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Intersections of Race, Ethnicity and Disability American Cultures
Intersections of Race, Ethnicity and Disability American Cultures/ English 135
Marsha Saxton, PhD, Instructor marsax@wid.org, Valley Life Sciences Rm 2040, Tu, Th 2-3:30
Course Control Number 28363
Course Description
This course explores the intersections of race, ethnicity and disability. The goal is to enable students to view these concepts within the context of American cultures and literatures past and present. The course begins with an exploration of disability, a category often omitted from discussions on race and ethnicity. We will examine concepts of disability stereotyping and marginalization, and explore the history of the U.S. Disability Rights movement, with respect to its early origins in Berkeley and the University of California.
Developing a deeper analysis of disability issues is crucial to understanding discrimination on the basis of race and ethnicity in America. Racism and other kinds of oppression employ and impose the perception of disablement in dehumanizing ethnic groups within the social hierarchy. Not surprisingly, disability, chronic illness and health care disparities manifest as an effect of oppression for all marginalized constituencies.
We will explore the concepts of race and ethnicity, and their intersections with language, religion and culture, as well as interactions with immigration, sexuality, and social institutions including the healthcare, employment and educational systems. We will examine these factors within a range of ethnic groups in the U.S., including Native American, Asian, Latino/Hispanic, African-Heritage, Arab, Jewish, and European peoples.
Through lectures, readings, films, guest speakers, assignments and small group discussion, students will engage with each other in a variety of ways to encourage application of new concepts in their current academic and future work and social lives.
Course Goals for Students
• Understand and describe barriers to social justice for marginalized populations in the U.S.
• Define key terms and concepts and give examples of how these operate in everyday life and within one or two American social institutions, such as employment, education, healthcare, immigration, etc.
• Explore one’s personal history (particularly about immigration issues) regarding discrimination and origins of attitudes about race, ethnicity, and disability.
• Grasp and explain why self- and other- reproach for discriminatory attitudes is counter-productive. Instead, generate ideas of more successful approaches.
• Identify relevant issues of diversity for your field/s and interests.
• Utilize listening skills, and compassion for others’ stories of social mistreatment.
Central Course Questions
• How do race, ethnicity and disability, among other characteristics, impact the lives of individuals and communities with respect to social justice?
• What do the “intersections” of these categories reveal about human experience?
• What are key concepts and terms that enable us to analyze social justice and diversity?
• What are useful examples in history and current events that we can use to discuss these issues?
• What are the benefits and costs of integration and assimilation for people in both marginalized and dominant populations?
• Why do people mistreat or discriminate against others from diverse backgrounds and social groups?
• What are social, political and personal programs and solutions that have been used to ameliorate these difficulties? How have they worked and not worked? Who are our heroes?
• What is the role of personal relationships versus policy change in addressing these issues?
• What are your own ideas and goals about addressing these issues in your work and life?
Course Reading List
Required Books
The Spirit Catches You and You Fall Down, Anne Fadiman
Covering: The Hidden Assault on Our Civil Rights, Kenji Yoshino Random House
Readings for Diversity and Social Justice: An Anthology on Racism, Sexism,
Anti-Semitism, Heterosexism, Classism, and Ableism, Adams, et al editors
Choose one for Book Groups Assignment:
The Broken Cord, Michael Dorris Harper, 1994
Short Bus: A Journey Beyond Normal, Jonathon Mooney Henry Holt, 2007
From the Fair, The Autobiography of Sholom Aleichem, Curt Leviant, ed. Viking, 1985
Cancer Journals Audre Lord, Aunt Lute Books 1980
Frida, An Autobiography, Hayden Herrera, Harper 2002
The Kite Runner, Khaled Hosseini, Riverhead Books 2003
Heroes and Saints and Other Plays, by Cherrie Moraga, 1994
Island: Poetry and History of Chinese Immigrants on Angel Island, Lai, H. et al Univ. Washington, 1980
The Beggar King and the Secret of Happiness, Joel Ben Izzy, Algonquin Books, 2005
Brother to Brother: New Writings by Black Gay Men, Essex Hemphill, 1991, Transworld
Out of Place, A Memoir, Edward W. Said, 1991
My Body Politic, A Memoir, Simi Linton, 2007
Send in the Idiots: Stories from the Other Side of Autism, Kamran Nazeer, 2006
The Question of David: A Disabled Mother's Journey Through Adoption, Family, and Life, Denise Sherer Jacobson. Creative Arts Book Company, 1999
Web based Readings
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”
http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Unpacking.html
Reassigning Meaning (excerpt from Claiming Disability: Knowledge and Identity, by Simi Linton, New York University Press, 1998
http://www.disabilitystudiesforteachers.org/files/ReassigningMeaning.pdf
Image Archives on the American Eugenics Movement
http://www.eugenicsarchive.org/eugenics/
Student Groups on the Berkeley campus, listed on the CAL web site, http://students.berkeley.edu/osl/studentgroups/public/index.asp
People with Disabilities on Tribal Lands: Education, Health Care, Vocational Rehabilitation and Independent Living, August 1, 2003, produced by the National Council on Disability
http://www.ncd.gov/newsroom/publications/2003/tribal_lands.htm
Increasing Capacity of Community Rehabilitation Programs to Serve Hispanic Individuals, University of Texas-Pan American
http://www.crp.unt.edu/Design/technical/RRI%20Monograph%20Final%20PDF.pdf
Proyecto Vision, the World Institute on Disability’s program about employment resources for Latino/Chicano people with disabilities: http://www.proyectovision.net/english/success/index.html
International Center for Disability Resources on the Internet
http://www.icdri.org/index.html
National Museum of American Jewish History Online
http://www.nmajh.org/timeline/index.htm
Disability & the Justification of inequality in American History by Doug Baynton, from New Disability History, edited by P. Longmore & L. Umansky. http://www.uua.org/documents/bayntondouglas/justification_inequality.pdf
Groups Against Racism, links to dozens of organizations and sites
http://www.change.net/links/racelinks.htm
Distributed in Class or on b Space (other readings on b Space to be announced)
"AIDS in Blackface," Harlon L. Dalton, in Black Men on Race, Gender and Sexuality, Devon W. Carbado, editor, New York University Press, 1999.
