Race and Ethnic Relations (SOC 1104)

Prep

• Desmond and Emirbayer (2020), Ch. 11 (‘Toward Racial Democracy’): ‘What Are the Goals?’
• Desmond and Emirbayer (2020), Ch. 11 (‘Toward Racial Democracy’): ‘How Do We Bring About Change?’; ‘We Who Believe in Freedom’

Since the final exam is a take-home exam, we are not required to meet during this period. Let me know if you would like to meet (gmurray@york.cuny.edu) and I’ll be there.

In Class

• Attendance
• Q&A
• Reading Notes for Next Time

For Next Time

• Happy Hols!!

Prep

• DUE: TAKE-HOME ESSAY FINAL EXAM
• Matthew Desmond and Mustafa Emirbayer (2020), Ch. 8 (‘Aesthetics’): ‘The Racialization of Art Worlds’; ‘Cultural Appropriation’; ‘The Sociology of Art, the Art of Sociology’
• Audio: ‘Why Does the Ethnic Food Aisle Still Exist?’, All of It (15 September 2021)

In Class

• Attendance
• Q&A
• Reading Notes for Next Time

For Next Time

• Desmond and Emirbayer (2020), Ch. 11 (‘Toward Racial Democracy’): ‘What Are the Goals?’
• Desmond and Emirbayer (2020), Ch. 11 (‘Toward Racial Democracy’): ‘How Do We Bring About Change?’; ‘We Who Believe in Freedom’

Prep

• Matthew Desmond and Mustafa Emirbayer (2016), Ch. 8 (‘Aesthetics’): ‘Race and Art in Nineteenth- and Twentieth-Century America’; ‘Racial Representation in Art’. keywords: antiracist aesthetic, minstrelsy; the; multiculturalism (2020:262-63); racist aesthetic, the; white aesthetic, the; white saviour trope.
• Audio: ‘The Birth of American Music’, 1619 Podcast (6 September 2019). Wesley Morris talks to Nikole Hannah-Hones further about the subject of his essay.

In Class

• Attendance
• Q&A
• Reading Notes for Next Time

For Next Time

• Due: TAKE-HOME ESSAY FINAL EXAM
• Matthew Desmond and Mustafa Emirbayer (2020), Ch. 8 (‘Aesthetics’): ‘The Racialization of Art Worlds’; ‘Cultural Appropriation’; ‘The Sociology of Art, the Art of Sociology’
• Jason Parham, ‘Tik Tok and the Evolution of Digital Blackface’, Wired (4 August 2020)

Prep

• Matthew Desmond and Mustafa Emirbayer (2020), Ch. 7 (‘Education’): ‘Combating Educational Inequality: The Case of Affirmative Action’; ‘The Benefits of a Multicultural Learning Environment’ keywords: code switching (pp. 246-47); cultural capital; social capital; familism; model minority, the (p. 245); oppositional culture (p. 246); stereotype threat hypothesis (p. 248); symbolic capital; symbolic violence.  

In Class

• Attendance
• Q&A
• Reading Notes for Next Time

For Next Time

• Matthew Desmond and Mustafa Emirbayer (2016), Ch. 8 (‘Aesthetics’): ‘Race and Art in Nineteenth- and Twentieth-Century America’; ‘Racial Representation in Art’. keywords: antiracist aesthetic, minstrelsy; the; multiculturalism (2020:262-63); racist aesthetic, the; white aesthetic, the; white saviour trope.
• Audio: ‘The Birth of American Music’, 1619 Podcast (6 September 2019). Wesley Morris talks to Nikole Hannah-Hones further about the subject of his essay.

Prep

• Review Matthew Desmond and Mustafa Emirbayer (2020), Ch. 7 (‘Education’): ‘Educational Inequality’. keywords: cultural capital; social capital; symbolic capital; symbolic violence. 

In Class

• Attendance
• Q&A
• Reading Notes for Next Time

For Next Time

• Matthew Desmond and Mustafa Emirbayer (2020), Ch. 7 (‘Education’): ‘Combating Educational Inequality: The Case of Affirmative Action’; ‘The Benefits of a Multicultural Learning Environment’ keywords: code switching (pp. 246-47); cultural capital; social capital; familism; model minority, the (p. 245); oppositional culture (p. 246); stereotype threat hypothesis (p. 248); symbolic capital; symbolic violence.  

