DEPARTMENT OF POLITICAL SCIENCE https://uofa.ualberta.ca/political-science
POLITICAL SCIENCE 444-544-SEM B2– THE POLITICS OF SOCIAL JUSTICE (Winter Term 2018)
Instructor: Dr. Malinda S. Smith Time: Thursday, 12:30-3:20 pm Office: 10-23 Tory Building Class Location: 10-4 Tory Building Office Hours: Tues, 1:30-2:30PM, or by appointment
Email: [email protected] Office: 780.492.5380
I. COURSE DESCRIPTION AND OBJECTIVES:
Global Critical Race Theory explores conceptions of race, racialization and anti-racism from various perspectives in political and social theory, recognizing that such knowledge and understanding are important for making sense of the ambiguities and complexities of political life in modern settler colonial states. Although power and privilege in the polis long have been shaped by ideas about race and its intersections with, for example, gender, class, sexuality, and disabilities – the discipline of political science has not always been in the forefront of theoretical efforts to make sense of this fundamental aspect of the human condition. It is in this context that Critical Race Theory (CRT) emerged as an important body of scholarship first in law and later across the social sciences and humanities. Rather than one perspective or approach, CRT is a constellation of theoretical standpoints that self-consciously views the ‘race question’ and questions about race and intersectionality through a critical lens, posing new questions on the persistence if not magnification of race and the ‘colour line’ in the twenty-first century and an ostensibly post-racial and colour-blind era. This course guides students through anti- racism, intersectionality, settler colonial and the implications for a decolonial politics.
II. COURSE FORMAT
This Critical Race Theory course is designed as an intensive participatory seminar, where it is expected that we will learn from the collective reflections on the reading, in-class workshops, engagement with contemporary media, and critical insights and experiences of all participants. This format requires that students come to each seminar having read the required materials; that they actively participate in class conversations; that they respect each other’s knowledge and experience as well as listen to-hear and learn from their peers. Student success in the class will be based on regular class attendance, completion of weekly required readings and seminar participation, seminar presentations, and responses to guest speakers and any multimedia materials used in the seminar.
III. COURSE AIMS AND OBJECTIVES
Students who successfully complete this course will deepen their knowledge and understanding of the subject matter, as well as develop critical thinking, reading, research, writing, communication and presentation skills. Specifically, a student will achieve the following learning objectives:
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Understand the study of race, racisms, and anti-racism within political science; Assess the implications of imperialism, colonialism, and slavery for how we think about race; Describe and explain intersectionality, and the relationship between race-class-genders; Understand the processes, outcomes and implications of race making; Review how notions of race have been shaped by the state and society; Study the emergence and main elements of critical race/race critical political theories; Identify as well as compare and contrast the contributions of key scholars; Explore notions of ‘race neutral’, ‘colour-blind’ and ‘post-racial’; Enhance a student’s ability to digest complex and nuance arguments and effectively articulate them orally and in writing; Enhance critical thinking through in-class writing exercises; Develop an informed perspective on the subject matter covered in the course.
IV. REQUIRED & RECOMMENDED COURSE MATERIALS
DIGITAL COURSE MATERIALS
HYPERLINKS TO E-READING FILE Hyperlinks to your required readings – which will take you directly to a pdf copy of required articles available through the University of Alberta’s library system e-journal collections– are included in the e- Reading File below. As well, all course materials and updates are available via the Pols 444-544 e-class.
V. REQUIREMENTS & EVALUATION
Assignments (details below) Weighting Due Date 100% 1. Oral presentation and 5-page Variable. critical analysis of readings (30 25% The 5-7 pages written analysis of the minutes) readings due Friday after presentation 2. Weekly: 1 single-spaced page digest of readings and 1-3 30% 11 January-12 April 2018 questions for class discussion 11 in total 3. Active engaged seminar 15% Weekly questions and active discussion participation of readings. 4. Group Anti-Racism Assignment 30% Due 12 April 2018 (hand-in and and Presentation presented last day of class)
Attendance, Absences, and Missed Grade Components: Regular attendance is essential for optimal performance in any course. In cases of potentially excusable absences due to illness or domestic affliction, notify your instructor by e-mail within two days. Regarding absences that may be excusable and procedures for addressing course components missed as a result, consult sections 23.3(1) and 23.5.6 of the University Calendar. Be aware that unexcused absences will result in partial or total loss of the grade for the “attendance and participation” component(s) of a course, as well as for any assignments that are not handed-in or completed as a result.
