Week 1 | Overview and Introductions
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19 agosto | Syllabus and Introduction to the Course
21 agosto | Syllabus and Introduction to the Course
Complete (while logged into Moodle): 1) Beginning-of-the-year questionnaire; 2) How much do you already know?
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Week 2 | Summer Reading
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24 agosto | The War for Kindness: Building Empathy in a Fractured World, by Jamil Zaki
Read: Chapters 4-5
Homework: Free-Response Question
Plan
8:00-8:05: Informal conversation
8:05-8:15: Group discussion of The War for Kindness. What did you like about the book? What were some take-aways for you? Why is this book valuable, unique?
8:15-8:20: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:20-8:40: Group Discussion. Forum responses. Each person summarizes their post (45 seconds), after which the group leader leads the conversation noting a detail from one of the oral summaries, commenting briefly on it and posing a new question to the group. The respondent to the new question should answer and pose a new question, and the respondent to this new question should answer and also pose a new question. It is perfectly fine for more than one person to respond to any one of the questions, but the last person should pose a new question or invite someone else to do so.
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. *Aria, Claire, Helen, Connor
B. Jemima, *Julia, Lily, Arnav
C. David, Earl, *Colin, Ellie
D. Quang, Ella, Liz, *Maggie
26 agosto | The War for Kindness: Building Empathy in a Fractured World, by Jamil Zaki
Read: Chapter 6
Homework: Free-Response Question
Plan
8:00-8:05: Informal conversation
8:05-8:15: Group discussion of The War for Kindness. Reflecting on your life, in what ways have you been encouraged to exercise and cultivate empathy in school or at home? How did it go and what made it memorable or transformative for you?
8:15-8:20: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:20-8:40: Group Discussion. Forum responses. Each person summarizes their post (45 seconds), after which the group leader leads the conversation noting a detail from one of the oral summaries, commenting briefly on it and posing a new question to the group. The respondent to the new question should answer and pose a new question, and the respondent to this new question should answer and also pose a new question. It is perfectly fine for more than one person to respond to any one of the questions, but the last person should pose a new question or invite someone else to do so.
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Aria, *Claire, Helen, Connor
B. Jemima, Julia, *Lily, Arnav
C. David, Earl, Colin, *Ellie
D. *Quang, Ella, Liz, Maggie
28 agosto | The War for Kindness: Building Empathy in a Fractured World, by Jamil Zaki
Read: Chapter 7 and Epilogue
Homework: Free-Response Question
Plan
8:00-8:05: Informal conversation
8:05-8:15: Group discussion on The War for Kindness. What are the characteristics of an empathic person? How does one go about supporting empathy and kindness?
8:15-8:20: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:20-8:40: Group Discussion. Forum responses. Each person summarizes their post (45 seconds), after which the group leader leads the conversation noting a detail from one of the oral summaries, commenting briefly on it and posing a new question to the group. The respondent to the new question should answer and pose a new question, and the respondent to this new question should answer and also pose a new question. It is perfectly fine for more than one person to respond to any one of the questions, but the last person should pose a new question or invite someone else to do so.
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Aria, Claire, *Helen, Connor
B. Jemima, Julia, Lily, *Arnav
C. *David, Earl, Colin, Ellie
D. Quang, *Ella, Liz, Maggie
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Week 3 | The Philosophy of the Liberal Arts
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31 agosto | Introduction to Library Resources with College of Wooster librarian Mark Gooch
Due: Response Paper 1
2 sept
Read: 1) “The Liberal Arts Endeavor” by Christopher Long; 2) Morril Land-Grant Acts (Wikipedia)
Complete: Quiz on the assigned readings (8 points)
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion on The Liberal Arts Endeavor and the Morril Land-Grants Acts. The author of The Liberal Arts Endeavor asserts that “What industrialization was for Eliot and his generation, the Internet is for Davidson and ours” (vi). This statement serves as a premise for what the author argues toward the end of the essay. ¿What does he argue? To what extent do you agree? To what extent do you disagree?
8:20-8:25: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:25-8:40: Group Discussion. In the latter half of the nineteenth century, experiential learning was central to the educational philosophy of the land-grant universities (made possible by the Morril Act) as well as Charles Eliot (president of Harvard). Today experiential learning remains a central part of the liberal arts mission. How do you foresee experiential learning being a part of your educational experience at Wooster? Did you have any memorable experiential learning experiences in high school?
