CSP 105 001 FA 2017

CSP 105 Reading & Writing Seminar (Syllabus&Activity Schedule) “Insiders/Outsiders” – Fall 2017

Dr. Michael L. Naylor / Email: mailto:mnayl@umich.edu

Class Day/Time: M/W 2-4 p.m.        Class Room:  3440 MH                Course Number: CSP 105

Office Hrs.: M/W 1:00-2 & 4-5:00 p.m. (or arranged)        Location: 1153 Angell Hall (CSP area)

"People of different religions & cultures live side by side in almost every part of the world, and most of us have overlapping identities which unite us with very different groups. We can love what we are, without hating what – and who... we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their teachings." —Kofi Annan, Former Secretary-General of the United Nations

Overview:

Reading and writing seminar examines the causes and effects of discrimination, culture biases, racism, and religious/gender biases in a pluralistic society (specifically America). Course readings are 20th-century authors (all gender): African American, Native American, Asian American, Arabic/Muslim, Romani, & Jewish.  Students examine ways in which ethnicity (ethnic identity), race, and racism affect communities, educational institutions, families, and interpersonal relationships.  This seminar will also examine the evolution of current constructs of social/cultural hierarchies, privilege, and inequity from societal, personal and global perspectives.  National and transnational identities as well as the cause and effect of racial, ethnic and religious/political histories on contemporary society will be discussed.  Students will read a range of fiction and non-fiction from poetry to scholarly discourse on the topics above as well as view films and media in order to formulate their own critical opinions for presentations in class as well as in writing a variety of critical thought essays, papers, and creative or media relevant projects worthy of publication/posting or adding to the dialogue themselves.

This course is designed to specifically meet the LSA Race & Ethnicity and Humanities requirements. Texts, films, and discussions will focus specifically on ways that racial and ethnic intolerance has and is impacting our society.

PRIMARY Course Outcomes:

RECOGNIZING &"HEALING" BIASES: Since this may be a somewhat foreign process to some of us and since the entire course evolves around you both “knowing yourself” (in what ways you are an “INSIDER”) and especially learning to grow and expand your capacities to respect others (learn to value “OUTSIDERS” on their terms) – we will work in groups to help us develop the necessary skill sets to embrace recognizing and overcoming embedded biases. Biases to Engage: Racial/Cultural, Academic/Assumptions of Intelligence, Generational/Age/Era, Religious, Historical, Morale/Values, Gender/Sexual, Ability, Beauty/aesthetic, etc.

Note: accepting and embracing biases, diverse visions of history and identity, and the study of techniques to practice reducing or eliminating biases, converse on tough topics, and engage challenges is the pre-requisite to the topics themselves.

BUILDING QUALITY WORK – over the WHOLE SEMESTER

Another course goal is to encourage you to BUILD a quality and lasting contribution to the world over the 15 weeks of the semester.   That is: for you to "collect" bibliographic/citation support, as might relate to your own inclusion of equity and respect for others as you build your professional career/life.   We further will emphasize asking you to put something into the world that has value, insight, merit, and worth as concerns understanding race and ethnicity concerns in contemporary society -- motivated not by the grade, the credit, or academic outcome (exam, paper, etc.), but by genuine concern for justice/equity. 

Note: students will be encouraged to maintain an annotated bibliography of quotes, statistics, media, etc. to carry race & ethnicity equity/justice into their careers and lives, as well as use as support for their essays/papers and final projects.

GROUP & FINAL PROJECTS / Working with Others to Find Common Ground / Pay it FORWARD: Among the greatest impediments to healthy and just world (one in which ALL individuals can move and grow without unjust restrictions) is the belief in “ownership” or assigning false values to “owning” virtues, land, ideas, and holding privilege over others, as is often determined by our "insider" cultures often at the expense of justice, equity, and peace.  Creating scholarly projects in a group setting (working with those who differ in their backgrounds and experiences) on topics and beliefs we share (finding commonalities), and using the sum total of academic and creative abilities in the group (maximizing group/community efficacy to tell a story or put something of value "into" the world) is critical to the acculturation of selflessness and the belief that utilization of our abilities to serve others and improve the conditions of our world, is a mandatory "pay-back" for our education.

This Syllabus – all due dates, requirements, and grading criteria are subject to change during the course of the semester. When changes are made, students will be notified with sufficient time to make adjustments.  The instructor reserves the right to make changes to best meet the needs of students and the standards of the University of Michigan.

Required Texts:

ISBN: 0345514408 I know why the caged bird sings, Author: Maya Angelou., Publisher: Ballantine Books Ballantine 2009 Required  Other Textbook Editions OK.

Summary: a classic novel depicting the emotional, personal, and socio-cultural impacts of racism/history.

ISBN: 1555919774 Walking the Rez Road : stories, Author: Northrup, Jim, 1993- Required Other Textbook Editions OK. Summary: Native activist and military veteran (Vietnam war), Northrup delivers a literal, figurative and poetic collection of short stories and poetry. 