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(A) Oral Presentation and Analysis of Presentation Readings – total 25% Students are expected to write a 5-7 –pages maximum critical analysis of the readings. Each analysis must be able to identify and assess: (i) thesis of required articles; (ii) primary and secondary arguments; (iii) strengths and weaknesses of the articles; and (iv) the best or most compelling insights from the readings. Students are expected to take an informed position in the essay. Whether it is well-thought through, original, innovative and creative will depend on the work you put into it. The following are some basic expectations: (i) your thesis perspective or the question you will answer in the essay; (ii) why you think the question is important; (iii) summary of the issues, arguments, events, film or writings you are thinking through in the essay; (iv) quality of your arguments and the evidence marshalled in support of them; and (v) standard citation and Bibliography (in APA or Chicago Style format). These analyses are due the day after (Friday) the oral presentation.
The oral presentations constitute a separate component of the evaluation. It should be organized as a formal presentation and not simply a reading of the written synopsis. Students should introduce the thesis of each required reading (and any supplemental or other readings they draw upon); the main issues and arguments covered in the readings; the authors’ conclusions; and overview of the main strengths and weaknesses; and, finally, thoughtful questions for seminar discussion. Students will be judged on: (i) the quality and clarity of the presentation; (ii) the substance of the presentation; (iii) organization and presentation of the arguments; and (iv) the quality of responses to questions arising from the seminar.
(B) Seminar Participation: 15% (11 January-12 April inclusive) A significant percentage of your grade is based on in-class/seminar participation. You will be evaluated on the quality of your contribution and the extent to which it reflects the required readings and/or videos. After each student presentation the instructor will ask each student to pose at least one question of the presenter. You should identify questions (be prepared to identify the author, section(s) of article and page) as you read the articles and prepare for class.
(C) Final Group Writing Assignment - 30% (due 12 April) Undergraduate and Graduate Students’ Anti-Racism Research Assignment: This assignment allows groups of about four students to delve deeper into the international and comparative study of race politics and the politics of race. The undergraduate research paper should be no more than 15-pages, plus the Bibliography. The graduate requirement includes an additional 10-page CRT Annotated Bibliography (text only and/or text an online resource (e.g. Wordpress site with hyperlinks).)
Graduate Students’ CRT Annotated Bibliography: The Critical Race Theory (CRT) Annotated Bibliography should be related to your specified area of research interest, chosen from the second part of the course. The focus is on depth and quality of research. The Annotated Bibliography should include at least 15 scholarly sources (example, journal articles, book chapters, and Canadian government or UN documents). It may include up to five multimedia sources (e.g. Internet sites, films or videos, albums or CDs). The Bibliography should include a 1-2 pages Introduction and Overview: (i) What is your research question that informs the review of the literature for the research paper? (ii) What are the databases (e.g. Academic Search Primer, JSTOR, and Project Muse) or search engines (e.g. Google Search, Yahoo Search, Live Search, Ask Search) that you used and were best for your project? (iii) Do you provide a succinct summary of all the literature you reviewed and either included or rejected as not relevant? (iv) Can you identify the major themes of the literature and which articles, book chapter, documents, etc. fit within specific themes? (v) What are the strengths and weaknesses of your final Annotated
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Bibliography? (vi) Does your Bibliography include all of the sources reviewed, in a standard citation format (e.g. APA or Chicago Manual style)?
VI. GRADING Marks for assignments and exams are given in percentages, to which letter grades are also assigned, according to the table below. The percentage mark resulting from the entire term work and examination then produces the final letter grade for the course.
Political Science 444-544 Grading Scale
Graduate Grade Percentage Grade Point (4.0 Undergraduate Description scale) Description
Exemplary A+ 97-100 4.0 Exemplary Excellent A 92-95 4.0 Excellent Excellent A- 88-91 3.7 Excellent Very Good B+ 84-87 3.3 Very Good Good B 79-83 3.0 Good Satisfactory B- 74-78 2.7 Good Minimally Satisfactory C+ 69-73 2.3 Fully Satisfactory Fail C 63-68 2.0 Satisfactory Fail C- 59-62 1.7 Satisfactory Fail D+ 54-58 1.3 Poor Fail D 50-53 1.0 Minimal Pass Fail F 0-49 0.0 Failure
VII. ACCESS TO PAST or REPRESENTATIVE EVALUATION MATERIAL
This course syllabus for Political Science 359 includes all the required assignments and due dates. The course instructor will distribute all criteria associated with such assignments in advance of the due date.
VIII. LATE PENALTIES, PLAGIARISM & ACADEMIC INTEGRITY
Late assignments: It is your responsibility to inform the instructor as soon as it becomes clear that your work will be late. If you do not communicate in advance, and your reason for being late does not explain this lack of communication, then you should be prepared to be penalized by 0.5 percent per day.