“Little Asia on the Hill,” NY Times Jan ’07
“The Siamese Twins in Late-Nineteenth-Century Narratives of Conflict and Reconciliation” Cynthia Wu, on B Space
Course Assignments
Assignments invite students to explore a wide range of perspectives, media resources and avenues into the course content. There are six short papers, a midterm, a final project and final reflections. The five of the best papers will count towards your grade. You may choose to submit all six if you wish or only five. There is also a short reflection paper due the last class, evaluating your semester’s experience.
Grading Points: Short papers, 20 points each. The midterm is forty points, the final project, forty points. Final reflections, 10 points. Class attendance/participation 10 points. Total points: 200. Late papers lose points. All papers are due before or at least by the last day of class. See the course schedule for due dates.
1. Invisible Knapsack (two pages, due Sept 18)
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”
http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Unpacking.html
Read through McIntosh’s list, then:
a. Write a half-page or so response from the standpoint of your own racial and/or class background, discussing the extent to which you’ve experienced this lack of/ or enjoyed this privilege.
b. Brainstorming, write a dozen or so entries into your own analogous list of “Non-disabled privilege” from the standpoint of your own relatively “abled” experience. If you have disabilities, draw the list from your relative privilege in relation to other categories of impairment.
c. Now review your list, and consider which of these “abled-privileges” result from actual limitations from impairments versus social or environmental barriers. Comment on this in another half page or so.
2. American Anthropological Association (one to two pages, Due Sept 27)
Go to the website entitled “Race: Are We So Different? A Project of the American Anthropological Association (http://www.understandingrace.org/home/html)
Browse the site to see what’s there, including the overview video in the “History” section and the global census. Check out sections that interest you and read or view them. Many people find “A Girl Like Me” video in the “Lived Experience” section, and the “Sports Quiz” interesting. Write a one or two-page reflection on your reactions to this website. Were there any surprises for you? Did you disagree with anything? What was most useful?
Field Research
Field research requires students to apply their knowledge outside the classroom and implement some research and reporting skills. There are some choices in the following two field research assignments. Consider choosing the options which would best challenge you.
3. Student Groups Assignment (two pages, Due Oct. 11)
Over 1000 student groups are active on the Berkeley campus, listed on the website, http://students.berkeley.edu/osl/studentgroups/public/index.asp. About 150 of these are categorized as "cultural," meaning ethnicity, national origin or related affiliations.
For this assignment you may research alone or with two or more students. Peruse the Cultural groups list. Select one or more of interest to you and contact them, then choose one for your assignment. Request a brief interview (15-30 minutes) on the phone or in person to learn about their group and activities. You may choose to disclose to your group contact person that this is an assignment. You may also interview as a potential member, as you choose.
You may develop your own questions, but include a focus on barriers to integration and acceptance for people of this constituency. For example, what motivates them to affiliate as this group? What are they proud of? What difficulties do they often face? What is needed from allies to this group?
If you do this assignment alone, submit a one to two page summary of the findings of your research including the name of the student group, the contact person you spoke to, and their email and/or phone.
If you do this assignment with others in our class, submit a joint, three-page paper, describing your findings, the above contact information, as well as comments about how you operated together in your research.
4. Family Ethnicity Research and Reflection (two to three pages, Due Oct 25)
The goal of this exercise is to encourage you to explore you own ethnic background and how it influenced your values and behaviors. There are two approaches, you choose:
a. Interview two or more of your family members about your ethnicity/ethnic background. Some families may be complex over the last few generations. Consider how your ethnic background may interact with other issues. For example, ask about family/ethnic pride, food and tradition, social mobility, economics. Ask how disability and chronic illness is regarded in your family. Consider what values regarding disability might be formed by your background. Develop questions for your research. In up to three pages, analyze your family’s responses with respect to key issues. Reflect on any surprises you felt from their answers. Do they reveal anything to you about yourself?
b. If because of adoption or estrangement, for example, or you just don’t feel comfortable conducting this research in your own family, then make it up as a creative writing exercise. “Interview” fictional family members or creatively build on real characters. Assign them values and opinions about race, class, ethnicity and disability issues.
Your papers will be kept strictly confidential, but in either version of this assignment, as in any case-based or qualitative research, do change names to protect identities.
5. Native American, Alaskan Natives and Hispanic Individuals with Disabilities
(two pages, due Nov 6)
This assignment encourages you to consider research and resources for social service practitioners and community advocates and organizers concerned with socially and economically marginalized constituencies.
The following web sites describe federal, state and community programs which address the needs of these populations.
1. People with Disabilities on Tribal Lands: Education, Health Care, Vocational Rehabilitation and Independent Living, August 1, 2003, produced by the National Council on Disability http://www.ncd.gov/newsroom/publications/2003/tribal_lands.htm
Look through all sections, but particularly focus on the Executive Summary, Unique Legal, Environmental, and Economic Factors Affecting Provision of and Access to Appropriate Services for People with Disabilities in Indian Country and Key Respondent Interviews.
2. Increasing Capacity of Community Rehabilitation Programs to Serve Hispanic Individuals, University of Texas Pan-American
http://www.crp.unt.edu/Design/technical/RRI%20Monograph%20Final%20PDF.pdf
(the pdf loads slowly, be patient!) Skim through particularly reading Sections 2. Background of Problem Addressed, 6. Synthesis, and 7. Conclusions and Recommendations.
