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Urban Latinx Power in the U.S. (ULP) (Fall 2020)

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Urban Latinx Power in the U.S. (ULP) (Fall 2020) AMST/LATI/POLI 244 (Urban Studies; USID; WA) 10/29/2020 Urban Latinx Power in the U.S. Fall 2020 (Module 2) Mondays and Wednesdays 11:30 am-1:00 pm Friday Morning Discussion Section 11:00 am-12:00 pm Friday Afternoon Discussion Section 12:30-1:30 pm Instructor: Paul Dosh ​ Email: [email protected] Paul’s Office Hours Sign-Up (if Tuesdays 1:30-2:30 pm & Thursdays 3-4 pm don’t work, email me to schedule ​ ​ an alternate time) Course Resources Page APSA Style Guide COURSE OVERVIEW Expectations 2 Readings 2 The MAX Center 2 Students with Special Needs 3 Students in Crisis 3 ASSIGNMENTS General Notes on Assignments 4 Summary of Assignments and Due Dates 4 Links to Assignment Descriptions 4 SYLLABUS 5 ASSESSMENT (rubrics and grading) ​ Welcome to Urban Latinx Power Welcome to the comparative study of Latinx political struggles in U.S. cities. How did Chicana feminists transform student social movements on college campuses? In San Antonio, Denver, and Los Angeles, how did multiracial coalitions elect pioneering Latino mayors? And in Chicago, who fought for immigrant rights and who stood in their way? We will explore the themes of subordination and empowerment through study of anti-immigrant ballot initiatives in California, Cuban dominance in Miami politics, multiracial violence in Los Angeles, and battles over labor conditions, affirmative action, bilingual education, and racial profiling. I created an earlier version of this course in 2006, in response to Macalester students lobbying for more Latino/Latina Studies courses. The same year, in May 2006, tens of thousands of ​ ​ Minnesotans, including thousands of Latinos and Latinas marched in defense of the rights of 1 migrants and immigrants. Minnesota’s Latinx population continues to grow, now exceeding 265,000 (over 5% of the state population), and Macalester student activists, through Adelante, ​ ​ have focused campus attention on the topics of Latinx empowerment and subordination in our community and across the Americas. This class asks a lot of you, but you will receive a lot of support and flexibility from me and your peers. I’m excited for this course and glad you’re here. Expectations To get the most out of our diverse class, we will need to be respectful of the views others have to offer, and of the fact that each of us has something to teach the rest of the class. Everyone’s full engagement is needed. You can expect me to be tirelessly enthusiastic and to work hard for you, both this semester and in future semesters when you need advising and reference letters. I will make time for you and I will provide constructive and encouraging feedback. Students and teachers must care for their well-being. Sleep, physical movement, and reaching out when you are struggling will improve your academic performance. One great resource is the Hamre Center for Health & Wellness (Leonard Center 53). To speak to a mental health ​ ​ ​ ​ counselor after hours, call 651-696-6275, and press “2” to connect to free phone counseling, 24/7. This course requires a lot from you, but you will also receive a lot from Paul and your peers. We are going to work hard this semester and I hope that our collective energy and enthusiasm will make this class one of the best you take at Macalester. We will commit class time to identifying your expectations. Here are a few more of mine: •Respect for conflicting and difficult views. •Respect for personal experiences. •Reflections on positionality and openness to dialogue about privilege and power. •Volunteering input on how to improve the course, both when it is solicited and not. •Communication. If you can’t make it to class, or if you know you’ll be late, or if you will turn in an assignment on an alternate date, please do your best to tell me in advance. Readings Readings are available via this GoogleDoc syllabus. Some links lead to online articles. Other links will download PDFs hosted on Moodle (you may be prompted to login to Moodle). There are also two required texts: •Orr, Marion, and Domingo Morel. 2018. Latino Mayors: Political Change in the Postindustrial ​ 2 City. Philadelphia: Temple University Press. ​ •Blackwell, Maylei. 