Plagiarism & Academic Integrity: The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStu dentBehaviour.aspx) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. Students should also be
Page | 4 aware that when an instructor is convinced that a student has submitted work that he or she could not have produced without assistance, or otherwise violated the Code of Student Behaviour, that course professor is obliged to formally report the case.
Code of Student Behaviour: http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/Co deofStudentBehaviour.aspx Office of Student Judicial Affairs: http://www.osja.ualberta.ca/en.aspx
Academic Honesty: All students should consult the information provided by the Office of Judicial Affairs regarding avoiding cheating and plagiarism in particular and academic dishonesty in general (see the Academic Integrity Undergraduate Handbook and Information for Students). If in doubt about what is permitted in this class, ask the instructor. Students involved in language courses and translation courses should be aware that on-line “translation engines” produce very dubious and unreliable “translations.” Students in language courses should be aware that, while seeking the advice of native or expert speakers is often helpful, excessive editorial and creative help in assignments is considered a form of “cheating” that violates the code of student conduct with dire consequences. An instructor or coordinator who is convinced that a student has handed in work that he or she could not possibly reproduce without outside assistance is obliged, out of consideration of fairness to other students, to report the case to the Associate Dean of the Faculty. See the Academic Discipline Process.
IX. SUPPORTIVE LEARNING AND WORKING ENVIRONMENT
The Faculty of Arts is committed to ensuring that all students, faculty and staff are able to work and study in an environment that is safe and free from discrimination and harassment. It does not tolerate behaviour that undermines that environment. The department urges anyone who feels that this policy is being violated to: • Discuss the matter with the person whose behaviour is causing concern; or • If that discussion is unsatisfactory, or there is concern that direct discussion is inappropriate or threatening, discuss it with the Chair of the Department. For additional advice or assistance regarding this policy you may contact the Student Ombuds Office: (http://www.ombudservice.ualberta.ca/). Information about the University of Alberta Discrimination and Harassment Policy and Procedures is described in UAPPOL at https://policiesonline.ualberta.ca/PoliciesProcedures/Pages/DispPol.aspx?PID=110 .
X. RECORDING OF LECTURES:
Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the content author(s) or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).
XI. STUDENT ACCESSIBILITY SERVICES & SPECIALIZED SUPPORT:
Students with disabilities or special needs that might interfere with their performance should contact the professor at the beginning of the course with the appropriate documentation. Every effort will be
Page | 5 made to accommodate such students, but in all cases prior arrangements must be made to ensure that any special needs can be met in a timely fashion and in such a way that the rest of the class is not put at an unfair disadvantage. Students requiring special support or services should be registered with the office of Specialized Support & Disability Services (SSDS): http://www.uofaweb.ualberta.ca/SSDS/. This is particularly important for students requiring special exam arrangements. Once you have registered with SSDS, it is your responsibility to provide the instructor with a “Letter of Introduction” and, if necessary, an “Exam Instruction & Authorization” form. If you are not already registered with Specialized Support & Disability Services, contact their office immediately (2-800 SUB; Email [email protected]; Email; phone 780-492-3381; WEB http://www.ssds.ualberta.ca/).
XII. SUPPORTS FOR STUDENT ACADEMIC SUCCESS
Students desiring assistance with academic writing skills or effective study and exam strategies can access these services via the Student Success Centre and the Centre for Writers: • Student Success Centre: http://www.studentsuccess.ualberta.ca • Centre for Writers: http://www.c4w.arts.ualberta.ca
XIII. STUDENT SUPPORT SERVICES
Students in need of support as a result of concerns related to stress, personal safety, health concerns, sexual assault, or other personal or financial concerns are encouraged to contact campus and community services that have been established to listen, offer support, supply information and provide services: Distress Line: (780)-482-4357 Counseling Services: http://www.mentalhealth.ualberta.ca Sexual Assault Centre: http://www.sac.ualberta.ca Peer Support Service: http://www.su.ualberta.ca/services/psc/ Links to Various Community Support Services: http://www.su.ualberta.ca/services/psc/resources/ Bursaries & Emergency Funding: http://www.ubef.ualberta.ca
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University of Alberta - Political Science 444-544–B1 CRITICAL RACE THEORY READING FILE
8 January 2018 – 12 April 2018 Location: Tory Bldg 10-4, Time: 12:30-3:20pm Instructor: Dr. Malinda S. Smith Email: [email protected] Telephone: 780.492.5380
A Mostly Paperless Course
Whenever possible, we will try to reduce the volume of paper in this class. All the required materials for the course are available for ‘fair use’ by students enrolled in Political Science 444-544-B2. Simply click on the hyperlinks for the required reading. The links will take you directly to the University of Alberta’s library system and the required article. You can then save the article to your computer, Playbook, iPad or other mobile device.
