DOCSLIB.ORG

Contemporary Perspectives on Ethnic Studies FIRST EDITION

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Contemporary Perspectives on Ethnic Studies FIRST EDITION For more information on adopting this SNEAK title for your course, please contact us at: PREVIEW [email protected] or 800-200-3908 Contemporary Perspectives on Ethnic Studies FIRST EDITION Contemporary Perspectives on Ethnic Studies A READER edited by Kebba Darboe and Wayne E. Allen Minnesota State University, Mankato SAN DIEGO Bassim Hamadeh, CEO and Publisher Mieka Portier, Field Acquisitions Editor Tony Paese, Project Editor Casey Hands, Associate Production Editor Jess Estrella, Senior Graphic Designer Alexa Lucido, Licensing Manager Natalie Piccotti, Director of Marketing Kassie Graves, Vice President of Editorial Jamie Giganti, Director of Academic Publishing Copyright © 2020 by Cognella, Inc. All rights reserved. No part of this publication may be reprinted, repro- duced, transmitted, or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information retrieval system without the written permission of Cognella, Inc. For inquiries regarding permissions, translations, foreign rights, audio rights, and any other forms of reproduction, please contact the Cognella Licensing De- partment at [email protected]. Trademark Notice: Product or corporate names may be trademarks or registered trademarks and are used only for identification and explanation without intent to infringe. Cover image: Copyright © 2016 Depositphotos/Rawpixel. Printed in the United States of America. 3970 Sorrento Valley Blvd., Ste. 500, San Diego, CA 92121 To: My widow Sandra, my son Kelefa, and my daughter Sia I proudly dedicate this book to the loving memory of my first cousin Professor Lamin Sanneh for his lifetime of teaching, research, and scholarship. He had the privilege of teaching at both Harvard (1981–1989) and Yale (1989–2019) Universities, two of the world’s bastions of intellect and rationality. He was loved by his aunts, especially my mother, who told us to consider him as our good role model. Dr. Sanneh was an intellectual giant, a great writer, and Gambia’s ambassador to the world. He had a good sense of humor, and I enjoyed every second of our long discussions on multiple topics. His life exemplified the classic lines of a scholar in Samuel Johnson’s History of Rasselas: Prince of Abyssinia (1887): “To talk in public, to read and to hear, to inquire and answer inquiries is the business of a scholar. He wanders about the world without pomp or terror …” We miss you, Mala. He died on January 6, 2019, and may he rest in peace! Dr. Kebba Darboe Professor, Minnesota State University—Mankato For Justine Mambo Allen, a loyal and loving daughter and sister, a true wife and friend, a great mother, aunty, and grandmother, and a dedicated daughter of God; and to everyone in our Mankon family in Bamenda, Cameroon, this book is in honor of you. Dr. Wayne E. Allen Professor, Minnesota State University—Mankato v CONTENTS Foreword: Cultural Diversity Becomes More Important xiii By Yueh-Ting Lee Introduction: Introductory Overview of Ethnic Studies xv By Kebba Darboe and Karamo Barrow CHAPTER 1 Historical Perspectives on Race and Ethnicity 1 READING 1 Historical Perspectives on Race and Ethnicity 3 By Kebba Darboe and Karamo Barrow READING 2 The Evolution and Consequences of Kelo v. City of New London 11 By Jeffrey D. Eicher, J.D., Jerry D. Belloit, and C. Frank Shepard, Jr., J.D. CHAPTER 2 Native Americans: Brief Historical Perspectives 23 READING 3 An Exemplary Program for Recruiting American Indian Students 25 By Mary C. Dowd, Ed.D., Megan R. Heutmaker, M.S. and Kelly S. Meier, Ed.D. READING 4 Native American Sovereignty and U.S. Citizenship 39 By Robert Keith Collins READING 5 American Indian Women in Higher Education: Navigating The Doctorate 47 By Mary Jo Tippeconnic Fox vii CHAPTER 3 African Americans: Brief Historical Perspectives 53 READING 6 Why Do You Call Yourself Black and African? 55 By Carina Ray READING 7 The Case of Affirmative Action Policy 59 By Michele S. Moses READING 8 The Politics of Gerrymandering: Overview of Supreme Court Precedent 75 By Congressional Digest, 20(8): 5–8. READING 9 Michelle Alexander’s The New Jim Crow: Mass Incarceration in the Age of Colorblindness 81 By Devereaux Kennedy CHAPTER 4 Hispanics/Latinos: Brief Historical Perspectives 91 READING 10 The Hispanic Category and the Development of a New Identity Politics in America 93 By G. Cristina Mora CHAPTER 5 Arab and Muslim Americans: Brief Historical Perspectives 111 READING 11 Arabs and Muslims: Introduction 113 By Hamdi Elnuzahi viii READING 12 Muslim in America: A trip to two of the most Islamic cities in the U.S. 115 By