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Helen, Quang, Ellie, *Julia
B. Aria, *Ella, Colin, Lily
C. Claire, Liz, *Earl, Jemima
D. *Connor, Maggie, Arnav, David
4 sept
Read: “Liberal Arts Colleges and Why We Should Care About Them” by Victor Ferrall (pp. 7-16).
Note: Please click here to complete the assigned reading in Perusall following the given instructions.
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion on Liberal Arts Colleges and Why We Should Care About Them. What were some of the things that caught your attention in this article? What did you learn from the article? Have you ever encountered this misperception of the liberal arts? What were some of the things that you weighed or considered before deciding to come to Wooster?
8:20-8:25: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:25-8:40: Group Discussion. Group discussion on Liberal Arts Colleges and Why We Should Care About Them. Group leaders will share their screen and go to the reading on Perusall and randomly scroll through student comments and discuss them as a group.
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. *Helen, Quang, Ellie, Julia
B. *Aria, Ella, Colin, Lily
C. Claire, Liz, Earl, *Jemima
D. Connor, *Maggie, Arnav, David
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Week 4 | The Philosophy of the Liberal Arts
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7 sept
Read: 1) “Liberal Arts Colleges and Why We Should Care About Them” by Victor Ferrall (pp. 16-22).
Note: Please click here to complete the first of the assigned readings in Perusall following the given instructions.
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion on Liberal Arts Colleges and Why We Should Care About Them. As a new college student enrolled at a liberal arts college, what do you think the author’s assertions in these final two paragraphs? What role do you see community playing in your education over the next four years? What qualities are missing from the list of traits associated with a liberally educated person on pages 17-18? What thoughts do you have about the list?
8:20-8:25: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:25-8:40: Group Discussion. Group discussion on Liberal Arts Colleges and Why We Should Care About Them. Group leaders will share their screen and go to the reading on Perusall and randomly scroll through student comments and discuss them as a group.
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Helen, Quang, *Ellie, Julia
B. Aria, David, Colin, *Lily
C. *Claire, Liz, Earl, Jemima
D. Connor, *Maggie, Arnav, Ella
9 sept | Introduction to the Writing Center
Due: Response Paper 2
11 sept | Definition of Terms: Otherness
Read: “Othering: Cultural Diversity and Symbolic Boundaries” in American Misfits and the Making of Middle-Class Respectability by Robert Wuthnow (Princeton University Press, 2017)
Note: Please click here to complete the assigned reading in Perusall following the given instructions.
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion on “Othering: Cultural Diversity and Symbolic Boundaries.” Identify and discuss some of the ways that othering functions in American society based on the following definition given by the author: “Othering is the process through which a person or group is turned into somebody different from us, an “other” from whom it is possible to distance ourselves. It is at heart a relational process that occurs in social interaction, real and imagined, as a person or group defines itself in contrast with and in opposition to someone else” (258). How do the concepts of respectability and citizenship factor into the equation?
8:20-8:25: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:25-8:40: Group discussion on “Othering: Cultural Diversity and Symbolic Boundaries.” Consider the following assertion by the author: “In these perspectives othering is in the first instance the imposition of differences, as Saussure argued, on which meaning depends. The perspectives focusing on societal conditions tell us that othering is likely to be directed toward groups that are already in the minority because of race, ethnicity, and national origin, and that othering may erupt into violence or become more vicious because of struggles for power, such as during hotly contested political campaigns” (263). How are we are seeing this play out right now in places like Portland and Kenosha? Following on the above idea, the author writes that, “Less attention has been given to the possibility that othering is a response that helps people feel respectable when the diversity to which they are exposed makes it difficult to stipulate in more positive ways what respectability is” (263). What does the author mean by this? The author ends his meditation on the act of othering on the following note: “But it is far easier to say what we are against than what we are for” (266). Thinking of the current social and political climate, do you agree with this statement? When we look back on the reading Liberal Arts Colleges and Why We Should Care About Them, we find a deliberate attempt to define what a liberal arts education is and to say what the liberal arts are for. Thus when we talk about graduates of schools like the College of Wooster as products of a liberal arts education, does this constitute an act of othering opposite of what the author focuses on in the assigned reading?