Your 2018 Reading File
This Reading File includes the required course readings organized by week, as well as supplemental and recommended readings that you may draw upon as needed. If you do not have a strong background in a particular area it is highly recommended that you engage in additional readings.
There are 13 full sessions, each for 3-hours duration, every Thursday, from 12:30.m.-3:20pm. Students will need to be disciplined in their preparations. The course will require you to work hard, but will be worth it. The readings will challenge you to think critically, and outside the box. It is essential that you attend seminars regularly and actively participate in class discussions.
SEMINAR FOCUS QUESTIONS
Preparing for class – Are you prepared to do the following?: (It is recommended that you write down your responses to this so you are prepared to respond, should you be called upon. You are discouraged from trying to ‘wing it’ in the seminar.)
1. Provide a succinct overview of each article to the seminar. 2. Identify and explain the main thesis or research question for each reading 3. Discuss the arguments advanced by the author(s) in the article. 4. Identify, define and explain the key concepts covered in the readings. 5. What is the best argument made by the author(s) in this article? 6. What is the least compelling argument made by the author(s) in the article?
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Political Science 444-544 – Critical Race Theory Winter 2018 Reading File Political Science, Faculty of Arts
Recommended eBooks (available online and via University of Alberta Libraries): Ricardo Delgado and Jean Stefancic. Critical Race Theory: An Introduction. New York and London: New York University Press, 2001. David Theo Goldberg and John Solomos, Eds., A Companion to Race and Ethnic Studies. Malden, Mass: Blackwell Publishers, Inc., 2002. E-Book available through University of Alberta Libraries. Alexander Anievas, Robbie Robbie Shilliam, and Nivi Manchanda. Race and Racism in International Relations: Confronting the Global Colour Line. New York: Routledge, 2014. Alan Lester and Zoë Laidlaw.Indigenous Communities and Settler Colonialism: Land Holding, Loss and Survival in an Interconnected World. In: Cambridge Imperial and Post-colonial Studies Series. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. 2015. eBook
Pols 444-544 Reading Schedule In-Brief Week Date Topic 1 11 January Introduction and course mechanics
2 18 January The Race Concept
3 25 January Race, Indigeneity and Political Science
4 1 February Critical Race Theory & Tribal Crit Lit
5 8 February The UN and Anti-Racism
6 15 February Race-Making and the Modern State
7 22 February Reading Week (19-23 Feb)
8 1 March Whiteness as Property
9 8 March Anti-Racism: “What, you’re calling me a racist?”
10 15 March Racism, Anti-Racism and Social Media
11 22 March Settler Colonialism & Decolonizing Racism
12 29 March Unsettling Settler Colonialism
13 5 April Group Research Focus
14 12 April Anti-Racism Symposium
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JANUARY 2018
WEEK 1 – 11 JANUARY INTRODUCTION
Introductions, Syllabus, Course Mechanics
WEEK 2 – 18 JANUARY – THE RACE CONCEPT
Required Viewing (Watch at home): Watch Video (8:24). “The Story of Race,” Understanding Racism, YouTube (July 13, 2009), and the transcript: http://www.understandingrace.org/history/history_trans.html
Required Readings Michael Banton, “The Classification of Races in Europe and North America: 1700–1850.” International Social Science Journal 39 (1987): 45–59. Wendy D. Roth, “The multiple dimensions of race,” Ethnic and Racial Studies, 39, 8 (2016), 1310- 38. Patrick Wolfe, “Race and racialisation: Some thoughts,” Postcolonial Studies, 5, 1 (2002), 51-62. Alana Lentin, “‘Race’, Racism and Anti-Racism: Challenging Contemporary Classifications.” Social Identities 6, 1 (2000): 91-106
Supplemental Readings Michael Banton, “Social aspects of the race question” (17-29). In: UNESCO, Four statements on the race question. Paris, France: UNESCO, 1969. George Shire, “Race in neo-liberal times: George Shire looks at the ways in which processes of racialisation have been reworked in the neoliberal era.” Soundings, 38 (2018): 70-81. UNESCO. “The Race Question” UNESCO and It’s Programme. Vol.3, Paris, France: UNESCO, 1953. Eduardo Bonilla-Silva. “The Essential Social Fact of Race,” American Sociological Review, 64, 6 (December, 1999): 899-906. Alana Lentin. “What does race do?,” Ethnic and Racial Studies, 38, 8 (2015): 1401-6, DOI: 10.1080/01419870.2015.1016064 Susan Searls Giroux, “Sade's revenge: Racial neoliberalism and the sovereignty of negation,” Patterns of Prejudice, 44, 1 (2010): 1-26. Nelson Maldonado-Torres, “The time and space of race: reflections on David Theo Goldberg’s interrelational and comparative methodology,” Patterns of Prejudice, 44, 1 (2010): 77-88. Peter Wade, “The presence and absence of race,” Patterns of Prejudice, 44, 1 (2010): 43-60. David Theo Goldberg. “Call and response” (Extended response to reviews of Threat of Race), Patterns of Prejudice, 44, 1 (2010): 89-106
WEEK 3 – 25 JANUARY – RACE, INDIGENEITY, AND POLITICAL SCIENCE
Required Readings Debra Thompson. “Is Race Political?,” Canadian Journal of Political Science, 41, 3 (September 2008): 525-47. Malinda S. Smith, “Disciplinary Silences: Race, Indigeneity, and Gender in the Social Sciences” (239-78). In F. Henry, E. Dua, C.E. James, A. Kobayashi, P. Li, Howard Ramos and M.S. Smith, The Equity Myth: Racialization and Indigeneity at Canadian Universities. Vancouver:UBC Press, 2017.