3. Proyecto Vision, the World Institute on Disability’s program about employment resources for Latino/Chicano people with disabilities. http://www.proyectovision.net/english/success/index.html. Include the Success Stories section. This will form a model for the assignment.
Peruse through these sites so that you grasp the substantial logistical and economic barriers for these populations, and the resources being developed to enable disabled persons to achieve independent living and employment.
Choose one of the Native American or Alaskan Native tribal constituencies. If you identify with any of these heritages, you may choose your own or another one. Assume one of these roles: disabled individual, or disability rights advocate, organizing and empowering this population. Write a two-page description of the life circumstance and social barriers faced by an individual of this population. Personalize the story with some creative detail: name, gender, disability type, locale, family situation, hopes and dreams, interactions with social institutions and allies. You may frame it as a “success story” or a piece of short fiction, if you choose.
6. EEOC and Diversity in the Workplace (two to three pages, due Nov 20)
This assignment will encourage you to explore the Equal Employment Opportunity Commission and do some web research and possibly correspondence in your own major field and anticipated area of employment with respect to diversity in the workplace. If you do not yet have a chosen major or career goal, choose one you might consider. Begin your research by visiting the Equal Opportunity Commission website, http://www.eeoc.gov/ to get a sense of the scope of the regulations and resources in this field and peruse areas of your own interest. Make sure to explore the “News” and “Recent Items” section of the site.
In your research you will explore some of the following questions:
• What are the key organizations and websites associated with your field?
• What racial/ethnic populations tend to form the leadership of this field? Are there economic and power disparities with respect to labor/management?
• What diversity issues are recognized, if any, as important in this field? If none are as yet identified, what barriers may be operating in addressing diversity issues?
• Are there any model programs addressing diversity in this field?
• Are disability issues mentioned or explored in this field? What efforts are being made to recruit and accommodate people with disabilities? Are the key websites accessible to people with visual impairments?
If you can’t find the answers to your questions on the websites, find contact people and try to engage someone in email correspondence to find out what you want to know. You may identify yourself as a student or pose as a prospective client or employee. Write a two-to-three page discussion of at least three of the above questions, citing the websites you visited, and any correspondence you engaged in. If you discover some intriguing material relevant to our course which you would like to share, you may offer to present your research briefly in class.
Final Project Book Assignment (due at scheduled presentation times)
Choose one of these biographies/memoirs/collections listed above. You will apply the concepts from the early part of this course in developing your paper or presentation. You will need to obtain your book on your own, through local bookstores or libraries, Amazon or other online sources. Choose and purchase your book early, to allow enough time for the assignment! You are encouraged to share books if you like.
You have a choice as to whether you will join a discussion/presentation group or submit an individual paper about issues raised in the book. You are strongly encouraged to participate in a group to enable discussion and creativity, but it is up to you.
If you choose the discussion/presentation group option, your choice of one of these books will help form your book discussion group. Your name, best three times to meet and email will be posted with your book choice to enable you to find each other and form discussion groups with up to six people, minimum three. You will meet with your group to discuss the book at least four times, some during and some outside of class time.
As you read the book, consider: (and discuss) What are the key issues from our course which are illuminated in this book? What is compelling, moving or challenging for you personally and why? Include some web research about the author. Why do you suppose this author framed the issues like this? What effect on the reader do they hope to achieve? Do they have a social or political agenda?
Groups will develop a concise educational presentation, 20 minute limit, to present to the class. The range of creative options for this presentation are wide. Consider:
• a skit, a “talk show” or “news report” dramatization, or dramatic reading,
• a short power point for the class,
• a “poster session” visual display,
• a handout which educates readers on the key issues,
Consider your teaching approach for the class. Make your presentation exciting, relevant and substantial! This is not a “book report,” but a presentation that engages your audience in crucial issues that are important to you. Points will be assigned for quality of presentation as well as content. Rehearse or carefully prepare your presentation! You must stay within the time limit. (the timer goes off at 21 minutes!) Your student audience will offer feedback on your presentations via a short questionnaire, filled in after each presentation.
The individuals in these groups must also submit a short report, two pages or so, on your presentation plans, your discussions, listing names, times you met, a description of the range of topics and ideas you discussed and some comments on your process with the group. Due ate to be announced.
Presentation Timing: Sign-up for this presentation will begin early in the semester and presentations will begin week 7. Earliest presenters will get extra points for early presentations!
Paper Writers: If you choose not to join a discussion/presentation group, submit a 6 to 10 page paper addressing the issues described above. Reference your points with at least three additional sources from our course, cited. Creativity is encouraged for papers as well.
Final Reflections (one to two pages, due Dec 6):
Briefly summarize your own learning in this course. You may reflect on your short papers or final paper, and other assignments and learning exercises to analyze your progress in understanding the course issues. Mention a few of your favorite films, readings and guest speakers from the course. Include several goals for your future learning about the intersections of race, ethnicity and disability beyond this course.
Schedule of Topics, Readings and Assignments
Week 1, Aug 28, 30 Course Introduction: Diversity and Social Injustice
Readings for Diversity and Social Justice, Section 1: Conceptual Frameworks
Read the intro section and the six articles, 1-6, studying the terms/concepts in “Five Faces of Oppression”
Week 2, Sept 4 , 6 Oppression and Social Injustice, cont.
Begin The Spirit Catches You and You Fall Down (plan to complete Spirit by Week 5, 9/27)
Readings for Diversity and Social Justice, Section 6: Ableism Read the intro and articles 60, 61, 62,
Consider your book choice.
Week 3, Sept 11 Disability Foregrounded
Readings for Diversity and Social Justice,
Read Ableism articles 63, 67, 68 and 72. (Not recommended are: 64, 65,66, 69, 70, 71)
Spirit Catches, cont.