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Maggie, Helen, *Ella, Earl
B. Aria, *Liz, Julia, Jemima
C. David, Claire, *Arnav, Colin
D. *Quang, Connor, Lily, Ellie
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Week 5 | Critical and Creative Explorations of Diversity, Intersectionality, and Otherness in the Social Sphere
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14 sept | Spain
Read: Roma/Gypsies in Spain
Review: “Othering: Cultural Diversity and Symbolic Boundaries” in American Misfits and the Making of Middle-Class Respectability by Robert Wuthnow (Princeton University Press, 2017)
View: Destiny: 21st Century Gypsies (Kanopy)
Homework: Free-Response Question
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion on Destiny: 21st Century Gypsies. Identify and discuss some of the ways that the documentary shows othering to function in relation to Spain’s Gypsy/Roma community based on the following definition given by the author of “Othering: Cultural Diversity and Symbolic Boundaries.”: “Othering is the process through which a person or group is turned into somebody different from us, an “other” from whom it is possible to distance ourselves. It is at heart a relational process that occurs in social interaction, real and imagined, as a person or group defines itself in contrast with and in opposition to someone else” (258). How do the concepts of respectability and citizenship factor into the equation?
8:20-8:30: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:30-8:40: Group discussion on Destiny: 21st Century Gypsies. What did you find to be particularly instructive about the documentary? What did you find to be particularly instructive about what you learned about the history of the Gypsy/Roma community in Spain?
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Maggie, Helen, Ella, *Earl
B. Aria, Liz, Julia, *Jemima
C. *David, Claire, Arnav, Colin
D. Quang, Connor, Lily, *Ellie
16 sept | Definition of Terms: Intersectionality
Read: “Kimberlé Crenshaw” in Persuasive Acts: Women’s rhetorics in the 21st Century, by Shari Stenberg and Charlotte Hogg (University of Pittsburgh Press, 2020)
Note: Please click here to complete the assigned reading in Perusall following the given instructions.
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion. What motivated Kimberlé Crenshaw to theorize intersectionality? What specifically is it meant to address? In what ways has concept been broadened? How was intersectionality received in conservative circles and other sectors resistant to change? How does the author respond in her Washington Post article from 2015? What point does the author make, specifically, about talking about intersectionality?
8:20-8:30: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:30-8:40: Group discussion on Destiny: 21st Century Gypsies. Describe intersectionality in relation to the person featured in the documentary. Share your thoughts on intersectionality, specifically its utility.
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. *Maggie, Helen, Ella, Earl
B. *Aria, Liz, Julia, Jemima
C. David, *Claire, Arnav, Colin
D. *Quang, Connor, Lily, Ellie
17 sept | (recommended) College-Wide Zoom Event with Dr. Jamil Zaki, author of The War for Kindness: Building Empathy in a Fractured World (7:30 PM)
18 sept | Los Angeles
Read: Gentefied (Wikipedia)
View: Gentefied, episode 1 (Netflix)
Homework: Free-Response Question
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion. Share your thoughts on episode 1 of Gentefied. What were its strengths and weaknesses? Which characters did you gravitate to more? Offer a balanced critique of the first episode. In this initial conversation, try to avoid the topics of diversity, intersectionality, and otherness. Focus on the story and if you find it relevant, interesting, and in any way relatable. What challenges do you think the creators of Gentefied face in creating a show such as this? Thinking back to The War for Kindness: Building Empathy in a Fractured World and what Jamil Zaki wrote about the power of storytelling, do you see potential for this series being transformational for some of its viewership?
8:20-8:30: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:30-8:40: Where do you see otherness, othering, and intersectionality at work in episode 1 of Gentefied?
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Maggie, *Helen, Ella, Earl
B. Aria, *Liz, Julia, Jemima
C. David, Claire, *Arnav, Colin
D. Quang, *Connor, Lily, Ellie
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Week 6 | Critical and Creative Explorations of Diversity, Intersectionality, and Otherness in the Social Sphere
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21 sept
Due: Response Paper 3
Read (in class): Defining Critical Thinking
Class will be used to provide context for understanding the storyline of Gentefied. (The exercise on critical thinking will be postponed.)
Plan
8:00-8:05: Discussion about and suggestions for in-person teaching.
8:05-8:30: Professor gives presentation on historical context for understanding Gentefied and summary of student comments.