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Jennifer Hochschild. “Race and Class in Political Science,” Michigan Journal of Race and the Law, 11, 1 (Fall 2005): 99-114. Kevin Bruyneel. “Political Science and the Study of Indigenous Politics” (17 May 2012). Available at SSRN: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2061662
Supplemental Readings Harwood K., McClerking, and Ray Block. "Say our name (and say it right)! Extending Walton et al. on the evolution of race in political science scholarship." Research & Politics, 3, 2 (2016): 1-8. Howard Winant. “Race, ethnicity and social science,” Ethnic and Racial Studies, 38, 13 (2015): 2176-185. Malinda S. Smith, “Race Matters and Race Manners.” In: Reinventing Canada: Politics of the 21st Century, eds. Janine Brodie and Linda Trimble (Toronto: Prentice Hall, 2003): 108-130. Rupert Taylor. “Political Science Encounters ‘Race’ and ‘Ethnicity’,” Ethnic and Racial Studies, 19, 4 (1996): 884-95. Roger M. Smith. “The Puzzling Place of Race in American Political Science,” PS: Political Science and Politics (January 2004): 41-45.
FEBRUARY 2018
WEEK 4 – 1 FEBRUARY – CRITICAL RACE THEORY AND TRIBAL CRITLIT
Required Readings Kimberlé Williams Crenshaw. “Twenty Years of Critical Race Theory: Looking Back to Move Forward,” Connecticut Law Review, 43, 5 (July 2011): 1253-352. Read: 1310-52. Devon W. Carbado and Daria Roithmayor. “Critical Race Theory Meets Social Science,” Annual Review of Law and Social Sciences, 10 (2014): 149-67. Bryan McKinley and Jones Brayboy, “Toward a Tribal Critical Race Theory in Education,” The Urban Review, 37, 5 (December 2005): 425-46. Steve Garner and Saher Selod, “The Racialization of Muslims: Empirical Studies of Islamophobia,” Critical Sociology, 41, 1 (2014): 9-19.
Supplemental Readings Mary Hawkesworth, “From Constitutive Outside to the Politics of Extinction: Critical Race Theory, Feminist Theory, and Political Theory,” Political Research Quarterly 63, 3 (2010): 686– 96. Patricia Hill-Collins, "Science, critical race theory and colour-blindness." British Journal Of Sociology, 66, 1 (n.d.): 46-52 Kim Tallbear, “Narratives of Race and Indigeneity in the Genographic Project,” Journal of Law, Medicine & Ethics (February 2007): 412-24.
WEEK 5 – 8 FEBRUARY – THE UNITED NATIONS AND ANTI-RACISM
Required Readings Debra Thompson, “Through, Against, and Beyond the Racial State” (41-52). In: Anievas, Alexander, Robbie Shilliam, and Nivi Manchanda. Race and Racism in International Relations: Confronting the Global Colour Line. New York: Routledge, 2014. eBook
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Michelle Brattain, “Race, Racism, and Antiracism: UNESCO and the Politics of Presenting Science to the Postwar Public,” American Historical Review, 112, 5 (December 2007): 1386-1413. Peter Jackson and Mathieu Faupin, “The Long Road to Durban: The UN Role in Fighting Racism and Racial Discrimination,” UN Chronicle, 3 (2007): 7-15. Michael Banton, “Lessons from the 2001 World Conference Against Racism,” Journal of Ethnic & Migration, 28, 2 (April 2002): 355-66.