Shikha Dalmia CHAPTER 6 Asian Americans: Brief Historical Perspectives 127 READING 13 Chinese Students and Critical Thinking in Education 129 By Lu Yan READING 14 Asian Americans and the Shifting Politics of Race: Asian Americans as Victim and Success Stories 139 By Rowena Robles CHAPTER 7 Social Movements: Brief Historical Perspectives 155 READING 15 The Origins and Causes of the Civil Rights Movement 157 By David Levering Lewis READING 16 Contributions of African American Women in the Modern Civil Rights Movement 169 By Bruce A. Glasrud and Merline Pitre READING 17 A League of American Citizens 181 By Craig A. Kaplowitz READING 18 The Movement For Native Lives: Native Americans are killed by police at a rate higher than any other group 207 By Stephanie Woodard ix READING 19 Coming Together: The Asian American Movement 219 By Yen Espiritu READING 20 The Current State of Same-Sex Marriage: An Analysis of the Federal and State Income Tax Consequences 251 By Alisha M. Harper and Elizabeth Breathitt READING 21 Black Lives Matter and the Struggle for Freedom 267 By Brian P. Jones READING 22 MeToo to #MeToo: What’s in the Name? 275 By Sherrise Truesdale-Moore READING 23 The Collective Power of #MeToo 281 By Sarah Jaffe READING 24 Black Women Say #MeToo: The #MeToo Movement Gives Women of Color a Space to Share Struggle 289 By Deborah Douglas CHAPTER 8 Migration/Immigration: A Case Study on the United States 291 READING 25 Theoretical Perspectives on Immigration 293 By Kebba Darboe READING 26 Key Findings About U.S. Immigrants: Pew Research Center, Washington, D.C. 299 By Gustavo López, Kristen Bialik and Jynnah Radford x READING 27 DACA has Shielded Nearly 790,000 Young Unauthorized Immigrants from Deportation 305 By Jens Manuel Krogstad READING 28 Zero Tolerance for Illegal Immigration: An Urgent Policy Need 307 By Donald Mann CHAPTER 9 Challenges of Multiculturalism VS. Pluralism 323 READING 29 Introduction: Assimilation 325 By Kebba Darboe READING 30 The Whiteness of America 331 By William Raspberry READING 31 American Multiculturalism VS. French Ethno-pluralism: The Debate over Arab and Muslim Assimilation 333 By Lanouar Ben Hafsa Author and Contributor Biographies 349 xi FOREWORD Cultural Diversity Becomes More Important By Yueh-Ting Lee Southern Illinois University, Carbondale am so honored and privileged to be invited to write this preface for this very important anthology by Drs. Kebba Darboe and Wayne Allen that I cannot help sharing a compelling storyI with all readers. That is, in 2000, I was hired as a chair of the Department of Ethnic Studies at Minnesota State University, Mankato. I had worked there for five years. Those were among the best days in my academic and administrative career. I was so proud of the colleagues, friends (including Dr. Allen and Dr. Darboe and many others), and students in the department that this initiative brings me back to what we worked on almost 18 years ago. For example, together we discussed and finalized the Department Mission Statement in fall 2000 as follows: The Department of Ethnic Studies, an interdisciplinary program, is academically committed to promoting multicultural and ethnic knowledge and values both within and outside the United States and to preparing our students for effective functioning across the culturally diverse and global community. During those years, we updated undergraduate curricula and developed two graduate programs collaboratively—an MS in multicultural and ethnic studies program and an online cultural diversity certificate program. These two programs are still very successful. I am even more proud of the department that has been flourishing since I moved to Minot State University in North Dakota in 2005, to the University of Toledo in Ohio in 2007, and then to Southern Illinois University Carbondale in 2015 as a professor and an administrator. Cultural diversity and inclusive excellence (e.g., ethnic studies) are near and dear to my heart as a teacher, researcher and an administrator. Today we face more opportunities and challenges when we teach or talk about cultural and ethnic diversity. In the United States, we will be either stronger together or may be weaker and more traumatized due to the current political environment. America’s culturally diverse groups or underserved groups are like endangered species due to the politically close-minded mentality in the nation. Violence, hatred, and hostility have increased every day since the 2016 election. xiii Ethnic studies programs also face both challenges and opportunities. Undoubtedly, ethnic studies, like America itself, is at a crossroads. Thus Dr. Kebba and Dr. Allen’s book is very important and timely. This anthology covers a wide range of topics which provides an extraordinary range of knowledge, theories, and research findings for our students, scholars, and researchers, and other readers in and outside the academic area. It includes diverse issues related to Native Americans (or American Indians), African Americans, Latino/a and Hispanic Americans, Asian Americans, Muslim/Arabic Americans, immigrants and other people of multicultural and diverse groups. This volume offers both historical perspectives and current or contemporary topics that are central and critical to all readers. I really enjoy reading it and highly recommend it to all students, colleagues, and friends.
