The University of Texas at Austin Signature Course – UGS 302 the Racial Representations of African Americans in Schools and Society Unique Number 63490

The University of Texas at Austin Signature Course – UGS 302 The Racial Representations of African Americans in Schools and Society Unique Number 63490

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: MIA 220F Instructor: Dr. Anthony Brown Office: SZB 428L Office Hours: Tuesdays & Wednesdays 2 p.m.-3:30 p.m. or by appointment Email: [email protected] Phone: 512.232.3902 Text: There is no assigned text for this course. All readings will be made available through Blackboard, under “Course Documents.” Each class session will have a 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 meaning of “representation” and “race.” Then for several weeks we will explore the following question: How have African Americans been racially represented in society via different cultural genres and spaces? This question will be explored via television, 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.

Absence Policy: You are expected to attend and participate in each class. I sometimes check roll with a digital camera – taking a photo of the class during the class period. If you have a legitimate reason for missing class, you will be given an opportunity to make up the work. If you miss two days of class your grade will be reduced by 10%. Any absences more than two will result in an incomplete in the course.

1 Course Assignments & Grading Criteria

In Class Write Ups and Activities. Every other week, you will be expected to provide a written response to the readings. These written assignments will typically take place at the beginning of class. Feedback will be based on your ability to demonstrate knowledge of the histories and ideas expressed in the weekly readings.

In addition, you will be expected to complete different activities in class. These activities will always be in conjunction with the ideas expressed in class. In many cases, you will be asked to observe some form of media or texts that speaks to the representation of African Americans. Most of the activities will entail some form of writing.

Out of Class Writing Assignments (Gems of the University). You will be 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. You will be expected to write a one-page write up of a single installation or of the museum’s overall efforts at representing African Americans or other racial groups.

The second out-of-class assignment will be to attend one of the University Lecture Series lectures. (http://www.utexas.edu/ugs/uls) 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.

Due Dates: 5-2-11

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 Wednesday, March 7 and you will have until Monday, March 19 to submit your exam. You will submit your exam to: [email protected].

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. Due Date: 5-2-12

Final Term Paper. The final term paper will require you to further examine the racial representations of African Americans found in popular culture or school curriculum about. The final paper must meet the following criteria: • Address the analytical questions provided • Cite the ideas, concepts and literature in the course • APA format (in text and reference) • 12 point font, double-spaced • Due Date: 5-9-12

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, Jeffersons, 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 Chapelle 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.

Suggested Movies: Boyz in the Hood, Do the Right Thing, Crooklyn, 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, Bamboozled, Daughters of the Dust, The Wood, The Help, Princess and the Frog, Coming to America, Color Purple and He Got Game. 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 selected books. The PCL has a collection of children’s books on the sixth floor called the “Youth Collection.” Questions to consider with analysis:

3 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 Dr. Brown 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 session 6. 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:

In Class Write Ups 10 % (20 points) Mid Term Exam (written) 15 % (30 points) In Class Activities 5% (10 points) Oral Presentation 10 % (20 points) Attendance and participation 20 % (40 points) Out of Class Activities 10 % (20 points) Final Term Paper 30 % (60 points)

Percentage Grade 91-100 A 91 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 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. This paper should represent your finest work and will count 30% of your overall grade.

Other Course Related Information

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.

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.

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

5 electronic class rosters must restrict their directory information in the Office of the Registrar, Main Building, Room 1.

For information on restricting directory information see: http://www.utexas.edu/student/registrar/ferpa/ferpa.qs.faculty.htm

Course documents will be posted on the BLACKBOARD web site.

Course Schedule

Introduction to the Course

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)

Theoretical Considerations: Representation and “Race”

Session 2: Othering and Representation (1-25)

• Question: What is representation and “othering”? • Readings: Brown_Other and Hall_Representation (See Black Board) • Video: Stuart Hall—What is representation?

Session 3: Race and Representation (2-1)

• Question: What are the theories of “race” and racism? • Readings: Winant_race theory (See Blackboard for reading) • Video: “Ethnic Notions”

Societal Context: Racial Representations of African Americans

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 (See Blackboard-“Course Documents”) • 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 (See Blackboard-“Course Document

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

Session 7: Racial Representations of African Americans in Hollywood (Part I: The Silver Screen) (2-29)

• Question: How are African Americans portrayed and represented in Hollywood movies? • Readings: Entman_ch11 and (See Blackboard-“Course Documents”) • Video: “Classified X”

Note: Spring Break—3-16 to 3-20

Session 8: Racial Representations of African Americans in Hollywood (Part II: The Idiot Box) (3-7)

• Question: How are African Americans portrayed and represented in American television? • Watching African Americans on T.V. (Out of class activity) • Readings: Entman_ch5 and Gray (See Blackboard-“Course Documents”) • Video: “Color Adjustment” and other African American shows

Session 9: Racial and Gender Representations of African Americans (3-21)

• 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”

Educational Context: Racial Representations of African Americans

Session 10: Early Depictions of African Americans in School Curriculum (3-28)

• Question: How were African Americans portrayed in school curriculum during the early 1900s? • Readings: Reddick, Zimmerman (See Blackboard-“Course Documents”) • Video: “Show Me a World”

Session 11: Post-Civil Rights Depictions of African Americans in the School Curriculum (4-4)

• Question: How were African Americans depicted in school curriculum after the Civil Right Era? • Readings: Swartz_master script, Anderson and Asante (See Blackboard-“Course Documents”) • Video: “Eyes on the Prize”

Session 12: Same Old Stories: African American Curricular Representations in the Present (4-11)

• 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 and Schooling (4-25)

• Question: How has stereotyping affected the educational experiences of African Americans? • Readings: Tatum and Solórzano et al

Session 14: Racial Representations of the African American Male in Schools (4-18)

• Question: How has stereotyping informed the educational experiences of African American males? • Readings: Neal et al, Ferguson and Brown • Video: Tavis Smiley Report on Black Males

Session 15: Presentations (5-2)