CSP 105 001 FA 2021

CSP 105 - "Insider/Outsider"

R&E Reading and Writing Seminar

Fall 2021 - 0-CSP105 Syl-FA-21.docx

Course Number: CSP 105-001 Instructor: Dr. Michael L. Naylor / Email: mailto:mnayl@umich.edu

Instructor: Dr. Michael Naylor

Section: 001  /Class Day/Time: M/W 12-1:50 p.m.    Class Room: G160AH

Office Hrs.: Physical: M 11:00-Noon G128AH, 2-2:30 & W 2–3p.m. (socially distanced) and Virtual (Zoom): Fri. TBD or arranged

Virtual Office Hrs. or Outside class Meetings: ZOOM  ID: 996 5060 9607 / https://umich.zoom.us/j/99650609607

"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 Sec.General of the United Nations

Overview: Insiders/Outsiders / Reading and Writing Seminar examines our own assumptions and beliefs about race and ethnic identities, histories and values—through the narratives of those within the communities that have been most dehumanized, mis or  under-represented historically.  We will learn to explore the mindsets and qualities required to become increasingly Anti-racist or to become DEJI (diversity, equity, justice and inclusive) activists.[1] We will learn that all injustices and inequities are the manifestations of historically evolved hierarchies and beliefs of value, culture biases, and degrees of privilege and/or ethnic/religious/ gender stratification, that can only be made equitable if we become literate and objective about  our beliefs, position, and roles in pluralistic society.  Although, we will explore mostly the racial/ethnic dynamics of the United States, we will attempt to introduce an international vision of R&E (race and ethnicity) concerns, as all histories are overlapping and all societies differently pluralistic.

• Course readings include scholarly, literary, and creative writings and media as determined relevant to nurture student DEJI /R&E activism. We will also engage intersectional demographics and orientations as they overlap with R&E concerns, including, but not limited to, gender, religious beliefs, LGBTQ+ preferences, and ability diversity.   
• Students will read (incl: view/observe/listen) and write (Incl: express/reflect/produce) through an assortment of expressive activities, including: academic discourse (scholarly and non-scholarly research-based writing), and creative or  literary: (fiction prose, short stories, poetry, song lyrics, spoken word, films, and creative videos etc.), with the goals: to increase student capacity to respect others and share experiences in the most diverse and at times controversial settings with thoughtfulness and dignity. 

Course Description:

This course is 4 cr. Hrs. and meets RAE and HU requirements

CSP 105 is a race and ethnicity intensive writing seminar that meets LSA’s Race and Ethnicity requirement. Through reading, writing, discussion, and reflection, students will learn to critically examine representations of race and ethnicity in literature and visual culture, including film, media, music and/or other elements of popular culture, while also strengthening their understanding of historical legacies of racial and ethnic oppression, and resistance to this oppression, within the U.S. and transnationally. Our approach will be intersectional as we explore connections among race, class, gender, sexuality, and other identities and hierarchies.

            Writing for this class will span a range of genres, including individual and group reflections, critical and creative essays, and multi-modal compositions. Students will engage in a thoughtful and robust reflective revision process of their formal essays through collaborative group workshops. Through dialogical engagement, students will improve their awareness and understanding of ethnicity, race, gender, and social class and learn to more readily reflect upon their own unexamined assumptions, especially as current events present themselves throughout the U.S. and beyond. These latter goals will benefit from the course’s focus on revision as an act of self-reflection as well as a path to expressive clarity.

            We’ll be guiding you towards recognition of commonly used and often misapplied terms such as race, ethnicity, anti-racism, structural racism, diversity, inclusion, equity, colonialism, capitalism, privilege, and white supremacy. We’ll be helping students to explore those terms and their related concepts within their broader historical contexts

Learning Outcomes

1. Critically examine representations of race and ethnicity in literature, media and visual culture or other elements of popular culture,
2. Demonstrate in oral and written form knowledge of historical legacies of racial and ethnic oppression, and resistance to this oppression, within the U.S. and/or transnationally,
3. Become conversant in key concepts and terms around the study of race and ethnicity, such as race, racism, racial capitalism, colonialism, indigeneity, structural racism, racialization, whiteness, intersectionality, triple oppression, as well as the history, lived experiences, and social conditions these concepts address,
4. Reinforce the competence described above through examination of selections from significant historical, literary, and cultural texts,
5. Articulate significant questions and demonstrate an understanding of the relationship between political, economic, and social dimensions of race and ethnicity and their relationship to institutions and systems of power,
6. Absorb and apply fundamental principles of writing required to succeed in university-level courses, including pre-writing strategies, basic mechanics, a draft-and-revise orientation, a more complex awareness of audience and purpose, and basic elements of writing persuasion.