Load more

Recommended publications
  • Queer Theory, Ethno/Musicology, and the Disorientation of the Field
    Queer Theory, Ethno/Musicology, and the Disorientation of the Field Steven Moon We spend significant time and space in our academic lives positioning ourselves: within the theory of the field, in regard to the institution, within networks of interlocutors, scholars, performers, and so on. We are likewise trained to critique those positions, to identify modes of power in their myriad manifestations, and to work towards more equitable methods and theory. That is, we constantly are subject to attempts of disciplinary orienta- tion, and constantly negotiate forms of re-orientation. Sara Ahmed reminds us that we might ask not only how we are oriented within our discipline, but also about 1) how the discipline itself is oriented, and 2) how orien- tation within sexuality shapes how our bodies extend into space (2006). This space—from disciplinary space, to performance space, to the space of fieldwork and the archive—is a boundless environment cut by the trails of the constant reorientation of those before us. But our options are more than the dichotomy between “be oriented” and “re-orient oneself.” In this essay, I examine the development of the ethno/musicologies’ (queer) theoretical borrowings from anthropology, sociology, and literary/cultural studies in order to historicize the contemporary queer moment both fields are expe- riencing and demonstrate the ways in which it might dis-orient the field. I trace the histories of this queer-ing trend by beginning with early concep- tualizations of the ethno/musicological projects, scientism, and quantita- tive methods. This is in relation to the anthropological method of ethno- cartography in order to understand the historical difficulties in creating a queer qualitative field, as opposed to those based in hermeneutics.
    [Show full text]
  • SEM 2014 Membership Survey Report Features Stephen Stuempfle, Executive Director SEM 2014 Membership
    Volume 49, Number 2 Spring 2015 SEM 2014 Membership Survey Report Features Stephen Stuempfle, Executive Director SEM 2014 Membership EM conducted comprehensive surveys of its membership in 2002, 2008, and 2014, Survey Report Executive Director Stephen and obtained participation rates of 35% (565 respondents), 30% (547 respondents), S Stuempfle and 32% (545 respondents) respectively. The following report focuses on a selection of questions for which there is generally comparable data across these three years of Whose survey administration. Also included is data for some of the new questions added in the Ethnomusicology? 2014 survey. Due to differences in the structure of the three surveys and in the inclusion President Beverley and wording of questions, some of the numbers presented below are close approxima- Diamond tions based on available data. Section on the Status The report contains five sections: 1) General Characteristics of the Membership; 2) of Women: A Student Members; 3) Members Employed in Colleges and Universities; 4) Members Multivocal History Employed in Museums, Archives, or Other Organizations; and 5) Members’ Perceptions Elizabeth Clendinning of SEM as an Organization. SEM is grateful to its members for taking the time to complete the survey, to its Board of Directors for assistance with the development of questions, and to Jennifer SEM Studebaker (Office Coordinator) for preparing the 2014 online survey instrument and as- Announcements sisting with the compilation of data. 2015 Prizes From the Field 1) General Characteristics of the Membership What is your age? News 2002 2008 2014 Member News Under 21 0.9% 0.6% 0.2% In Memoriam 21-30 17.9% 19.6% 16.1% Hardja Susilo 31-40 23.9% 24.2% 29.4% 41-50 25.3% 19.2% 17.2% Our Back Pages 51-60 18.4% 22.9% 17.9% Conference Calendar 61-70 8.0% 9.8% 12.9% Ethnomusicology Internet Resources Over 70 3.7% 3.9% 6.3% Data indicates a decrease in the percentage of members in the “41-50” age bracket and increases in the “31-40,” “61-70,” and “Over 70” brackets over the past 12 years.