Supplemental Readings Etienne Balibar, “Racism and Anti-Racism,” UNESCO Courier, 49, 3 (March 1996): 14-17. Étienne Balibar, “Racism Revisited: Sources, Relevance, and Aporias of a Modern Concept,” PMLA, 123, 5 (October 2008): 1630-9. David Lumsdaine, “The Intertwining of International and Domestic Politics,” Polity, 29, 2 (1996): 299-306. Peggy Maisel, “Lessons from the World Conference Against Racism: South Africa as a Case Study,” Oregon Law Review, 81, 3 (2002): 739-769. UNESCO, “The European Coalition of Cities Against Racism,” International Social Science Journal, 57, 183 (2005): 175-83. UNESCO, Sociological Theories: Race and Colonialism (Paris: UNESCO, 1980). UNESCO, Research on Racial Relation (Paris: UNESCO, 1966). UNIFEM, “Integrating Gender into the Third World Conference Against Racism, Racial Discrimination, Xenophobia and Related Intolerance,” United Nations Development Fund for Women (UNIFEM). In: Journal of Muslim Minority Affairs, 21, 2 (Oct 2001): 373-85; [Online] http://www.unifem.undp.org/hr_racism.html United Nations High Commissioner for Human Rights (2002, July). Declaration and program for Action. [Online]. United Nations World Conference Against Racism, Racial Intolerance, Xenophobia and Related Intolerance official website. http://www.unhchr.ch/html/racism/ Michael Banton, International Action Against Racial Discrimination (Oxford: Clarendon, 1996). Susan Harris, “Tampering with the World Conference Against Racism,” Social Alternatives, 21, 3 (Winter 2002): 20-27. M.M. Sierra, “The World Conference Against Racism and the Role of the European NGOs,” European Journal of Migration & Law, 4, 2 (April 2002): 249-60. Onaje Mu’id, “United Nations World Conference Against Racism: Disparate Beacon for an Emerging New Humanity under Contest by Racist Detractors,” Socialism and Democracy, 16, 1 (2002): 118-24. Rita Maran, “A Report from the United Nations World Conference Against Racism, Racial Discrimination, Xenophobia, and Related Intolerances, Durban, South Africa, 2001,” Social Justice, 29, 1-2 (2002): 177-85. Frances M. Beal, “Lessons from Durban,” Socialism & Democracy, 16, 1 (Winter/Spring 2002): 115-9. Saul Dubow, “Smuts, the United Nations and the Rhetoric of Race and Rights,” Journal of Contemporary History, 43, 1 (January 2008): 45-74.
WEEK 6 – 15 FEBRUARY – RACE-MAKING AND THE MODERN STATE
Required Readings Anthony W. Marx. “Race-Making and the Nation-State,” World Politics, 48, 2 (January 1996): 180-208.
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David Theo Goldberg. "Racial States." A Companion to Racial and Ethnic Studies. Blackwell Publishing, 2002. Blackwell Reference Online. 04 January 2018 Jill Vickers and Annette Isaac. “Foundational Race Regimes.” In: The Politics of Race: Canada, the United States, and Australia. 2nd edn. Toronto: University of Toronto, 2012, 43-69. Colin M. Tatz, “Comparative race politics in Australia, Canada, New Zealand and South Africa,” Patterns of Prejudice, 7, 2 (1973): 1-8.
Supplemental Readings Herbert J. Gans. “Racialization and Racialization Research,” Ethnic and Racial Studies, 40, 3 (2017): 341-52. Glenn E. Bracey II. “Toward a Critical Race Theory of State,” Critical Sociology, 4, 3 (2015): 553- 72. Tukufu Zuberi. “Critical Race Theory of Society,” Connecticut Law Review, 43, 5 (July 2011): 1573-91.
Week 7 – READING WEEK (19-23 February 2018)
MARCH 2018
WEEK 8 – 1 MARCH – WHITENESS AS PROPERTY
Required Readings Cheryl Harris, “Whiteness as Property,” Harvard Law Review, 106, 8 (1993): 1707-1791. Read: 1707-36. Aileen Moreton-Robinson. "Virtuous Racial States: The Possessive Logic of Patriarchal White Sovereignty and the United Nations Declaration on the Rights of Indigenous Peoples." Griffith Law Review, 20, 3 (December 2011): 641-58. Natsu Taylor Saito. "Race and Decolonization: Whiteness as Property in the American Settler Colonial Project," Harvard Journal on Racial & Ethnic Justice, (2015): 31-67. Patricia J. Williams, “On Being the Object of Property,” Signs, 14, 1 (Autumn 1988): 5-24.