Required Texts:

ALL Readings will be PDF articles located in Canvas: SEE LIST in Canvas Files  or provided as links to outside sources.  All media will be as links to YouTube videos or films available through accessible sources.

Other resources that may be utilized include:

Audio/Visual:

• Kanopy: a free video-streaming service through U-M Library: https://umich.kanopy.com (sign-in with U-M login ID and password)
• Filmsforaction.org: a site offering free access to a variety of social-issues-oriented films and shorts

Citation Reference:

• Purdue Online Writing Lab (“OWL”): https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

Sweetland Writing Center is also a solid source of assistance for your efforts at becoming a stronger writer. It offers the option of either real-time online appointments or “eTutoring” (uploading drafts for written feedback). Visit https://lsa.umich.edu/sweetland/undergraduates/writing-support.html for details.

Course, Class, CSP & University Policies and Procedures (and Outside sources):

Regular attendance and participation in synchronous classes (or asynchronous if required) is expected in this small, collaborative seminar-style course. During these times of heightened upheaval, the

Comprehensive Studies Program asks that all students attend every class and advisor or required University activity.  Lateness disrupts your learning as well as depriving us of the ability to learn from you.  

            Regardless of absences, please know that I assume that everyone is doing the very best that they can. My priority is to support you and your learning despite obstacles, missed sessions or assignments due to life interruptions. But there are two things I expect or will help you with:

• That you communicate whenever there is a problem, and for assignments, whenever possible, before the assignment is due. Problems are human—but as professionals, any problem gets magnified when we keep it to ourselves or fail to let others in. 
• Propose a solution! Life and most certainly university life—is essentially an exercise in problem-solving.  I you struggle with something… let us in to help--- and then think: “What do I need to get better… to complete the work, or to solve the problem?”  Any legitimate concern or proposal—will always be met with positive reinforcement and respect for your efforts.  One key: maintain connection with your advisor and your instructor! We are here for you.

Discussion and Inclusive Language Guidance:

Every class and assignment is required, as is participation and respect for your growth and learning.  But we are humans right?  Therefore, we have problems, concerns, bad days—or weeks, and so the key to success in this and all classes: communication, effort, and the desire to grow (a growth mindset in all areas).  Here are some basic guides to success both in the class and beyond:

• Active, thoughtful, and respectful participation in all aspects of the course will make our time together as productive and engaging as possible. Active participation means coming to class prepared (having read and thought about the assigned material, perhaps bringing notes about what you’d like to add to class discussion). You will be expected to participate in full-class and small-group discussions of assigned readings; to on occasion lead class discussions (individually or in groups), and always, to interact with your classmates in a respectful manner. Respect defined: using humility qualifiers and opinion ownership (“I feel/think…”in my experience…”) and to address the idea not the person.  Argumentative discourse is actually not a positive trait in R&E discourses designed to grow, learn, and solve historically induced problems—especially true in many of the world’s mis or under-represented cultures.
• Participation: In addition to active participation in all class sessions, students will also be asked to serve as Discussion Leaders for class sessions individually or in groups. See the course Canvas site for further information about leading class discussion. We would have to deduct points, if (on very rare occasions) a student does not show respect repetitively to others. Just as important: we give extra credit for actions (activism) where students help others grow, learn, or you use your capacities on behalf of your classmates, the class, CSP, LS&A, or society-at-large. 
• Attendance at 2 Office Hrs. is also required. In these one-on-one,15–30-minute conferences, we will discuss any concerns you may have about learning, R&E topics, as well as, reading, writing, and critical thinking concerns about the topics or assignments of class.  We will also address: how you intend to build anti-racist and DEJI activism into your life/career further, or how to harness your unique abilities on behalf of others.

POINTS: 5 pts. each week for ‘active participation’ and following the Guidance offered you = 45 pts. total

[1]  Anti-racist and DEJI activism – concerns our relative growth in the objective or informed awareness about other races and ethnicities, and active service to reverse inequities as defined by each group on their terms. Even in our own race or ethnicity, complete literacy/competency in a single life-time is unattainable, but progress and regular immersion in understanding both ours and other cultures, as well as active service over time and space to groups most mis/under reprsented leads to increased literacy/activist competency.