The University of Texas at Austin Signature Course – UGS 302 The Racial Representations of African Americans in Schools and Society Unique Number 64105

I am an invisible man. No. I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me. Like the bodiless heads you sometimes see in circus sideshows, it is as though I have been surrounded by mirrors of hard, distorting glass. When they approach me they see only my surroundings, themselves, or figments of their imagination indeed, everything and anything except me.

~Ralph Ellison-Invisible Man

Meeting Time: Wednesdays 10 a.m.-1 p.m.

We will sometimes take a break in the middle of the class period. In addition, you are expected to spend an additional six to eight hours per week on course related activities.

Classroom: MAI 220C Instructor: Dr. or Professor Anthony Brown Office: Sanchez 428A Office Hours: Mondays (2:00 to 3:30) or by appointment Email: Send all email through Canvas email Phone: 512.232.3902 Text: There are no assigned books for this course. All readings will be made available through Canvas, under “Modules.” Each class session will have a session folder where you can retrieve each week’s readings.

Course Overview: The purpose of this course is to examine the racial representations of African Americans found in society and schools—both historically and in a contemporary context. The first two sessions of the course will explore the conceptual meanings of “representation” and “race.” Then for several weeks we will explore the following question: How have African Americans been racially represented in society within different historical and cultural contexts? This question will be explored via television, education, movies, popular culture, sport, sciences, media and the social sciences. The second portion of this course will examine the racial representations of African Americans in schools and curriculum.

Course Assignments & Grading Criteria

Attendance and Participation Attendance and participation is a crucial aspect to your grade in this course. The expectation is that you attend every class session on time and prepared to engage in discussions and activities relevant to the week’s readings and the over-arching question of this course. In order to receive the full points for attendance and participation you must have 100% attendance. In the event however, of an emergency or an unforeseen circumstance it is up to you to inform me of why you missed the class and what you can do to make up the work you missed in the class session. You cannot have more than two unexcused absences in the course, without it impacting your overall grade. More than two absences will result in getting and incomplete or possibly failing the course.

Participation for this class is defined as a student who thoroughly engages with the readings and brings their questions and comments about the readings to class. The professor will keep a record of those 1 students that comment in class on the readings and other topics that emerge in the class session. Participation also entails active engagement in group discussions and activities. While I encourage you to use your computer devices in the class, you are not to use any social media or complete other assignments or study for other courses during class sessions.

Participation will be assessed in each class session based on your of level discussion in each seminar. There are three ways you will be assessed:

0: You never said a word in class. (or you had an unexcused absence)

1: You provided only a few brief comments in class.

2: You remained engaged in class discussion, by commenting on the readings and/ asking pertinent questions to the readings.

Attendance and participation will make-up 30 points of your grade in the class.

Short Write Ups. The in-class activities are related to the readings and videos. The out of class assessments will require you to respond to a writing prompt related to the topics and content in class. This will make up 10 points per assessment and 60 points of your total grade in the class.

Out of Class Writing Assignments (“Gems of the University”). You are expected to complete two out-of-class assignments. The first out of class assignment will be to attend the Blanton Museum. During this visit you will look for different representations of African Americans or other racial groups (try to focus on African Americans). Your observations can focus on what’s there, as well as what is not there.

The second out-of-class assignment will be to attend a university lecture or talk. Please refer to the daily calendar on the UT website for scheduled talks. While I prefer that you attend a lecture that addresses issues of race and representations, I am open for you to attend any of the University Lectures. In this paper, I expect you to review the content of the lecture and then tell me what you learned. I do not want a dry recitation of facts. I want to know if anything in the lecture challenged your beliefs, if the lecture changed your opinions about something, etc.

You will be expected to write a 1 ½ page write up summarizing each experience.

Due Dates: 5-8-17 (by midnight)

Mid-Term Exam. The mid-term exam is a take home written exam. You will receive a series of questions where you must prepare short written responses. You will receive the questions from Dr. Brown on Friday, March 3 and you will have until Monday, March 6 to submit your exam. You will submit your exam to me via email through the Canvas system.

Oral Presentation. You will be expected to complete one oral presentation at the end of the semester. This presentation will be a shortened version of your final paper. (10 points)

Due Date: 5-3-17 (present in class)

Final paper: Three-part writing and revision process The final term paper will require you to further examine the racial representations of African Americans found in popular culture or school curriculum. The final long paper will go through a three-phase writing and revision process. (70 total points, Phase I: 5 points, Phase II: 40 points, and Phase III: 20 points.