Consider your book choice.
Week 3, Sept 13 Language and Disability
Reassigning Meaning (excerpt from Claiming Disability: Knowledge and Identity, by Simi Linton, New York University Press, 1998, http://www.disabilitystudiesforteachers.org/files/ReassigningMeaning.pdf
Disability History Museum
http://www.disabilitymuseum.org/
International Center for Disability Resources on the Internet
http://www.icdri.org/index.html
Spirit Catches, cont.
Obtain/order your book choice.
Note: Assignment ONE, will be due Sept 18.
Week 4, Sept 18, 20 The Eugenics Movement
Assignment ONE, due Sept 18.
Image Archives on the American Eugenics Movement
http://www.eugenicsarchive.org/eugenics/
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”
http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Unpacking.html
Readings for Diversity and Social Justice, Section 2: Race
Read intro and articles 7, 8, 9, 10, 11, 12
The “Personal Voices” section, (13 through 16) either skip or read critically, with a perspective that authors struggle with internalized oppression and may display discriminatory attitudes toward other ethnic groups. Read Next Steps and Action, articles 17-20
Spirit Catches, cont.
Your book choice should be ordered and begun no later than today.
Week 5, Sept 25 Disability as Justification for Racism
American Anthropological Association http://www.understandingrace.org/home/html
Disability & the Justification of Inequality in American History by Doug Baynton, from New Disability History, edited by P. Longmore & L. Umansky.
http://www.uua.org/documents/bayntondouglas/justification_inequality.pdf
Note: Assignment TWO (American Anthro Assoc. website reflection) will be due today Sept 27.
Week 5, Sept 27 Intersections for African Heritage
Assignment TWO (American Anthro Assoc. website reflection) due today Sept 27
Groups Against Racism, links to dozens of organizations and sites
http://www.change.net/links/racelinks.htm
"AIDS in Blackface," Harlon L. Dalton, in Black Men on Race, Gender and Sexuality, Devon W. Carbado, on B Space
Your book choice, cont.
Week 6, Oct 2, 4 Intersections for Asian Heritage
Note: Assignment TWO (American Anthro Assoc. website reflection) due Oct 11.
Little Asia on the Hill, Timothy Egan, about affirmative action. NY Times on B Space
The Burden of Being 'White' in America
http://www.today.ucla.edu/2004/040511voices_white.html
"The Siamese Twins in Late-Nineteenth-Century Narratives of Conflict and Reconciliation” Cynthia Wu, on B Space
Your book choice, cont.
Week 7, Oct 9, 11 Intersectionality
Assignment TWO (American Anthro Assoc. website reflection) due Oct 11.
Readings for Diversity and Social Justice, Section 4: Sexism,
articles 37 and 38, pieces by bell hooks and Sojourner, also see article 39.
Continue working on your book choice, cont.
Week 8, Oct 16 18 Intersections for Semitic Peoples
Note: Assignment Four (Family Research) will be due Oct 25.
Anti-Arab Oppression
Racism Post 9-11 and other articles on B Space
Assignment Three (Berkeley Campus Student Groups) due Oct 18
Continue working on your book choice, cont.
Week 9, Oct 23, 25 Semitic Peoples, cont.
Assignment Four (Family Research) is due Oct 25.
Readings for Diversity and Social Justice, Section 3: Antisemitism
Read intro and articles 21, 26, 29, Other articles, not recommended.
National Museum of American Jewish History Online
http://www.nmajh.org/timeline/index.htm
Continue working on your book choice, cont.
Week 10, Oct 30, Nov 1 Families
Midterm this week.
Begin Covering, Kenji Yoshino
Note: Assignment 6 (Native Americans) will be due Nov 6.
Week 11, Nov 6, 8 Intersections for Indiginous and Latin People
People with Disabilities on Tribal Lands: Education, Health Care, Vocational Rehabilitation and Independent Living, August 1, 2003, produced by the National Council on Disability
http://www.ncd.gov/newsroom/publications/2003/tribal_lands.htm
Increasing Capacity of Community Rehabilitation Programs to Serve Hispanic Individuals, University of Texas-Pan American
http://www.crp.unt.edu/Design/technical/RRI%20Monograph%20Final%20PDF.pdf
Proyecto Vision, the World Institute on Disability’s program about employment resources for Latino/Chicano people with disabilities: http://www.proyectovision.net/english/success/index.html
Assignment 6 (Native Americans) will be due Nov 6.
Covering, cont.
Week 12, Nov 13 15 Caregiving, Aging and Race in America
Assignment 5 (Native American and Hispanic/Latino communities) will be due Nov 20
Caring for Pay, Saxton Readings on B Space
Covering, cont.
Week 13, Nov 20 Internalizing and “Covering”
Assignment 6 (EEOC) due Nov 20.
Readings for Diversity and Social Justice, Section 7: Classism
The Color of Wealth: The US Racial Wealth Divide
29 minute audio panel presentation
http://forum.wgbh.org/wgbh/forum.php?lecture_id=3300
Meizhu Lui, executive director, UFE
Betsy Leondar-Wright, communications director, UFE
Michelle Cromwell, professor, social systems, Pine Manor
http://www.faireconomy.org/press/2005/LifeLongSocialSecurity.html
Partial Text of Lui's Talk: True Social Security and the Myth of Self-Made Men.
(Thanksgiving Holiday, Nov 22)
Readings for Diversity and Social Justice, Section 5: Heterosexism, intro. articles 46,49,50, 59.
Complete Covering.
Week 14, Nov 27 29 Social Justice: Visions and Strategies
Assignment 6 (EEOC) due Nov 29
Readings for Diversity and Social Justice Sec 8: working for
Read intro and articles 86, 87, 88, 89, 90, 91, and 92, 93, 94, and 95.