Supplemental Readings Amanda Werner, “Corporations Are (White) People: How Corporate Privilege Reifies Whiteness as Property,” Harvard Journal of Racial & Ethnic Justice, 31, (2015): 129-47. Read: 129-34, Aileen Moreton-Robinson. The White Possessive: Property, power, and indigenous sovereignty. University of Minnesota Press, 2015.
WEEK 9 – 8 MARCH – ‘YOU’RE CALLING ME A RACIST?’: REGULATING ANTI-RACISM
Required Readings Fiona Nicoll. “‘Are you calling me a racist?’: Teaching critical whiteness theory in indigenous sovereignty,” borderlands, 3, 2 (2004), 1-7. Augies Fleras, “Explaining Racism, Erasing Racisms.” (141-65). In Fleras, Augie. Racisms in a Multicultural Canada: Paradoxes, Politics, and Resistance. Waterloo, Ontario: Wilfrid Laurier University Press, 2014. eBook
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Robin DiAngelo. “White Fragility.” International Journal of Critical Pedagogy, 3, 3 (2011): 54-70 and “Tool: Recognizing Microaggressions and the Messages They Send.” University of California Santa Cruz. Caroline Mala Corbin. “Essay: Terrorists Are Always Muslim but Never White: At the Intersection of Critical Race Theory and Propaganda." Fordham Law Review, 86, 2 (Nov. 2017): 455-485.
Supplemental Readings Ghassan Hage. “Recalling anti-racism,” Ethnic and Racial Studies, 39, 1 (2016): 123-133 Arif Dirlik, “Race Talk, Race, and Contemporary Racism,” PMLA, 123, 5 (Oct. 2008): 1363-79. David Theo Goldberg, “Racial Comparisons, relational racisms: Some thoughts on method,” Ethnic & Racial Studies, 32, 7 (September 2009): 1271-82. Alana Lentin, “‘Race’, Racism and Anti-Racism: Challenging Contemporary Classifications.” Social Identities 6, 1 (2000): 91-106 Sarita Shrivastava. “‘You’re calling me a racist?’ The Moral and Emotional Regulation of Antiracism and Feminism,” Signs, 31, 1 (Autumn 2005): 29-62. Ella Mazel. “And Don't Call Me a Racist!": A Treasury of Quotes On the Past, Present, and Future of the Color Line In America. Lexington, MA: Argonaut Press, 1998. Sara Ahmed. “The Nonperformativity of antiracism,” Meridians: Feminism, Race, Transnationalism, 7, 1 (2006): 104-26. Yin Paradies. “Whither anti-racism?,” Ethnic and Racial Studies, 39, 1 (2016): 1-15. Alana Lentin. “What Happens to Anti-Racism When We Are Post-Race,” Feminist Legal Studies, 19, 2 (2011): 159-168. Andrea Smith, “The Problem with ‘Privilege’,” Andrea Smith’s Blog (August 15, 2013). Beenash Jaffri. “Privilege vs Complicity: People of Colour and Settler Colonialism,” Equity Matters Blog (March 21, 2012).
WEEK 10 – 15 MARCH – CYBER-RACISM – TRACKING AND COMBATTING RACISM ON SOCIAL MEDIA
Required Readings Andrew Jakubowicz, "Alt_Right White Lite: trolling, hate speech and cyber racism on social media." Cosmopolitan Civil Societies: An Interdisciplinary Journal, 9, 3 (2017): 41-60. Jesse Daniels. “Introduction: White Supremacy in the Digital Age” (3-26), Cyber Racism: White Supremacy Online and the New Attack on Civil Rights. Lanham, Md: Rowman & Littlefield Publishers, 2009, eBook. Jesse Daniels. “Combating Global White Supremacy in the Digital Era” (159-86), Cyber Racism: White Supremacy Online and the New Attack on Civil Rights. Lanham, Md: Rowman & Littlefield Publishers, 2009. eBook Anthony McCosker and Amelia Johns. "Contested publics: racist rants, bystander action and social media acts of citizenship." Media International Australia incorporating Culture and Policy, No. 151 (May 2014), 66-72.
Supplemental Readings En-Chieh Chao, “The-Truth-About-Islam.Com: Ordinary Theories of Racism and Cyber Islamophobia,” Critical Sociology, 41, 1 (2014): 57-75. Rema Reynolds and Darquillius Mayweather. “Recounting Racism, Resistance, and Repression: Examining the Experiences and #Hashtag Activism of College Students with Critical Race Theory and Counternarratives." Journal Of Negro Education, 86, 3 (Summer 2017 2017): 283-304.