2011. ¡Chicana Power! Contested Histories of Feminism in the Chicano ​ Movement. Austin: University of Texas Press. ​ The MAX Center The Macalester Academic Excellence (MAX) Center, located in Kagin Commons, has peer tutors available for assisting students in all stages of their writing. All tutoring will take place remotely during Module 2. Writing tutors are available for scheduling and Zoom consultations through WC Online. ​ ​ ​ Students with Special Needs I am committed to providing assistance to help you be successful in this course. Students seeking accommodations based on disabilities should meet with Melissa Fletcher, Director of Disability Services (Kagin 125). Students are encouraged to address any special needs or accommodations with me as soon as you become aware of your needs. I’m committed to working with you to develop creative solutions and accommodations that fit your needs. Asking for accommodations is not an imposition – it is your right. More info here. ​ ​ ​ Students Experiencing Challenge or Crisis Macalester has professionally trained staff to support students experiencing crisis. When a personal challenge or crisis occurs, it has an academic impact and may require flexibility around course responsibilities. In such situations, talking to a trusted professor can be helpful. If I can be of help, please don’t hesitate to talk to me. Please be aware that I am not a confidential resource. Faculty and preceptors are mandatory ​ ​ ​ ​ reporters of sexual violence--we are required to report any information you may share with us ​ about an experience of sexual violence (whether it occurred on or off campus, or before or after you came to Macalester) with the Office of Title IX & Equity. This allows the Office of Title IX & Equity to follow up to offer resources and options for support. To find confidential resources on campus, visit macalester.edu/violenceprevention/support. ​ ​ 3 ASSIGNMENTS General Notes on Assignments Default Citation Style: APSA style guide (American Political Science Association) (unless the ​ ​ ​ audience you are writing for expects a different style, in which case you should cater to your ​ chosen audience) Language options for written assignments: English or Spanish ​ Courses Resources Page: Access sample work here. ​ ​ ​ On-Time Work Policy: Setting and meeting deadlines is an important professional skill. The ​ syllabus provides “default” deadlines for assignments. I expect you to either meet these deadlines or set alternate deadlines in advance. College is an important time to develop a reputation as someone who gets things done and gets things done on time. If you cannot meet a deadline, it is your responsibility to communicate about when you will complete your work. I ​ ​ am happy to talk to you about strategies to balance your work in our class with your other commitments. Summary of Assignments Due Date Grade Percentage Assignment Ongoing 20% Class Engagement Nov 10 * Chameleon Paper Nov 23 * Participation in Debate Nov 24 20% Analytic Paper Dec 8 20% Simulation Role (Auto)biography” Dec 9-11 * Participation in Simulation Dec 15 20% Hostile Audience Analytic Paper varies 20% Class Leadership Roles -option #1: Partisan Narrative ​ -option #2: 9:59 Lecture ​ -option #3: Simulation Co-Director ​ -option #4: Multimedia Art Presentation -option #5: Facilitation/Organizing * Ungraded assignments contribute to Class Engagement grade. 4 SYLLABUS —Wednesday, October 28— Course Introduction Power and Positionality Introduce Class Leadership Roles Discussion section sign-up •Jones, Jennifer A. 2019. The Browning of the New South. University of Chicago Press ​ ​ (“Methodological Note: Race Work and Positionality,” pp. 205-207). —Friday, October 30— Surveillance, Race, Pandemic: Public Health as a Site of Resistance in New York •Papenfuss, Mary. 2020. “Tucson Mayor Calls Out Trump Over $80,000 Rally Debt Before ​ New Superspreader Event.” HuffPost (October 19). [watch 7-minute video embedded in ​ ​ ​ this short news article] •Fernández, Johanna. 2020. “The Young Lords’ Public Health Revolution.” NACLA Report on ​ the Americas, Vol. 52, No. 3 (Fall): 339-347. ​ •Castro, Shakti. 2020. “Surveilling Racialized Bodies.” NACLA Report on the Americas, Vol. ​ ​ 52, No. 3 (Fall): 296-302. •Biles, James, and Alejandro Andrade. 2020. “Latin American Immigrants in New York Face ​ Covid-19 Crisis.” NACLA.org (September 1). ​ ​ ​ —Monday, November 2— Anti-Latinx Racism and Election 2020 Lecture: “Transmuting middle-class anxieties into terrifying political firestorms: Immigration and ​ ​ Proposition 187” •Bojórquez, Kim. 2020. “‘Race Does Matter’: Why Latino Advocates are Pushing for Affirmative ​ Action in California.” Sacramento Bee (August 27). ​ ​ ​ •Connerly, Ward. 2020. “Distortions and Smears Surround California’s Affirmative Action Bid.” ​ ​ National Review (October 25). ​ •Ramirez, Mark, and David Peterson. 2020. Ignored Racism: White Animus Toward Latinos. ​ ​ Cambridge University Press (Ch. 7: “The Electoral Implications of Latina/o Racism/Ethnicism,” pp. 144-172). Optional Additional Readings •Rivera, Selene. 2020. “A Week Before Election, Affirmative Action Measure Prop. 16 has ​ Latinos Divided, Uncertain.” Los Angeles Times (October 27). ​ ​ ​ •Yee, Amy. 2020. “Latinos the Targets of Election Disinformation – but Activists are Fighting ​ Back.” The Guardian (October 22). ​ ​ ​ •Ting, Eric.
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