Week 15, Dec 4, 6 Wrap Up
Final Reflections due by Dec 6
Marsha Saxton, PhD, Instructor marsax@wid.org, Valley Life Sciences Rm 2040, Tu, Th 2-3:30
Course Control Number 28363
Course Description
This course explores the intersections of race, ethnicity and disability. The goal is to enable students to view these concepts within the context of American cultures and literatures past and present. The course begins with an exploration of disability, a category often omitted from discussions on race and ethnicity. We will examine concepts of disability stereotyping and marginalization, and explore the history of the U.S. Disability Rights movement, with respect to its early origins in Berkeley and the University of California.
Developing a deeper analysis of disability issues is crucial to understanding discrimination on the basis of race and ethnicity in America. Racism and other kinds of oppression employ and impose the perception of disablement in dehumanizing ethnic groups within the social hierarchy. Not surprisingly, disability, chronic illness and health care disparities manifest as an effect of oppression for all marginalized constituencies.
We will explore the concepts of race and ethnicity, and their intersections with language, religion and culture, as well as interactions with immigration, sexuality, and social institutions including the healthcare, employment and educational systems. We will examine these factors within a range of ethnic groups in the U.S., including Native American, Asian, Latino/Hispanic, African-Heritage, Arab, Jewish, and European peoples.
Through lectures, readings, films, guest speakers, assignments and small group discussion, students will engage with each other in a variety of ways to encourage application of new concepts in their current academic and future work and social lives.
Course Goals for Students
• Understand and describe barriers to social justice for marginalized populations in the U.S.
• Define key terms and concepts and give examples of how these operate in everyday life and within one or two American social institutions, such as employment, education, healthcare, immigration, etc.
• Explore one’s personal history (particularly about immigration issues) regarding discrimination and origins of attitudes about race, ethnicity, and disability.
• Grasp and explain why self- and other- reproach for discriminatory attitudes is counter-productive. Instead, generate ideas of more successful approaches.
• Identify relevant issues of diversity for your field/s and interests.
• Utilize listening skills, and compassion for others’ stories of social mistreatment.
Central Course Questions
• How do race, ethnicity and disability, among other characteristics, impact the lives of individuals and communities with respect to social justice?
• What do the “intersections” of these categories reveal about human experience?
• What are key concepts and terms that enable us to analyze social justice and diversity?
• What are useful examples in history and current events that we can use to discuss these issues?
• What are the benefits and costs of integration and assimilation for people in both marginalized and dominant populations?
• Why do people mistreat or discriminate against others from diverse backgrounds and social groups?
• What are social, political and personal programs and solutions that have been used to ameliorate these difficulties? How have they worked and not worked? Who are our heroes?
• What is the role of personal relationships versus policy change in addressing these issues?
• What are your own ideas and goals about addressing these issues in your work and life?
Course Reading List
Required Books
The Spirit Catches You and You Fall Down, Anne Fadiman
Covering: The Hidden Assault on Our Civil Rights, Kenji Yoshino Random House
Readings for Diversity and Social Justice: An Anthology on Racism, Sexism,
Anti-Semitism, Heterosexism, Classism, and Ableism, Adams, et al editors
Choose one for Book Groups Assignment:
The Broken Cord, Michael Dorris Harper, 1994
Short Bus: A Journey Beyond Normal, Jonathon Mooney Henry Holt, 2007
From the Fair, The Autobiography of Sholom Aleichem, Curt Leviant, ed. Viking, 1985
Cancer Journals Audre Lord, Aunt Lute Books 1980
Frida, An Autobiography, Hayden Herrera, Harper 2002
The Kite Runner, Khaled Hosseini, Riverhead Books 2003
Heroes and Saints and Other Plays, by Cherrie Moraga, 1994
Island: Poetry and History of Chinese Immigrants on Angel Island, Lai, H. et al Univ. Washington, 1980
The Beggar King and the Secret of Happiness, Joel Ben Izzy, Algonquin Books, 2005
Brother to Brother: New Writings by Black Gay Men, Essex Hemphill, 1991, Transworld
Out of Place, A Memoir, Edward W. Said, 1991
My Body Politic, A Memoir, Simi Linton, 2007
Send in the Idiots: Stories from the Other Side of Autism, Kamran Nazeer, 2006
The Question of David: A Disabled Mother's Journey Through Adoption, Family, and Life, Denise Sherer Jacobson. Creative Arts Book Company, 1999
Web based Readings
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”
http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Unpacking.html
Reassigning Meaning (excerpt from Claiming Disability: Knowledge and Identity, by Simi Linton, New York University Press, 1998
http://www.disabilitystudiesforteachers.org/files/ReassigningMeaning.pdf
Image Archives on the American Eugenics Movement
http://www.eugenicsarchive.org/eugenics/
Student Groups on the Berkeley campus, listed on the CAL web site, http://students.berkeley.edu/osl/studentgroups/public/index.asp
People with Disabilities on Tribal Lands: Education, Health Care, Vocational Rehabilitation and Independent Living, August 1, 2003, produced by the National Council on Disability
http://www.ncd.gov/newsroom/publications/2003/tribal_lands.htm
Increasing Capacity of Community Rehabilitation Programs to Serve Hispanic Individuals, University of Texas-Pan American
http://www.crp.unt.edu/Design/technical/RRI%20Monograph%20Final%20PDF.pdf
Proyecto Vision, the World Institute on Disability’s program about employment resources for Latino/Chicano people with disabilities: http://www.proyectovision.net/english/success/index.html
International Center for Disability Resources on the Internet
http://www.icdri.org/index.html
National Museum of American Jewish History Online
http://www.nmajh.org/timeline/index.htm
Disability & the Justification of inequality in American History by Doug Baynton, from New Disability History, edited by P. Longmore & L. Umansky. http://www.uua.org/documents/bayntondouglas/justification_inequality.pdf
Groups Against Racism, links to dozens of organizations and sites
http://www.change.net/links/racelinks.htm
Distributed in Class or on b Space (other readings on b Space to be announced)
"AIDS in Blackface," Harlon L. Dalton, in Black Men on Race, Gender and Sexuality, Devon W. Carbado, editor, New York University Press, 1999.