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Gaven Titley and Alana Lentin, “Racism is still very much with us. So why don’t we recognize it?” Guardian (July 13, 2012). Mark Prigg. “Just how racist is Twitter? Study finds 10,000 slurs a DAY posted on social network,” Mail Online (February 19, 2014). Racism No Way. “Cyber-racism.” Department of Education, NSW Government, Australia. “Social Media Racism, Huffington Post. Map, “Geography of Hate: Geotagged Hateful Speech in the United States” on Twitter (racism, homophobia, ableism). Irfan Chaudhry. “The Twitter Racism Project” (Faculty of Arts, U of Alberta).
UNIT 11 – 22 MARCH –SETTLER COLONIALISM AND DECOLONIZING RACISM
Required Readings Matthew Wildcat. “Fearing social and cultural death: genocide and elimination in settler colonial Canada—an Indigenous perspective.” Journal of Genocide Research, 17, 4 (2015): 391-409. Tricia Logan. “Settler colonialism in Canada and the Métis,” Journal of Genocide Research, 17, 4 (December 2015): 533-52. David B. MacDonald. “Canada's history wars: indigenous genocide and public memory in the United States, Australia and Canada,” Journal of Genocide Research, 17, 4 (2015): 411-31. Bonita Lawrence and Enakshi Dua. “Decolonizing Antiracism,” Social Justice, 32, 4 (2005): 120- 43.
Supplemental Readings Jeffrey Monaghan. “Settler Governmentality and Racializing Surveillance in Canada’s North West,” Canadian Journal of Sociology, 38, 4 (October 2013): 487-98. Andrew Woolford & Jeff Benvenuto. “Canada and colonial genocide,” Journal of Genocide Research, 17, 4 (2015): 373-390. Annie Coombes, Rethinking settler colonialism: history and memory in Australia, Canada, Aotearoa New Zealand and South Africa. New York: Manchester University Press, 2006. Alan and Lester Zoë Laidlaw.Indigenous Communities and Settler Colonialism: Land Holding, Loss and Survival in an Interconnected World. In: Cambridge Imperial and Post-colonial Studies Series. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. 2015. eBook Cindy Holmes, Sarah Hunt, and Amy Piedalue. “Violence, Colonialism and Space: Towards a Decolonizing Dialogue,” ACME: An International E-Journal for Critical Geographies. 14, 2 (2015): 539-570 Nerferti M. Tadiar. “Decolonization, ‘Race’, and Remaindered Life under Empire,” Qui Parle: Critical Humanities and Social Sciences, 23, 2 (Spring/Summer 2015): 135-160 Eva Mackey, “Unsettling Expectations: (Un)certainty, Settler States of Feeling, Law, and Decolonization,” Canadian Journal of Law and Society, 29, 2 (2014): 235-52.
UNIT 12 – 29 MARCH UNSETTLINGLY SETTLER COLONIALISM
Required Readings Patrick Wolfe. “Settler Colonialism and the Elimination of the Native,” Journal of Genocide Research, 8, 4 (2006): 387-409.
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Eva Mackey, “Unsettling Expectations: (Un)certainty, Settler States of Feeling, Law, and Decolonization,” Canadian Journal of Law and Society, 29, 2 (2014): 235-52. Sarah de Leeuw, Margo Greenwood & Nicole Lindsay. “Troubling good intentions,” Settler Colonial Studies, 3:3-4 (2014): 381-394, DOI: 10.1080/2201473X.2013.810694 Nandita Sharma, and Cynthia Wright. "Decolonizing Resistance, Challenging Colonial States." Social Justice 35, no. 3 (September 2008): 120-138
Supplemental Readings Lorenzo Veracini. “‘Settler Colonialism’: Career of a Concept,” The Journal of Imperial and Commonwealth History, 41, 2 (2013): 313–333. Lorenzo Veracini. “On Settlerness.” Borderlands e-journal, 10, 1 (2011): 1-17. Freya Schiwy, “Decolonization and the Question of Subjectivity: Gender, race and binary thinking,” Cultural Studies, 21, 2-3 (2007): 271-294 Gott, Richard. “Latin America as a White Settler Society,” Bulletin of Latin American Research,” 26, 2 (APRIL 2007): 269-89. Ina Knobblock & Rauna Kuokkanen. “Decolonizing Feminism in the North: A Conversation with Rauna Kuokkanen,” NORA-Nordic Journal of Feminist and Gender Research, 23, 4 (2015): 275- 281.
APRIL 2018
Unit 13 – 5 April ANTI-RACISM GROUP RESEARCH (SMALL GROUP MEETINGS)
Unit 14 - 12 April CRITICAL RACE SYMPOSIUM
The End
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