    [Show full text]
  • Filipino Americans and Polyculturalism in Seattle, Wa
    FILIPINO AMERICANS AND POLYCULTURALISM IN SEATTLE, WA THROUGH HIP HOP AND SPOKEN WORD By STEPHEN ALAN BISCHOFF A thesis submitted in partial fulfillment of the requirement for the degree of MASTER OF ARTS IN AMERICAN STUDIES WASHINGTON STATE UNIVERSITY Department of American Studies DECEMBER 2008 To the Faculty of Washington State University: The members of the Committee appointed to examine the thesis of STEPHEN ALAN BISCHOFF find it satisfactory and recommend that it be accepted. _____________________________________ Chair, Dr. John Streamas _____________________________________ Dr. Rory Ong _____________________________________ Dr. T.V. Reed ii ACKNOWLEDGEMENTS Since I joined the American Studies Graduate Program, there has been a host of faculty that has really helped me to learn what it takes to be in this field. The one professor that has really guided my development has been Dr. John Streamas. By connecting me to different resources and his challenging the confines of higher education so that it can improve, he has been an inspiration to finish this work. It is also important that I mention the help that other faculty members have given me. I appreciate the assistance I received anytime that I needed it from Dr. T.V. Reed and Dr. Rory Ong. A person that has kept me on point with deadlines and requirements has been Jean Wiegand with the American Studies Department. She gave many reminders and explained answers to my questions often more than once. Debbie Brudie and Rose Smetana assisted me as well in times of need in the Comparative Ethnic Studies office. My cohort over the years in the American Studies program have developed my thinking and inspired me with their own insight and work.
    [Show full text]
  • The Making and Unmaking of Ethnic Boundaries: a Multilevel Process Theory1
    The Making and Unmaking of Ethnic Boundaries: A Multilevel Process Theory1 Andreas Wimmer University of California, Los Angeles Primordialist and constructivist authors have debated the nature of ethnicity “as such” and therefore failed to explain why its charac- teristics vary so dramatically across cases, displaying different de- grees of social closure, political salience, cultural distinctiveness, and historical stability. The author introduces a multilevel process theory to understand how these characteristics are generated and trans- formed over time. The theory assumes that ethnic boundaries are the outcome of the classificatory struggles and negotiations between actors situated in a social field. Three characteristics of a field—the institutional order, distribution of power, and political networks— determine which actors will adopt which strategy of ethnic boundary making. The author then discusses the conditions under which these negotiations will lead to a shared understanding of the location and meaning of boundaries. The nature of this consensus explains the particular characteristics of an ethnic boundary. A final section iden- tifies endogenous and exogenous mechanisms of change. TOWARD A COMPARATIVE SOCIOLOGY OF ETHNIC BOUNDARIES Beyond Constructivism The comparative study of ethnicity rests firmly on the ground established by Fredrik Barth (1969b) in his well-known introduction to a collection 1 Various versions of this article were presented at UCLA’s Department of Sociology, the Institute for Migration Research and Intercultural Studies of the University of Osnabru¨ ck, Harvard’s Center for European Studies, the Center for Comparative Re- search of Yale University, the Association for the Study of Ethnicity at the London School of Economics, the Center for Ethnicity and Citizenship of the University of Bristol, the Department of Political Science and International Relations of University College Dublin, and the Department of Sociology of the University of Go¨ttingen.
