order with First Book? Call us at 1-866-READ-NOW or email us at [email protected]. WHERE WE STAND still choosing remote instruction, prioritize Tools, Time, and Trust vaccines for teachers and staff who will be The Keys to Reopening and Recovery working in schools. Educators want what students need, RANDI WEINGARTEN, AFT President but they deserve to be safe. And there are ways to do so.† In New York City, the United “Where Do I Start?” Federation of Teachers (UFT) has worked THE AFT IS COMMITTED to ensuring that our experiences: science is important, but with the district on a massive testing and every person in America has the freedom to so are common sense and collaboration.
    [Show full text]
  • Interaction Between 1960S and Blm Activists
    PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA Ministry of Higher Education and Scientific Research University of Tlemcen Faculty of Letters and Languages Department of English The Role of The Black Life Matter and The Civil Rights Movement in Ending Violence and Systematic Racism Towards Black People in the United States of America Dissertation submitted to the Department of English as a partial fulfilment of the requirements for the degree of Master in Literature and Civilization Presented by Supervised by AMMOUCHE Meriem Fatima Zohra Mrs.SEBOUAI Khadidja BOARD OF EXAMINERS Dr. ZEGHOUDI Yahia Chairperson Mrs. SEBOUaI Kadidja Supervisor Mr KAMECHE examiner Academic Year: 2017-2018 Acknowledgements The completion of this study could not have been possible without the supervision of Mrs SEBOUAI Khadidja with her guidance and assistance, and her useful remarks and suggestions for the achievement of this work. Above all, I would like to thank her patience and her valuable comments. I Dedication I dedicate this work: To my lovely mother Rahmouna . And to my husband Mohamed . There is no doubt in my mind that without them I would never go further in my life, and I say to them: “Thank you for your affection, prayers and your selfless sacrifices.” To my lovely brothers Abdellilah and Abdelkader To all my family and to the family of my husband's , especially to my mother in law Zohra and to my father in law Abdelali To my friends who I have spent with them beautiful moments at the university Assma , Imen , Fatima , Saadia . II Contents Acknowledgements............................................................................................
    [Show full text]
  • Wr122-16412-Nadarajah Syllabus.Pdf
    WRI122 – 16412: College Composition Il Written Reasoning as a Process of Argument Department of English, Composition Program College of Arts and Humanities, University of Oregon COURSE SYLLABUS –Fall 2020 “You are growing into consciousnesses, and my wish for you is that you feel no need to restrict yourself to make other people feel comfortable.” (Coates, Between the World and Me 107-8) ​ ​ ______________________________________________________________________ Instructor: Madhura “Madhu” Nadarajah (she/her/hers) ​ Email: [email protected] (please give me 48 hours to respond before emailing ​ ​ ​ me again // my email preference is through Canvas, not Webmail) Synchronous Class Meeting: Monday (no live class, work due Mondays on Canvas) ​ Wednesday - Live Zoom Class (8:15AM-9:45AM) Credit Hours: 4 Hours ​ Remote Office Hours: M/W 10AM-11:30AM ​ ​ -Zoom Video Conference// Zoom Passcode: 5318758021 -I can also chat with you through Canvas Chat, just email me to let me know. **If you would like to set up an appointment outside my office hours, please email me 24hours prior to expected time, but keep in mind no guarantees can be made.** Note About WR 122 Remote Instruction: Synchronous Instruction Hello Team! I am excited to work with you all this Fall Term. I want to express my gratitude for your commitment to continue with this course during this rapidly changing situation. As you are all probably aware by now, our WR 122 class will be held ​ remotely with having 50% of our class being held synchronously. What this means ​ for our class MW is that on Mondays, there are no Zoom meetings, but you will ​ have powerpoints to review, readings to complete, and a discussion board due on Canvas by the end of every Monday.
    [Show full text]