8:30-8:42: Group Discussion: Answer questions posed in the presentation. Share your thoughts.
8:42-8:48: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:48-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Maggie, *Helen, Ella, Earl
B. Aria, *Liz, Julia, Jemima
C. David, Claire, *Arnav, Colin
D. Quang, *Connor, Lily, Ellie
23 sept |
View: Gentefied, episode 2 (Netflix)
Homework: Free-Response Question
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion. Share your thoughts on episode 2 of Gentefied. What were its strengths and weaknesses? Which characters did you gravitate to more? Is your opinion of the show evolving or remaining static? What do you think are the goals and objectives of the creators? Who is the target audience?
8:20-8:30: General Discussion. Group leaders designate one person in their group to summarize discussion for class (30 seconds).
8:30-8:40: Where do you see otherness, othering, and intersectionality at work in episode 2 of Gentefied?
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Maggie, Helen, *Lily, Ellie
B. Aria, Liz, Arnav, *Colin
C. David, Claire, *Ella, Earl
D. Quang, Connor, Julia, *Jemima
25 sept | Definition of Terms: Diversity
Read: “Diversity” by Lennard Davis in Keywords for Disability Studies (NYU Press, 2015)
Note: Please click here to complete the assigned reading in Perusall following the given instructions.
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion. On the first page of the reading, the author identifies race, gender, nationality, ethnicity, sexual orientation, and citizenship as the conventional or dominant categories of diversity, with disability as falling into a nonconventional or non-dominant category. In your opinion, does the author cover the main categories of diversity? Can you think of another one, besides, disability, that he might be leaving out? Next, discuss what the author writes about the advent of diversity in contemporary culture as it relates to the concept of eugenics. When was eugenics popular and what historical event marked the beginning of its decline in popularity?
8:20-8:27: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:27-8:40: Group discussion. Summarize the author’s argument about disability as a category of diversity. Specifically, where does othering factor into the equation? Assess and critique the author’s argument.
8:40-8:45: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
8:45-8:50: Announcements. Overview of next class and homework.
Groups (* = designated group leader)
A. Maggie, Helen, *Ella, Earl
B. Aria, *Liz, Julia, Jemima
C. David, Claire, *Arnav, Colin
D. *Quang, Connor, Lily, Ellie
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Week 7 | An Exploration of Intersectional Selfhood and Otherness
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28 sept
Read: The Body Papers: A Memoir by Grace Talusan (2019): chapters 1-4.
Homework: Free-Response Question
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion. Share your thoughts on the first four chapters of The Body Papers. How would you describe the narrative style? What do you find to be intriguing or different about the narrative? What do you think is unique or valuable about this reading so far? What themes do you see as possibly recurring? *Any group member can also pose a new question to the group.
8:20-8:30: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:30-8:45: Where do you see diversity, otherness, othering, intersectionality, and/or empathy at work in these first four assigned chapters? How would you describe them?
8:45-8:50: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. Liz, Julia, *Jemima, Maggie.
B. *Lily, Earl, Aria, Claire.
C. *Ellie, Arnav, Connor, David.
D. *Ella, Helen, Colin, Quang.
30 sept
Read: The Body Papers: A Memoir by Grace Talusan (2019): chapters 5-10
Homework: Free-Response Question
Plan
8:00-8:05: Informal conversation
8:05-8:20: Group discussion. Share your thoughts on chapters 5-10 of The Body Papers. How would you describe the narrative style? What do you find to be intriguing or different about the narrative and/or about these chapters? What do you think is unique or valuable about this reading so far? What themes do you see as possibly recurring? *Any group member can also pose a new question to the group.
8:20-8:30: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:30-8:45: Where do you see diversity, otherness, othering, intersectionality, and/or empathy at work in these first four assigned chapters? How would you describe them?
8:45-8:50: General Discussion. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. Liz, Julia, Jemima, *Maggie.
B. Lily, *Earl, Aria, Claire.
C. *Ellie, Arnav, Connor, David.
D. Ella, *Helen, Colin, Quang.
2 oct (in-person, Wishert 101)
Read: The Body Papers: A Memoir by Grace Talusan (2019): chapters 11-12.
Homework: Free Response Question
Plan
8:00-8:02: Informal conversation
8:02-8:15: Group discussion. Share your thoughts on chapters 11-12 of The Body Papers. What do you think is unique or valuable about these chapters? What themes appear? *Any group member can also pose a new question to the group.