    [Show full text]
  • AS-3438-20/AA Recommended Core Competencies for Ethnic Studies
    ACADEMIC SENATE OF THE CALIFORNIA STATE UNIVERSITY AS-3438-20/AA September 17-18, 2020 RECOMMENDED CORE COMPETENCIES FOR ETHNIC STUDIES: RESPONSE TO CALIFORNIA EDUCATION CODE 89032C RESOLVED: That the ASCSU acknowledge that the California Education Code 89032c requires “The California State University shall collaborate with the California State University Council on Ethnic Studies and the Academic Senate of the California State University to develop core competencies* to be achieved by students who complete an ethnic studies course…”, and be it further RESOLVED: That the ASCSU recommend the adoption of the following five core ethnic studies competencies iteratively developed by the CSU Council on Ethnic Studies and the ASCSU: • analyze and articulate concepts of ethnic studies, including but not limited to race and ethnicity, racialization, equity, ethno-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization and anti-racism. • apply theory to describe critical events in the histories, cultures, and intellectual traditions, with special focus on the lived- experiences and social struggles of one or more of the following four historically defined racialized core groups: Native Americans, African Americans, Latina/o Americans, and/or Asian Americans, and emphasizing agency and group-affirmation. • critically discuss the intersection of race and ethnicity with other forms of difference affected by hierarchy and oppression, such as class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, and/or age. • describe how struggle, resistance, social justice, solidarity, and liberation as experienced by communities of color are relevant to current issues. • demonstrate active engagement with anti-racist issues, practices and movements to build a diverse, just, and equitable society beyond the classroom.
    [Show full text]
  • Ethnic Studies Review (ESR) Is the Journal of the National Association for Ethnic Studies (NAES)
    The National Association for Ethnic Studies Ethnic Studies Review (ESR) is the journal of the National Association for Ethnic Studies (NAES). ESR is a multi-disciplinary international journal devoted to the study of ethnicity, ethnic groups and their cultures, and intergroup relations. NAES has as its basic purpose the promotion of activities and scholarship in the field of Ethnic Studies. The Association is open to any person or institution and serves as a forum for its members in promoting research, study, and curriculum as well as producing publications of interest in the field. NAES sponsors an annual spring conference. General Editor: Faythe E. Turner, Greenfield Community College Book Review Editor: Jonathan A. Majak, University of Wisconsin-Lacrosse Editorial Advisory Board Edna Acosta-Belen Rhett S. Jones University at Albany, SUNY Brown University Jorge A. Bustamante Paul Lauter El Colegio de la Frontera Norte (Mexico) Trinity College Duane W. Champagne Robert L. Perry University of California, Los Angeles Eastern Michigan University Laura Coltelli Otis L. Scott Universita de Pisa (Italy) California State University Sacramento Russell Endo Alan J. Spector University of Colorado Purdue University, Calumet David M. Gradwohl K. Victor Ujimoto Iowa State University University of Guelph (Canada) Maria Herrera-Sobek John C. Walter University of California, Irvine University of Washington Evelyn Hu-DeHart Bernard Young University of Colorado, Boulder Arizona State University Designed by Eileen Claveloux Ethnic Studies Review (ESR) is published by the National Associaton for Ethnic Studies for its individual members and subscribing libraries and institutions. NAES is a member of the Council of Editors of Learned Journals.
    [Show full text]
  • The Importance of Collecting Data and Doing Social Scientific Research on Race ABOUT the AMERICAN SOCIOLOGICAL ASSOCIATION
    STATEMENT OF THE AMERICAN SOCIOLOGICAL ASSOCIATION ON The Importance of Collecting Data and Doing Social Scientific Research on Race ABOUT THE AMERICAN SOCIOLOGICAL ASSOCIATION The American Sociological Association (ASA), founded in 1905, is a non-profit membership association dedicated to serving sociologists in their work, advancing sociology as a scientific discipline and profession, and promoting the contributions and use of sociology to society. As the national organization for 13,000 sociologists, the ASA is well positioned to provide a unique set of benefits to its members and to promote the vitality, visibility, and diversity of the discipline. Working at the national and international levels, the Association aims to articulate policy and implement programs likely to have the broadest possible impact for sociology now and in the future. William T. Bielby President Barbara F. Reskin Past-President Michael Burawoy President-Elect Sally T. Hillsman Executive Officer Cite publication as: American Sociological Association. 2003. The Importance of Collecting Data and Doing Social Scientific Research on Race. Washington, DC: American Sociological Association. For Information: American Sociological Association 1307 New York Avenue NW, Suite 700 Washington, DC 20005-4701 Telephone: (202) 383-9005 E-mail: [email protected] Website: www.asanet.org Copyright © 2003 by the American Sociological Association The Importance of Collecting Data and Doing Social Scientific Research on Race The question of whether to collect statistics that allow the comparison of differences among racial and ethnic groups in the census, public surveys, and administrative databases is not an abstract one. Some scholarly and civic leaders believe that measuring these differences promotes social divisions and fuels a mistaken perception that race is a biological concept.