Phase I You will submit a 50-100-word prospectus about their final paper. You must select a topic of study based on these options provided below. I will provide feedback to the prospectus allowing you to resubmit the prospectus based on my questions, comments, and general feedback. You must submit a prospectus by February 22, 2017. (5 points) 2

Phase II I will review your paper and provide feedback. You are to send your paper through the Canvas mail system. Point deductions will incur for late submission. Due Date: April 24, 2017, by 11:59 (40 points)

Phase III

You will resubmit your revised paper, with a short letter describing how you addressed my comments. I will provide a rubric to use for reviewing each other’s final papers. (20 points)

The final paper must meet the following criteria: • Address the analytical questions provided • Cite the ideas, concepts and literature in the course • Identify and cite 5-8 refereed academic journal articles that pertain to your topic. • APA format (in text and reference) • 12-point font, double-spaced • Final Revised Paper Due Date: May 10, 2017, by 11:59

Note: Point deductions will incur where you do not meet the criteria above. If your paper is submitted 1 day late, I will deduct 10 points from your final paper. If your paper is more than 2 days late you will receive a zero on the final paper. You cannot pass this course without completing Phase II and III of the final paper.

The final term paper could entail any of the following options:

(Option 1) Television Analysis: You must first choose a television show where African Americans are the focal point or are highly visible on the show. Once you selected the show to analyze you must watch and provide commentary on at least five episodes. You must identify how African American life is represented in the show. Please be sure to cite any reviews, articles or commentaries about the show. You are also to draw from the ideas and terms addressed in the course. Questions to consider with analysis:

1. How are African Americans portrayed in this television show? 2. If a person were to only see this show, what would they learn about African American life? 3. How are some of the ideas of race and representation discussed in class reflected in this television show?

Your analysis of the movies must address these three questions in a substantive manner.

Suggested television shows: Good times, The Jefferson’s, The Cosby Show, The Game, Girlfriends, Meeting the Browns, House of Payne, Fresh Prince of Bell Air, Sanford and Son, The Bernie Mack Show, Everybody Hates Chris, The Wire, Soul Food, Dave Chappelle Show, Boondocks, Different World and Living Single.

(Option 2) Movie Analysis: You must first choose three movies where African Americans are the focal point or are highly visible in the movie. The movies can be comedies, dramas or documentaries. Once you have selected your movies, you are expected to provide a detailed analysis of how African Americans are represented in the movies. Please be sure to cite any reviews, articles or commentaries about the movies. Questions to consider with analysis:

1. How are African Americans portrayed in these movies? 2. If a person were to only see these movies, what would they learn about African American life? 3. How are some of the ideas of race and representation discussed in class reflected in these movies?

Your analysis of the movies must address these three questions in a substantive manner.

3 Suggested Movies: Django Unchained, Boyz in the Hood, , , Menace to Society, Soldier Story, Rise, Any of the recent Tyler Perry movies, Best Man, Love Jones, Soul Food, Drop Squad, Malcolm X, Glory, Best Man, Friday, , Daughters of the Dust, The Wood, The Help, Princess and the Frog, Coming to America, Color Purple and , Dear White People, and Selma. I am also open other selections of movies.

(Option 3) Curriculum Analysis: You must select school curriculum where the focus is given specifically to African Americans or if African Americans are portrayed in the texts or supplemental materials. Your analysis could entail a review of history textbooks or children’s literature. If you choose to analyze the representation of African Americans in history curriculum you must review at least four textbooks. If you choose to review children’s books you must review five books. See the website below for the selection of books. The PCL has a collection of children’s books on the sixth floor called the “Youth Collection.” Questions to consider with analysis:

1. How are African Americans portrayed in these curricula? 2. If a person were to only see these curricula or children’s books, what would they learn about African American life? 3. How are some of the ideas of race and representation discussed in class reflected in these texts?

Your analysis of the curriculum must address these three questions in a substantive manner.

Children’s Books: http://als.lib.wi.us/AACList.html History Textbooks: See Dr. Brown

(Option 4) Historical and In-Depth Review: You can choose to further examine a topic covered in the course. You must meet with me if this approach seems appealing.

Note: I am open to different approaches to the final paper. You are to submit a short prospectus of what you will study by February 22, 2017.

Course Grading: Course grades will be based on your individually written papers, attendance and participation in classroom discussions, in class assignments, out of class assignments and presentations. The percentages are as follows:

Attendance and Participation (30 points) Short Write Ups (60 points) Mid Term Exam (written) (30 points) Final Term Paper (Phase I, II and III) (60 points) ULS and Gem Write UP (10 points) Oral Presentation (10 points) Total Points (200 points)

Percentage

91-100 A 4 90 A- 81-89 B 80 B- 71-79 C 70 C- 61-69 D 60 D- <59 F

***If you do not complete the mid-term and/ or final term paper you will receive an incomplete or a failing grade in the course.

***Term Paper / No Final Exam: There will be no final examination in this course. Your eight to ten- page term paper will take the place of the final exam.

****Absences /tardy policy: If you miss more than two classes, your grade will be dropped by 1 full grade. If absences persist, your final grade will be affected dramatically. Also, keep in mind, each class, there is an opportunity to complete 1 of the in-class assessments. If you are not in class on that day you will receive a 0. Chronic tardiness will affect your final attendance grade. If you show up to class later than 20 minutes you will receive point deductions on your weekly assessment.

Other Course Related Information

Student Honor Code: "As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity."