8:15-8:25: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:25-8:40: Answer student generated questions posted to Moodle. Also, where do you see diversity, otherness, othering, intersectionality, and/or empathy at work in these first four assigned chapters? How would you describe them?
8:40-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. *Liz, Julia, Jemima, Maggie.
B. Lily, Earl, *Aria, Claire.
C. Ellie, Arnav, *Connor, David.
D. Ella, Helen, *Colin, Quang.
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Week 8 | An Exploration of Intersectional Selfhood and Otherness
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5 oct
Read: The Body Papers: A Memoir by Grace Talusan (2019): chapters 13-15.
Homework: Free Response Question
Plan
8:00-8:02: Informal conversation
8:02-8:15: Group discussion. Share your thoughts on chapters 13-15 of The Body Papers. What do you think is unique or valuable about these chapters? What themes appear? *Any group member can also pose a new question to the group.
8:15-8:25: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:25-8:40: Answer student generated questions posted to Moodle. Also, where do you see diversity, otherness, othering, intersectionality, and/or empathy at work in these first four assigned chapters? How would you describe them?
8:40-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. *Liz, Julia, Jemima, Maggie.
B. Lily, Earl, *Aria, Claire.
C. Ellie, Arnav, *Connor, David.
D. Ella, Helen, *Colin, Quang.
7 oct | Fall Recess (no class)
9 oct
Read: The Body Papers: A Memoir by Grace Talusan (2019): chapters 16-18
Homework: Free Response Question
Plan
8:00-8:02: Informal conversation
8:02-8:15: Group discussion. Share your thoughts on chapters 16-18 of The Body Papers. What do you think is unique or valuable about these chapters? What themes appear? *Any group member can also pose a new question to the group.
8:15-8:25: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:25-8:40: Answer student generated questions posted to Moodle. Also, where do you see diversity, otherness, othering, intersectionality, and/or empathy at work in these first four assigned chapters? How would you describe them?
8:40-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. *Liz, Julia, Jemima, Maggie.
B. Lily, Earl, *Aria, Claire.
C. Ellie, Arnav, *Connor, David.
D. Ella, Helen, *Colin, Quang.
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Week 9 | An Exploration of Intersectional Selfhood and Otherness
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12 oct
Read: The Body Papers: A Memoir by Grace Talusan (2019): chapters 19-22
Homework: Free-Response Question
Plan
8:00-8:02: Informal conversation
8:02-8:20: Group discussion. Share your thoughts on the book now that you have finished it. What do you plan to ask the author on Wednesday? *Any group member can also pose a new question to the group.
8:20-8:27: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:25-8:40: What do you think is unique about the way Talusan treats diversity, otherness, othering, intersectionality, and/or empathy in The Body Papers?
8:40-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. *Liz, Julia, Jemima, Maggie.
B. Lily, Earl, *Aria, Claire.
C. Ellie, Arnav, *Connor, David.
D. Ella, Helen, *Colin, Quang.
14 oct | Virtual Conversation with Grace Talusan, author of The Body Papers: A Memoir
Due: Response Paper 4
16 oct
Read: This Land is Our Land: An Immigrant’s Manifesto by Suketu Mehta (2019): Part I, chapters 1-3.
Homework: Free-Response Question
Plan
8:00-8:05: Announcements
8:05-8:15: Group discussion. Share your thoughts on the book. What do you think is unique or valuable about these chapters? What themes appear? What are your general thoughts on what you have read so far?
8:15-8:20: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:20-8:40: Answer student generated questions posted to Moodle.
8:40-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. *Quang, Liz, Earl, Aria.
B. David, Lily, Colin, *Jemima.
C. Claire, *Ellie, Helen, Arnav.
D. *Maggie, Ella, Connor, Julia.
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Week 10 | Critical Explorations of Diversity, Intersectionality, and Otherness in Relation to Immigration
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19 oct
Read: This Land is Our Land: An Immigrant’s Manifesto by Suketu Mehta (2019): Parts I & II, chapters 4-6.
*Note: No free-response question due. Please look over the questions below and prepare carefully for the group conversations.