    [Show full text]
  • Ethnicity, Multiculturalism and the Problem of Culture
    Ethnicity, Multiculturalism and the Problem of Culture Aleksandra Ålund The self-archived postprint version of this journal article is available at Linköping University Institutional Repository (DiVA): http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-45213 N.B.: When citing this work, cite the original publication. This is an electronic version of an article published in: Ålund, A., (1999), Ethnicity, Multiculturalism and the Problem of Culture, European Societies, 1(1), 105-116. https://doi.org/10.1080/14616696.1999.10749927 Original publication available at: https://doi.org/10.1080/14616696.1999.10749927 Copyright: Taylor & Francis (Routledge) (SSH Titles - no Open Select) http://www.routledge.com/ ETHNICITY, MULTICULTURALISM AND THE PROBLEM OF CULTURE Aleksandra Alund Universityof UmeA, Sweden Abstract: This articlediscusses the complex meaning of ethnicity and identity in the multicultural society of today with reference to Swedish society. Sweden, a pronouncedly multiethnic society, is today undergoing division along ethnic lines. Social inequalities tend to be understood in terms of cultural difference. This development seems to be characteristic of most European countries. Culture is usually connected with ethnicity and race and understood as pure, as an 'essence', as related to some original and eternal ethnic core. In this way importantaspects of cultural dynamic in multicultural societya re leftunobserved. What is usually not recognized are cultural crossings and the emergence of composite identities. Within the framework of multicultural society new cultures, identities and ethnicities are created. Departing from some general features of the dominant discourse on ethnicity, its historical roots and its relations to culture and multiculturalism, I discuss problems of cultural essentialism.
    [Show full text]
  • Ethnic Studies Minor Update Proposal Submitted to the Academic Senate
    Ethnic Studies Minor Update Proposal submitted to the Academic Senate of Westmont College By Dinora Cardoso, Jason Cha, Kya Mangrum, Felicia Song, Meredith Whitnah, and Sameer Yadav March 19, 2020 Proposal Summary and Rationale We propose an update to the Ethnic Studies Minor as it is currently listed in the College Catalog. Our aim is to better reflect our current course listings, reinvigorate attention to scholarly work around race and ethnicity, and provide institutional support and faculty expertise for campus conversations concerning race and ethnicity. We propose to keep the existing structure of the Minor, but to update the elective offerings and provide an institutional home for the Minor. We also request additional institutional support to allow the Minor to thrive as a vibrant intellectual community within the College that will prepare students to engage with issues of diversity and equity with greater depth and breadth of knowledge. In addition to better serving our current students, we also anticipate that the Ethnic Studies Minor can become an attractive feature of our college curriculum as the changing demographic trends for incoming students will bring in more students, especially students of color, who may particularly be interested in pursuing this minor. We see this Minor as essential to Westmont’s mission as a Christian liberal arts institution that seeks to prepare our students faithfully to engage and to lead in the pluralistic environment that is our contemporary world. Fundamentally interdisciplinary and concerned with issues of both historical and contemporary significance, the Ethnic Studies Minor provides needed institutional space and support for intellectual inquiry around complex and pressing issues faced both by American society generally and American Christianity specifically.