“Little Asia on the Hill,” NY Times Jan ’07
“The Siamese Twins in Late-Nineteenth-Century Narratives of Conflict and Reconciliation” Cynthia Wu, on B Space
Course Assignments
Assignments invite students to explore a wide range of perspectives, media resources and avenues into the course content. There are six short papers, a midterm, a final project and final reflections. The five of the best papers will count towards your grade. You may choose to submit all six if you wish or only five. There is also a short reflection paper due the last class, evaluating your semester’s experience.
Grading Points: Short papers, 20 points each. The midterm is forty points, the final project, forty points. Final reflections, 10 points. Class attendance/participation 10 points. Total points: 200. Late papers lose points. All papers are due before or at least by the last day of class. See the course schedule for due dates.
1. Invisible Knapsack (two pages, due Sept 18)
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”
http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Unpacking.html
Read through McIntosh’s list, then:
a. Write a half-page or so response from the standpoint of your own racial and/or class background, discussing the extent to which you’ve experienced this lack of/ or enjoyed this privilege.
b. Brainstorming, write a dozen or so entries into your own analogous list of “Non-disabled privilege” from the standpoint of your own relatively “abled” experience. If you have disabilities, draw the list from your relative privilege in relation to other categories of impairment.
c. Now review your list, and consider which of these “abled-privileges” result from actual limitations from impairments versus social or environmental barriers. Comment on this in another half page or so.
2. American Anthropological Association (one to two pages, Due Sept 27)
Go to the website entitled “Race: Are We So Different? A Project of the American Anthropological Association (http://www.understandingrace.org/home/html)
Browse the site to see what’s there, including the overview video in the “History” section and the global census. Check out sections that interest you and read or view them. Many people find “A Girl Like Me” video in the “Lived Experience” section, and the “Sports Quiz” interesting. Write a one or two-page reflection on your reactions to this website. Were there any surprises for you? Did you disagree with anything? What was most useful?
Field Research
Field research requires students to apply their knowledge outside the classroom and implement some research and reporting skills. There are some choices in the following two field research assignments. Consider choosing the options which would best challenge you.
3. Student Groups Assignment (two pages, Due Oct. 11)
Over 1000 student groups are active on the Berkeley campus, listed on the website, http://students.berkeley.edu/osl/studentgroups/public/index.asp. About 150 of these are categorized as "cultural," meaning ethnicity, national origin or related affiliations.
For this assignment you may research alone or with two or more students. Peruse the Cultural groups list. Select one or more of interest to you and contact them, then choose one for your assignment. Request a brief interview (15-30 minutes) on the phone or in person to learn about their group and activities. You may choose to disclose to your group contact person that this is an assignment. You may also interview as a potential member, as you choose.
You may develop your own questions, but include a focus on barriers to integration and acceptance for people of this constituency. For example, what motivates them to affiliate as this group? What are they proud of? What difficulties do they often face? What is needed from allies to this group?
If you do this assignment alone, submit a one to two page summary of the findings of your research including the name of the student group, the contact person you spoke to, and their email and/or phone.
If you do this assignment with others in our class, submit a joint, three-page paper, describing your findings, the above contact information, as well as comments about how you operated together in your research.
4. Family Ethnicity Research and Reflection (two to three pages, Due Oct 25)
The goal of this exercise is to encourage you to explore you own ethnic background and how it influenced your values and behaviors. There are two approaches, you choose:
a. Interview two or more of your family members about your ethnicity/ethnic background. Some families may be complex over the last few generations. Consider how your ethnic background may interact with other issues. For example, ask about family/ethnic pride, food and tradition, social mobility, economics. Ask how disability and chronic illness is regarded in your family. Consider what values regarding disability might be formed by your background. Develop questions for your research. In up to three pages, analyze your family’s responses with respect to key issues. Reflect on any surprises you felt from their answers. Do they reveal anything to you about yourself?
b. If because of adoption or estrangement, for example, or you just don’t feel comfortable conducting this research in your own family, then make it up as a creative writing exercise. “Interview” fictional family members or creatively build on real characters. Assign them values and opinions about race, class, ethnicity and disability issues.
Your papers will be kept strictly confidential, but in either version of this assignment, as in any case-based or qualitative research, do change names to protect identities.
5. Native American, Alaskan Natives and Hispanic Individuals with Disabilities
(two pages, due Nov 6)
This assignment encourages you to consider research and resources for social service practitioners and community advocates and organizers concerned with socially and economically marginalized constituencies.
The following web sites describe federal, state and community programs which address the needs of these populations.
1. People with Disabilities on Tribal Lands: Education, Health Care, Vocational Rehabilitation and Independent Living, August 1, 2003, produced by the National Council on Disability http://www.ncd.gov/newsroom/publications/2003/tribal_lands.htm
Look through all sections, but particularly focus on the Executive Summary, Unique Legal, Environmental, and Economic Factors Affecting Provision of and Access to Appropriate Services for People with Disabilities in Indian Country and Key Respondent Interviews.
2. Increasing Capacity of Community Rehabilitation Programs to Serve Hispanic Individuals, University of Texas Pan-American
http://www.crp.unt.edu/Design/technical/RRI%20Monograph%20Final%20PDF.pdf
(the pdf loads slowly, be patient!) Skim through particularly reading Sections 2. Background of Problem Addressed, 6. Synthesis, and 7. Conclusions and Recommendations.