Plan
8:00-8:05: Announcements
8:05-8:15: Group discussion on chapter 4. Mehta writes at the end of the chapter that Favoui “needs Spain because her region of Nigeria has been robbed of its future; but what is equally true is that Spain needs Favoui, and her industriousness, to ensure its future” (58). This statement channels strongly the thesis of the book. What is the thesis? How does the case of Favoui illustrate it? How do the other cases expounded in chapter four illustrate it? Are you persuaded by what the author argues?
8:15-8:20: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:20-8:40: Spend the first half of the session discussing chapter five on colonialism. What does the author want us to know about the history of colonialism? What do you find valuable about his explanation and the perspective he offers? Spend the second half talking about chapter six on neo-colonialism or “the new colonialism.” What does the author want us to know about the new colonialism? What do you find noteworthy about what he explains and the perspective he offers? Finally, how do these chapters function within the overall development of the book?
8:40-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. *Quang, Liz, Earl, Aria.
B. David, Lily, Colin, *Jemima.
C. Claire, *Ellie, Helen, Arnav.
D. *Maggie, Ella, Connor, Julia.
21 oct
Read: This Land is Our Land: An Immigrant’s Manifesto by Suketu Mehta (2019): Parts II & III, chapters 7-10.
Homework: Free-Response Question
Plan
8:00-8:05: Announcements
8:05-8:15: What are your general thoughts on what you have read for today? Answer student generated questions posted to Moodle.
8:15-8:20: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:20-8:40: Answer student generated questions posted to Moodle.
8:40-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. *Aria, Claire, Helen, Connor
B. Jemima, *Julia, Lily, Arnav
C. David, Earl, *Colin, Ellie
D. Quang, *Ella, Liz, Maggie
23 oct
Read: This Land is Our Land: An Immigrant’s Manifesto by Suketu Mehta (2019): Part III, chapters 11-14.
*Note: No free-response question due. Please look over the questions below and prepare carefully for the group conversations.
Plan
8:00-8:05: Announcements
8:05-8:15: Group discussion on chapters 11 and 12. The title of chapter 11 is “Culture: Shitholes versus Nordics.” What does Mehta set out to show in this chapter? Reflect on what this chapter teaches. The title of chapter 12 is “The Color of Hate.” What does Mehta set out to show in this chapter? Reflect on what this chapter teaches.
8:15-8:20: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:20-8:40: How does chapter 13, “The Alliance Between the Mob and Capital,” connect with the video produced by Southern Crossroads, titled “‘Rednecks for Black Lives’ Rallies White Southerners for Racial Justice”? Reflect on what this chapter teaches. The title of chapter 14 is “The Refugee as Pariah.” What does Mehta set out to show in this chapter? Reflect on what this chapter teaches.
8:40-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. Ella, *Ellie, Julia, Colin
B. Arnav, *Liz, Claire, Quang
C. David, Earl, *Lily, Aria
D. Maggie, *Helen, Jemima, Connor
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Week 11 | Critical Explorations of Diversity, Intersectionality, and Otherness in Relation to Immigration
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26 oct
Read: This Land is Our Land: An Immigrant’s Manifesto by Suketu Mehta (2019): Part IV, chapters 15-18.
Homework: Free-Response Question
Plan
8:00-8:05: Announcements
8:05-8:20: Answer student generated questions posted to Moodle.
8:20-8:30: General Discussion. Group leaders designate one person in their group to summarize discussion for class (1 minute).
8:30-8:45: Answer student generated questions posted to Moodle.
8:45-8:50: General Discussion and Announcements. Group leaders designate one person in their group to summarize discussion for class (45 seconds).
Groups (* = designated group leader)
A. Ella, *Ellie, Julia, Colin
B. Arnav, *Liz, Claire, Quang
C. David, Earl, *Lily, Aria
D. Maggie, *Helen, Jemima, Connor
28 oct
Catch-Up Day
30 oct
Due: Response Paper 5
Read (in class): Defining Critical Thinking
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Week 12 | Explorations of Diversity, Otherness, and Intersectionality in the Visual Arts
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2 nov | Looking at Photographs: Conversation with Artist and Professional Photographer, Alonso Nichols
*Note: Please plan to login to Teams on time and to have your camera turned on.