Classroom Standards: We will be learning together and we will require certain standards of each other both inside and outside of class. We will respect your opinions and your right to state them. In return, we expect you to respect the rights and opinions of others in the class, to listen closely, to participate in discussions, and to carry out assignments. We, as team members, will depend upon each other. We expect you to attend class and participate in all class activities. We request that you arrive on time, stay for the entire class period, and be an active learner in the classroom. We operate under the University guidelines for academic integrity both on exams and on written work. Anyone violating those guidelines will be brought to the attention of the Dean of Students and will receive a reduction in course grade at a minimum.

Writing Flag: This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and to read and discuss your peers' work. You should therefore expect a substantial portion of your grade to come from your written work. If you sign up for assistance for your writing at the writing center you will receive an extra five points on your final paper.

Plagiarism Checking: Modern software makes it possible to check papers submitted electronically for plagiarism. Thus, if you plagiarize all or part of a paper, we will most likely find the source and your grade for the assignment will be zero. DO NOT think that you can get away with using the work of others as your own work. You learn nothing by representing the work of others as your own work. You cheat yourself and risk severe academic penalties.

Special Note for Students With Disabilities: The University of Texas at Austin provides upon request appropriate academic adjustments for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TDD, or the College of Engineering Director of Students with Disabilities at 471-4321. 5

Religious Observation: A student who misses an examination, work assignment, or other project due to the observance of a religious holy day will be given an opportunity to complete the work missed within a reasonable time after the absence, provided that he or she has properly notified each instructor. It is the policy of the University of Texas at Austin that the student must notify each instructor at least fourteen days prior to the classes scheduled on dates he or she will be absent to observe a religious holy day. For religious holidays that fall within the first two weeks of the semester, the notice should be given on the first day of the semester. The student may not be penalized for these excused absences but the instructor may appropriately respond if the student fails to complete satisfactorily the missed assignment or examination within a reasonable time after the excused absence.

Class Web sites and Student Privacy: Web-based, password-protected class sites are associated with all academic courses taught at The University. Syllabi, handouts, assignments and other resources are types of information that may be available within these sites. Site activities could include exchanging e- mail, engaging in class discussions and chats, and exchanging files. In addition, electronic class rosters will be a component of the sites. Students who do not want their names included in these electronic class rosters must restrict their directory information in the Office of the Registrar, Main Building, Room 1.

Session 1: Getting Started (1-18)

• What is the purpose of this course? • Introductions • Overview of Course Expectations • In-class Activity (Prior Knowledge on Race and Representation)

Session 2: Othering and Representation (1-25)

Question: What is representation and “othering”? Readings: Brown_Other and Hall_Representation Video: Stuart Hall—What is representation?

Session 3: Race and Representation (2-1)

• Question: What are the theories of “race” and racism? • Readings: Marable_Structural racism • Video: “Ethnic Notions”

Session 4: Historical Legacy of Race, Representation and African Americans (2-8)

• Question: What are the historical representations of African Americans? • Readings: Jordan_Chap1 and Frederickson_Chap9 • Video: “Race: The Power of an Illusion”

Session 5: Science, God and the Racial Representation of African Americans (2-15)

• Question: What role has science and religion played in shaping the racial representations of African Americans? • Readings: Fredrickson_8 and Menchaca_race and religion

6 Session 6: Early Responses to the Racial Representations of African Americans (2-22) Question: How have African Americans historically responded to disparaging racial images? Readings: Woodson, Locke_pg.3-16 Video: Stuart Hall Lecture

* Session 7: Racial Representations of African Americans in Hollywood (Part I: The Silver Screen) (3-1) • Question: How are African Americans portrayed and represented in Hollywood movies? • Readings: Henry_Shaft & Patterson_ Perry • * Session 8: Racial Representations of African Americans in Hollywood (Part II: The Idiot Box) (3- 8)

• Question: How are African Americans portrayed and represented in American television? • Watching African Americans on T.V. (Out of class activity) • Readings: Ford & Gray • Video: “Color Adjustment” and other African American shows

Spring Break March 12-19

*Session 9: Racial and Gender Representations of African Americans (3-22)

• Question: To what has extent has gender informed the racial representation of African Americans? • Readings: Ladson-Billings, Rose and Hodge Burden (See Blackboard-“Course Documents”) • Video: Imus, Black Male “Fear” and “Beyond Beats and Rhymes”

*Session 10: Early Depictions of African Americans in School Curriculum (3-29)

• Question: How were African Americans portrayed in school curriculum during the early 1900s? • Readings: Reddick, Zimmerman

Session 11: Final paper Workshops (4-5)

* Session 12: African American Curricular Representations (4-12) • Question: What are the current and contemporary depictions of African American history in the school curriculum? • Readings: Brown & Brown and Grant • Video: Texas Curriculum Issue

Session 13: Racial Representations of the African American Male in Schools (4-19)

Session 14: Visit to the Blanton (4-26)

Session 15: Final paper discussions (5-3)

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