3. Proyecto Vision, the World Institute on Disability’s program about employment resources for Latino/Chicano people with disabilities. http://www.proyectovision.net/english/success/index.html. Include the Success Stories section. This will form a model for the assignment.
Peruse through these sites so that you grasp the substantial logistical and economic barriers for these populations, and the resources being developed to enable disabled persons to achieve independent living and employment.
Choose one of the Native American or Alaskan Native tribal constituencies. If you identify with any of these heritages, you may choose your own or another one. Assume one of these roles: disabled individual, or disability rights advocate, organizing and empowering this population. Write a two-page description of the life circumstance and social barriers faced by an individual of this population. Personalize the story with some creative detail: name, gender, disability type, locale, family situation, hopes and dreams, interactions with social institutions and allies. You may frame it as a “success story” or a piece of short fiction, if you choose.
6. EEOC and Diversity in the Workplace (two to three pages, due Nov 20)
This assignment will encourage you to explore the Equal Employment Opportunity Commission and do some web research and possibly correspondence in your own major field and anticipated area of employment with respect to diversity in the workplace. If you do not yet have a chosen major or career goal, choose one you might consider. Begin your research by visiting the Equal Opportunity Commission website, http://www.eeoc.gov/ to get a sense of the scope of the regulations and resources in this field and peruse areas of your own interest. Make sure to explore the “News” and “Recent Items” section of the site.
In your research you will explore some of the following questions:
• What are the key organizations and websites associated with your field?
• What racial/ethnic populations tend to form the leadership of this field? Are there economic and power disparities with respect to labor/management?
• What diversity issues are recognized, if any, as important in this field? If none are as yet identified, what barriers may be operating in addressing diversity issues?
• Are there any model programs addressing diversity in this field?
• Are disability issues mentioned or explored in this field? What efforts are being made to recruit and accommodate people with disabilities? Are the key websites accessible to people with visual impairments?
If you can’t find the answers to your questions on the websites, find contact people and try to engage someone in email correspondence to find out what you want to know. You may identify yourself as a student or pose as a prospective client or employee. Write a two-to-three page discussion of at least three of the above questions, citing the websites you visited, and any correspondence you engaged in. If you discover some intriguing material relevant to our course which you would like to share, you may offer to present your research briefly in class.
Final Project Book Assignment (due at scheduled presentation times)
Choose one of these biographies/memoirs/collections listed above. You will apply the concepts from the early part of this course in developing your paper or presentation. You will need to obtain your book on your own, through local bookstores or libraries, Amazon or other online sources. Choose and purchase your book early, to allow enough time for the assignment! You are encouraged to share books if you like.
You have a choice as to whether you will join a discussion/presentation group or submit an individual paper about issues raised in the book. You are strongly encouraged to participate in a group to enable discussion and creativity, but it is up to you.
If you choose the discussion/presentation group option, your choice of one of these books will help form your book discussion group. Your name, best three times to meet and email will be posted with your book choice to enable you to find each other and form discussion groups with up to six people, minimum three. You will meet with your group to discuss the book at least four times, some during and some outside of class time.
As you read the book, consider: (and discuss) What are the key issues from our course which are illuminated in this book? What is compelling, moving or challenging for you personally and why? Include some web research about the author. Why do you suppose this author framed the issues like this? What effect on the reader do they hope to achieve? Do they have a social or political agenda?
Groups will develop a concise educational presentation, 20 minute limit, to present to the class. The range of creative options for this presentation are wide. Consider:
• a skit, a “talk show” or “news report” dramatization, or dramatic reading,
• a short power point for the class,
• a “poster session” visual display,
• a handout which educates readers on the key issues,
Consider your teaching approach for the class. Make your presentation exciting, relevant and substantial! This is not a “book report,” but a presentation that engages your audience in crucial issues that are important to you. Points will be assigned for quality of presentation as well as content. Rehearse or carefully prepare your presentation! You must stay within the time limit. (the timer goes off at 21 minutes!) Your student audience will offer feedback on your presentations via a short questionnaire, filled in after each presentation.
The individuals in these groups must also submit a short report, two pages or so, on your presentation plans, your discussions, listing names, times you met, a description of the range of topics and ideas you discussed and some comments on your process with the group. Due ate to be announced.
Presentation Timing: Sign-up for this presentation will begin early in the semester and presentations will begin week 7. Earliest presenters will get extra points for early presentations!
Paper Writers: If you choose not to join a discussion/presentation group, submit a 6 to 10 page paper addressing the issues described above. Reference your points with at least three additional sources from our course, cited. Creativity is encouraged for papers as well.
Final Reflections (one to two pages, due Dec 6):
Briefly summarize your own learning in this course. You may reflect on your short papers or final paper, and other assignments and learning exercises to analyze your progress in understanding the course issues. Mention a few of your favorite films, readings and guest speakers from the course. Include several goals for your future learning about the intersections of race, ethnicity and disability beyond this course.
Schedule of Topics, Readings and Assignments
Week 1, Aug 28, 30 Course Introduction: Diversity and Social Injustice
Readings for Diversity and Social Justice, Section 1: Conceptual Frameworks
Read the intro section and the six articles, 1-6, studying the terms/concepts in “Five Faces of Oppression”
Week 2, Sept 4 , 6 Oppression and Social Injustice, cont.
Begin The Spirit Catches You and You Fall Down (plan to complete Spirit by Week 5, 9/27)
Readings for Diversity and Social Justice, Section 6: Ableism Read the intro and articles 60, 61, 62,
Consider your book choice.
Week 3, Sept 11 Disability Foregrounded
Readings for Diversity and Social Justice,
Read Ableism articles 63, 67, 68 and 72. (Not recommended are: 64, 65,66, 69, 70, 71)
Spirit Catches, cont.
Consider your book choice.