View: Photography by Alonso Nichols (password: Woo$ter)
Homework: Free-Response Question
4 nov | No class
6 nov | Los Angeles
View: Photography by Rafael Cárdenas
When examining the photos, keep in mind the guidance offered by Alonso Nichols:
1) Every visual element in the frame is important and invites interpretation;
2) Follow the light. How is the compositional space illuminated? What is the brightest point in the frame? What does the light reveal? Does the illumination create an aesthetic effect? What is being communicated through the lighting?
3) What patterns do you see in the image’s color palate? Is the color red used anywhere? If so, how is it being used? How is color being used to create an aesthetic effect? What is being communicated through the use of color.
*Also, when looking at the portraits in Cárdenas’s different portfolios, think about what Mr. Nichols told us about his purpose and goals when photographing people. It is important to remember that the photographer is often motivated by a purpose and uses a criteria to select his or her subjects. In Cárdenas’s work, what can we deduce to be his criteria.
Homework: Free-Response Question
Come to class ready to talk about one of the images you discussed in your homework: why you chose it; what you find intriguing or unique about it; the relation you see in the image to diversity, intersectionality, otherness, or empathy (one of these is sufficient); if image contains a point of intersection or point of contrast with something you remember seeing in Gentefied. Each student will be invited to speak for about two minutes (with another minute for further commentary by students, TA, and professor).
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Week 13 | Explorations of Diversity, Otherness, and Intersectionality in the Visual Arts
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9 nov | Los Angeles
View: Photography by Star Montana
When examining the photos, keep in mind the guidance offered by Alonso Nichols:
1) Every visual element in the frame is important and invites interpretation;
2) Follow the light. How is the compositional space illuminated? What is the brightest point in the frame? What does the light reveal? Does the illumination create an aesthetic effect? What is being communicated through the lighting?
3) What patterns do you see in the image’s color palate? Is the color red used anywhere? If so, how is it being used? How is color being used to create an aesthetic effect? What is being communicated through the use of color.
*Also, when looking at the portraits in Montana’s different portfolios, think about what Mr. Nichols told us about his purpose and goals when photographing people. It is important to remember that the photographer is often motivated by a purpose and uses a criteria to select his or her subjects. In Montana’s work, what can we deduce to be her criteria.
Homework: Free-Response Question
Come to class ready to talk about one of the images you discussed in your homework: why you chose it; what you find intriguing or unique about it; the relation you see in the image to diversity, intersectionality, otherness, or empathy (one of these is sufficient); if image contains a point of intersection or point of contrast with something you remember seeing in Gentefied. Each student will be invited to speak for about two minutes (with another minute for further commentary by students, TA, and professor).
11 nov | Los Angeles
View (videos): 1) SPARC – The Great Wall of Los Angeles; 2) Mural projects of Judith Baca
Examine: Images of The Great Wall of Los Angeles
Homework: Free-Response Question
*Come to class ready to talk about one of the mural panels. Each student will be invited to speak for about one minute (with another minute for further commentary by students, TA, and professor).
13 nov
Due: Response Paper 6
Read (in class): Mission & Vision of the College of Wooster
*No homework and no preparation required.
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Week 14 | Conclusions and Student Presentations
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16 nov | Critical Discussion of Gentefied in relation to diversity, intersectionality, otherness, and empathy
Due: Journal of episodes 3-10 of Gentefied. Submit journal here.
18 nov | Presentations
1. Ella (Universal Basic Income); 2. Jemima (Immigration); 3) Julia (Othering of Sexual Abuse Victims); 4) Earl (Modern Holocaust); 5. Maggie (Women’s Movement)
20 nov | Presentations
1. Helen (LGBTQ Community and Religion); 2. David (Diversity, Intersectionality, Otherness in Caucasian Nations); 3. Connor (Race, Ethnicity, Nationality); 4. Claire (The Intersectionality of Mental Health and Race); 5. Lily (Gentrification); 6. Liz (Toxic Masculinity and Intersectionality)
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Week 15 | Presentations
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23 nov | Presentations
1. Ellie (Disproportional Effects of Exercise in White and Minority Groups); 2. Arnav (Whitewashing of American History); 3. Quang (Immigration and Business Ownership); 4. Aria (orphanism) 5. ______________
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Week 16
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2 December (4pm) | Due: Research Paper (Submit Paper HERE)
*Please do your best to submit your paper on time. If that is not possible, please ask for an extension.
Only extension requests received by the due date will be granted.