PDF articles - Canvas: SEE LIST in Canvas Files

Films: In/Outside Class  -- Note: For "in-class" ALL films – they will start immediately at 2:05p.m. and go to 4 p.m.+  ON film days – please plan on getting to class early– and see if you can’t get a 5-10 minute allowance for any 4p.m. commitments (so you can see the entire film).

12-Years a Slave, academy award winning picture, 2 hrs.,15min. Summary: Direct and emotionally packed vision of slavery, injustice, and impact institutionalized injustices had on African-American families and community.

Straight Outta Compton, Biographical portrayal of NWA in reaction to social/racial conditions of the 1980's, 2 hrs, 47 min's. Summary: raw and essential narrative of Hip-hop and reactions to censorship of NWA – to be viewed in “Groups” outside class.

Chocolat, a tale of community, bias, and courage (Roma "outsiders"_. 2 hrs.

Summary: excellent example of hierarchies in small town village in France as concerns: religious, racial, economic biases -- and as particularly relates to Rom/Romani cultures.

The Kite Runner, based on the novel by Khaled Hosseini, 2 hrs. 8 min’s Summary: depicts personal friendship/tragedy in Afghanistan, also models diverse identities of Muslim identity.

Bend it like Beckham, Summary: a cross-cultural comedy/drama of fusion and conflict depicting a Punjabi Sikh’s family living in West London, 1 hr. 52 min.;

Course Requirements/Assignments:

Individual work: 200 pts.

• Attendance & Participation:  70 pts. (including: mandatory office hour and advisor visit during the semester) 30pts at Midterm / 40 pts Final = 70 pts.
• Attendance/Participation includes: class attendance (on time), submission of all work (on time), and a "growth/learning" mindset as applies to all class and group work (including: NO electronic apps/texting during class or group sessions).  Much of your Participation points will be given for In-Class Group presentations -- "outside" Reading.  Points may be deducted per incident/missed class or tardy/late attendance or work (unless excused);
• Office Hr./Advisor meeting: You must schedule and attend (a minimum) ONE office hr. (min.) with your instructor and ONE advisor meeting -- and have advisor send confirmation of meeting to me by email: mnayl@umich.edu

•  “Reaction” Essays, Blogs, or Discussion Boards (to classes and readings) (Eight REACTION essays over readings in Canvas Discussion Boards or CSP blog format: 10 pts. each = 80 pts. Submitted: ALL submissions will be submitted on Canvas "text box" entry (blogs require screen shot proof of post);
• Annotated Bibliography/Journal: 20 pts at midterm -- This will include an ongoing series of creative writing and reading/film & class discussion quotes/paraphrases, and complete citation, page numbers and headings/sub-headings from all sources [scholarly, non-scholarly, and film])  = 20 pts.

• Bibliography: collect bibliography info and quotes from readings as you go. These are the most “impactful” phrases, key ‘gems’/ insights from each reading.  ALL (if collected with intent) are potential sources for your own writing or media projects and can be used throughout your career;
• Midterm Research Essay Exam:  3-4pg. cross-literary comparative essay on readings and media used in class, using a prepared “annotated bibliography” of quotes, ideas, and observations from readings, films, class discussions – And additional outside research related to your final project theme = 30 pts.  

Group Process: 100 pts.

Note: There are THREE Group reports that must be submitted.  Recommended: three different individuals submit one report each. X-tra credit will be assigned based on quality of report  (for indiv who does more).

• Group Interview Report: 20 pts. A key to success in any field is networking with those with more experience and expertise then ourselves.  Each group must interview TWO individuals with superior knowledge on their group topic.
• Report Immersion: a) pre-research on subject, b) summary of Immersion/Interview visit of UofM faculty or scholar "expert" (and brief summary of questions asked/responses given), c) plan to connect the experience to your research project or group member careers. 
• Group Project Script/Storyboard: design & “timeline”: incorporating your immersions/ interviews, jounal/bib citations, a script/storyboard synopsis or detailed project outline, and a detailed “production schedule” for completion of all work by the due date – ONE plan per Group: 20 pts.
• Group Process & Participation Post: Canvas = 10 pts. Each group will prepare ONE (or more) class sessions, prepare your final project in stages, & above all: attempt to find a way to become a "family" or team.  You must submit ONE group dynamic/participation report but more then one is recommended.  This helps your instructor know how groups are progressing or assist in dissolving conflicts.
• Final Group Project: writing of “script,” (media or other presentation), creation/editing of project, film, or related mixed-media project & Oral Presentation (Summary: individual research, group evolution of topic, acknowledgement of “experts” and presentation of final work for CSP/University (Optional: post on YouTube): Total: = 50 pts.

Grading - Total Points: 300 pts                        

Approximate Point to Grade Conversions (subject to instructor discretion): 282 = A, 270 =A-, 261 = B+, 252=B,  240=B-, 232=C+ (Grades below this “can” be awarded – but let’s not let it happen! – this grading scale is an approximation.  Instructor reserves the right to adjust grades and points based on student effort, participation, and willingness to improve.