    [Show full text]
  • Race and Ethnicity and Latin America's United Nations Millennium Development Goals
    Race and Ethnicity and Latin America’s United Nations Millennium Development Goals Edward E. Telles CCPR‐048‐07 December 2007 California Center for Population Research On-Line Working Paper Series This article was downloaded by:[CDL Journals Account] On: 11 September 2007 Access Details: [subscription number 780222585] Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Latin American and Caribbean Ethnic Studies Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t724921261 Race and Ethnicity and Latin America's United Nations Millennium Development Goals Online Publication Date: 01 October 2007 To cite this Article: Telles, Edward E. (2007) 'Race and Ethnicity and Latin America's United Nations Millennium Development Goals', Latin American and Caribbean Ethnic Studies, 2:2, 185 - 200 To link to this article: DOI: 10.1080/17442220701489571 URL: http://dx.doi.org/10.1080/17442220701489571 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
    [Show full text]
  • High School ELA:​ ETHNIC STUDIES FRAMEWORK
    SEATTLE PUBLIC SCHOOLS High School ELA: ETHNIC STUDIES FRAMEWORK ​ THEMES Origins, Identity, and Agency Power and Oppression Resistance and Liberation Reflection and Action Definition of theme: Definition of theme: Definition of theme: Definition of theme: The theme of identity, as defined by Power and oppression, as defined The history of resistance and Student action, as defined by ethnic ethnic studies, involves looking at by ethnic studies, is: looking at who liberation, as defined by ethnic studies, is fostering a sense of the ways in which our identities and creates the master narrative and studies, is the history of resisting advocacy, empowerment, and sense of belonging affect our how that impacts the lived oppression as carried out by the action in the students that creates worldviews and the choices we experiences of different groups; the oppressed groups themselves. This internal motivation to be a make; at how our identities affect understanding that laws & policies theme directly challenges the “White changemaker. Students will believe the ways we are perceived, and how are not objective; the forces that Savior” narrative. How individuals they can change their current we view ourselves as members of a create a system of white supremacy. who are part of oppressed groups experiences and the experiences of community with distinct cultures and find empowerment and claim people in their community, and feel mores. ownership over their own a sense of accountability to do so. experience. Students understand that a lack of action equates to maintaining the status quo. Learning Targets: Learning Targets: Learning Targets: Learning Targets: ● Students will be able to ● Students can determine who ● Students will recognize ● Students understand that identify their own culture and has power, who doesn’t, and factors and conditions that engaging in social justice analyze how their cultural why, and the implications of motivated people to resist requires humbleness, identities inform their that.
    [Show full text]
  • Ethnic Studies (ETHN) 1
    Ethnic Studies (ETHN) 1 ETHN 2013 (3) Critical Issues in Native North America ETHNIC STUDIES (ETHN) Explores a series of issues including regulations of population, land and resource holdings, water rights, education, religious freedom, military Courses obligations, the sociopolitical role of men and women, self-governance, and legal standing as these pertain to American Indian life. ETHN 1022 (3) Introduction to Africana Studies Additional Information: Arts Sci Core Curr: Human Diversity Overview of Africana studies as a field of investigation, its origins and Arts Sci Core Curr: United States Context history. Arts Sci Gen Ed: Diversity-U.S. Perspective Additional Information: Arts Sci Core Curr: Human Diversity Arts Sci Gen Ed: Distribution-Social Sciences Arts Sci Gen Ed: Distribution-Social Sciences Arts Sci Gen Ed: Distribution-Arts Humanities Arts Sci Gen Ed: Distribution-Arts Humanities Departmental Category: American Indian Studies Arts Sci Gen Ed: Diversity-Global Perspective Departmental Category: Africana Studies ETHN 2014 (3) Themes in American Culture 2 Enables students to explore various themes in post-1865 American ETHN 1023 (3) Introduction to Native American and Indigenous Studies culture. Examines these themes, which vary each year, in their social Introduces critical terms, issues, and questions that inform the discipline context. of American Indian Studies. Examines "historical silences" and highlights Additional Information: Arts Sci Core Curr: United States Context how American Indian scholars, poets, and filmmakers use their work Arts Sci Gen Ed: Distribution-Social Sciences to address/redress historical subjects, and represent their Native Departmental Category: American Studies communities. Additional Information: Arts Sci Core Curr: Human Diversity ETHN 2044 (3) Crime and Society Arts Sci Gen Ed: Distribution-Arts Humanities Explores issues related to crime, the criminal justice system, and crime- Arts Sci Gen Ed: Distribution-Social Sciences related public policy.
    [Show full text]