Week 3, Sept 13 Language and Disability
Reassigning Meaning (excerpt from Claiming Disability: Knowledge and Identity, by Simi Linton, New York University Press, 1998, http://www.disabilitystudiesforteachers.org/files/ReassigningMeaning.pdf
Disability History Museum
http://www.disabilitymuseum.org/
International Center for Disability Resources on the Internet
http://www.icdri.org/index.html
Spirit Catches, cont.
Obtain/order your book choice.
Note: Assignment ONE, will be due Sept 18.
Week 4, Sept 18, 20 The Eugenics Movement
Assignment ONE, due Sept 18.
Image Archives on the American Eugenics Movement
http://www.eugenicsarchive.org/eugenics/
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”
http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Unpacking.html
Readings for Diversity and Social Justice, Section 2: Race
Read intro and articles 7, 8, 9, 10, 11, 12
The “Personal Voices” section, (13 through 16) either skip or read critically, with a perspective that authors struggle with internalized oppression and may display discriminatory attitudes toward other ethnic groups. Read Next Steps and Action, articles 17-20
Spirit Catches, cont.
Your book choice should be ordered and begun no later than today.
Week 5, Sept 25 Disability as Justification for Racism
American Anthropological Association http://www.understandingrace.org/home/html
Disability & the Justification of Inequality in American History by Doug Baynton, from New Disability History, edited by P. Longmore & L. Umansky.
http://www.uua.org/documents/bayntondouglas/justification_inequality.pdf
Note: Assignment TWO (American Anthro Assoc. website reflection) will be due today Sept 27.
Week 5, Sept 27 Intersections for African Heritage
Assignment TWO (American Anthro Assoc. website reflection) due today Sept 27
Groups Against Racism, links to dozens of organizations and sites
http://www.change.net/links/racelinks.htm
"AIDS in Blackface," Harlon L. Dalton, in Black Men on Race, Gender and Sexuality, Devon W. Carbado, on B Space
Your book choice, cont.
Week 6, Oct 2, 4 Intersections for Asian Heritage
Note: Assignment TWO (American Anthro Assoc. website reflection) due Oct 11.
Little Asia on the Hill, Timothy Egan, about affirmative action. NY Times on B Space
The Burden of Being 'White' in America
http://www.today.ucla.edu/2004/040511voices_white.html
"The Siamese Twins in Late-Nineteenth-Century Narratives of Conflict and Reconciliation” Cynthia Wu, on B Space
Your book choice, cont.
Week 7, Oct 9, 11 Intersectionality
Assignment TWO (American Anthro Assoc. website reflection) due Oct 11.
Readings for Diversity and Social Justice, Section 4: Sexism,
articles 37 and 38, pieces by bell hooks and Sojourner, also see article 39.
Continue working on your book choice, cont.
Week 8, Oct 16 18 Intersections for Semitic Peoples
Note: Assignment Four (Family Research) will be due Oct 25.
Anti-Arab Oppression
Racism Post 9-11 and other articles on B Space
Assignment Three (Berkeley Campus Student Groups) due Oct 18
Continue working on your book choice, cont.
Week 9, Oct 23, 25 Semitic Peoples, cont.
Assignment Four (Family Research) is due Oct 25.
Readings for Diversity and Social Justice, Section 3: Antisemitism
Read intro and articles 21, 26, 29, Other articles, not recommended.
National Museum of American Jewish History Online
http://www.nmajh.org/timeline/index.htm
Continue working on your book choice, cont.
Week 10, Oct 30, Nov 1 Families
Midterm this week.
Begin Covering, Kenji Yoshino
Note: Assignment 6 (Native Americans) will be due Nov 6.
Week 11, Nov 6, 8 Intersections for Indiginous and Latin People
People with Disabilities on Tribal Lands: Education, Health Care, Vocational Rehabilitation and Independent Living, August 1, 2003, produced by the National Council on Disability
http://www.ncd.gov/newsroom/publications/2003/tribal_lands.htm
Increasing Capacity of Community Rehabilitation Programs to Serve Hispanic Individuals, University of Texas-Pan American
http://www.crp.unt.edu/Design/technical/RRI%20Monograph%20Final%20PDF.pdf
Proyecto Vision, the World Institute on Disability’s program about employment resources for Latino/Chicano people with disabilities: http://www.proyectovision.net/english/success/index.html
Assignment 6 (Native Americans) will be due Nov 6.
Covering, cont.
Week 12, Nov 13 15 Caregiving, Aging and Race in America
Assignment 5 (Native American and Hispanic/Latino communities) will be due Nov 20
Caring for Pay, Saxton Readings on B Space
Covering, cont.
Week 13, Nov 20 Internalizing and “Covering”
Assignment 6 (EEOC) due Nov 20.
Readings for Diversity and Social Justice, Section 7: Classism
The Color of Wealth: The US Racial Wealth Divide
29 minute audio panel presentation
http://forum.wgbh.org/wgbh/forum.php?lecture_id=3300
Meizhu Lui, executive director, UFE
Betsy Leondar-Wright, communications director, UFE
Michelle Cromwell, professor, social systems, Pine Manor
http://www.faireconomy.org/press/2005/LifeLongSocialSecurity.html
Partial Text of Lui's Talk: True Social Security and the Myth of Self-Made Men.
(Thanksgiving Holiday, Nov 22)
Readings for Diversity and Social Justice, Section 5: Heterosexism, intro. articles 46,49,50, 59.
Complete Covering.
Week 14, Nov 27 29 Social Justice: Visions and Strategies
Assignment 6 (EEOC) due Nov 29
Readings for Diversity and Social Justice Sec 8: working for
Read intro and articles 86, 87, 88, 89, 90, 91, and 92, 93, 94, and 95.
Week 15, Dec 4, 6 Wrap Up
Final Reflections due by Dec 6