Prep

• Matthew Desmond and Mustafa Emirbayer (2020), Ch. 7 (‘Education’): ‘Educational Inequality’

In Class

• Attendance
• Q&A
• Reading Notes for Next Time

For Next Time

• Matthew Desmond and Mustafa Emirbayer (2020), Ch. 7 (‘Education’): ‘Combating Educational Inequality: The Case of Affirmative Action’; ‘The Benefits of a Multicultural Learning Environment’ keywords: code switching (pp. 246-47); cultural capital; social capital; familism; model minority, the (p. 245); oppositional culture (p. 246); stereotype threat hypothesis (p. 248); symbolic capital; symbolic violence.  

Prep

• ‘Ground Rules for the Classroom’
• ‘Participation, Participation, Participation’

Asynchronous Work

• Class Participation Self-Evaluation Essay

For Next Time

• Matthew Desmond and Mustafa Emirbayer (2020), Ch. 7 (‘Education’): ‘Educational Inequality’; ‘Combating Educational Inequality: The Case of Affirmative Action’; ‘The Benefits of a Multicultural Learning Environment’ keywords: code switching (pp. 246-47); cultural capital; social capital; familism; model minority, the (p. 245); oppositional culture (p. 246); stereotype threat hypothesis (p. 248); symbolic capital; symbolic violence.  

Prep/Review

• • Matthew Desmond and Mustafa Emirbayer (2016), Ch. 7 (‘Education’): ‘“I Have a Right to Think!”: Racial Battles over Education, 1900-1970’; ‘Whiteness in Education’. keywords: Atlanta Compromise, the (Desmond and Emirbayer 2020:228-29); Brown v. Board of Education (1954; p. 231); canon (p. 235); colonialism; Dead White Males (p. 234-35); Eurocentric curriculum (p. 234); hypersegregated schools (p. 234); individualistic fallacy, the (p. 233); industrial education vs. equal education (p. 230); separate but equal (p. 231); settler colonialism; symbolic violence (p. 230); talented tenth, the (p. 230); whiteness (p. 234). 

Asynchronous Work

• Identify at least one way whiteness informs your major field of study or one of the classes in which you are currently enrolled. In a brief essay (around 500 words), explain precisely how racial domination is normalised; offer at least one consequence of this normalisation and advance at least one suggestion for how whiteness might be effectively confronted (note: this assignment is taken almost verbatim from Desmond and Emirbayer 2016:279). Submit your essay by creating a new thread in the ‘Whiteness in Education’ discussion forum on Blackboard.

For Next Time

• ‘Ground Rules for the Classroom’
• ‘Participation, Participation, Participation’

Prep/Review

• Audio: ‘Legal Scholar: Jim Crow Still Exists In America’ (2012). An interview with Michelle Alexander, author of The New Jim Crow: Mass Incarceration in the Age of Colorblindness (2010).

NOTE: We will be working asynchronously next week rather than meeting in person. I will preview next week’s work in class Wednesday. 

In Class

• Attendance
• Video: 13th (Ava DuVernay, 2016 [1:40:42]), cont’d
• Q&A
• Reading Notes for Next Time

For Next Time

• Matthew Desmond and Mustafa Emirbayer (2016), Ch. 7 (‘Education’): ‘“I Have a Right to Think!”: Racial Battles over Education, 1900-1970’; ‘Whiteness in Education’. keywords: Atlanta Compromise, the (Desmond and Emirbayer 2020:228-29); Brown v. Board of Education (1954; p. 231); canon (p. 235); colonialism; Dead White Males (p. 234-35); Eurocentric curriculum (p. 234); hypersegregated schools (p. 234); individualistic fallacy, the (p. 233); industrial education vs. equal education (p. 230); separate but equal (p. 231); settler colonialism; symbolic violence (p. 230); talented tenth, the (p. 230); whiteness (p. 234). 

Prep

• Audio: ‘Legal Scholar: Jim Crow Still Exists In America’ (2012). An interview with Michelle Alexander, author of The New Jim Crow: Mass Incarceration in the Age of Colorblindness (2010).

In Class

• Attendance
• Video: 13th (Ava DuVernay, 2016 [1:40:42]), cont’d
• Reading Notes for Next Time

For Next Time

• Matthew Desmond and Mustafa Emirbayer (2016), Ch. 7 (‘Education’): ‘“I Have a Right to Think!”: Racial Battles over Education, 1900-1970’; ‘Whiteness in Education’. keywords: Atlanta Compromise, the (Desmond and Emirbayer 2020:228-29); Brown v. Board of Education (1954; p. 231); canon (p. 235); colonialism; Dead White Males (p. 234-35); Eurocentric curriculum (p. 234); hypersegregated schools (p. 234); individualistic fallacy, the (p. 233); industrial education vs. equal education (p. 230); separate but equal (p. 231); settler colonialism; symbolic violence (p. 230); talented tenth, the (p. 230); whiteness (p. 234).