COM 291 Topic: Anti-Racism and Decolonization

Anti-Racism and Decolonization, Intersession 2015 COM 291.01 Topics in Communication Arts: Anti-Racism and Decolonization Intersession 2015, Monday to Friday 1:30 to 3:30 pm, Burnett 003 Instructors: Devan Carrington; Anthony Fleury; Ketwana Schoos DESCRIPTION Learn about communication practices and social structures that keep certain groups in positions of power and other groups in subordinate positions. We pay special attention to the oppression of Native Americans and African Americans in the United States, with the goal of enabling participants to recognize, question, and resist oppression. This instance of COM 291 may be counted toward the Communication Arts major or minor; counts toward the Conflict and Resolution Studies concentration; and carries Oral Communication (C) and Cultural Diversity (D) designations in the general curriculum. RESOURCES Required Books (on reserve at W&J Library) hooks, Writing Beyond Race: Living Theory and Practice Markus and Moya, Doing Race: 21 Essays for the 21st Century Required Films (on reserve at W&J Library) American Outrage (60 min) Blacking Up: Hip-Hop's Remix of Race and Identity (60 min) Crash (110 min) Dances With Wolves (180 min) Do the Right Thing (120 min) Hip Hop: Beyond Beats and Rhymes (60 min) The House I Live In (110 min) In Whose Honor? (50 min) LEARNING OUTCOMES Develop skills in oral communication, intercultural knowledge, and teamwork by engaging in activities and workshops about diversity issues. Develop skills in reading, critical thinking, and oral communication by delivering a presentation with a partner about one of the course readings. Develop skills in reading, critical thinking, intercultural knowledge, and inquiry and analysis by exploring and discussing articles and essays on racism and settler colonialism. Develop skills in ethical reasoning, intercultural knowledge, and problem solving by exploring strategies for questioning and resisting symbolic practices that facilitate racism and colonialism. DEPARTMENT OF COMMUNICATION ARTS MISSION STATEMENT

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The mission of the Department of Communication Arts is to graduate citizens determined to build productive lives and vibrant communities through skilled communication, artful performance, and purposeful collaboration. Practice in the ancient disciplines of rhetoric and theatre, as well as the recent arts of radio and cinema, can develop habits of perception and expression that guide one toward the rewards of human communication. GRADING (criteria posted in Sakai) 40% 30% 20% 10%

Participation (includes discussions based on readings and films, and in-class activities) Individual Project Presentation Pecha Kucha

Participation: After selected class meetings featuring discussion, and after selected written discussions conducted on Sakai (if any), each student receives a score for that session, based on criteria listed below. Your end-of-term class participation grade will be determined based on the average of these scores. 7 You are well prepared for class and it shows. You make numerous attempts to contribute. You ask questions directly of other participants beyond answering instructor questions. Your contributions demonstrate careful, complex reflection on the materials and topics for study. You actively listen and encourage others in their participation through positive nonverbal feedback. 6 You show evidence of being prepared. You make several attempts to contribute comments or questions. You actively listen and encourage others in their participation through positive nonverbal feedback. 5 You show some evidence of preparation. You participate when called upon. You appear to actively listen and are supportive of other participants in the discussion. 4 or 3 You show little evidence of preparation. You are unable to respond to questions or do so with difficulty. You do not appear to be an active listener. You do not appear to support other participants through positive nonverbal behaviors. 2 to 0 You do not appear to actively listen. Your verbal and/or nonverbal feedback to others is blank, aggressive, or disrespectful. 0 You are absent. POLICIES Verifiable disabilities that affect course performance will be accommodated—let me know as soon as possible. Follow all Washington & Jefferson College Regulations in the College Catalog, including those regarding Class Attendance, Plagiarism and Academic Misconduct, and Incomplete Grades and Grade Changes. Plagiarism or cheating will result in no grade for an assignment and may be grounds for failing the course. Rude or inappropriately behaving students will be dismissed from the room. Turn off electronic devices unless instructed otherwise. Do not wear a cap or hat with a bill covering your eyes during class sessions. Do not wear sunglasses (exceptions made with medical

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documentation). Wear appropriate attire. Excessive absenteeism and/or repeated tardiness may be grounds for failing the course. SCHEDULE Optional screenings M 5 Jan Tu 6 Jan

American Outrage (11 am)

W 7 Jan

Dances With Wolves (9 am)

Th 8 Jan

Listen: Kauanui interviews Wolfe (11 am)

F 9 Jan

In Whose Honor? (11 am)

M 12 Jan

Do The Right Thing (10 am)

Tu 13 Jan

Class meeting 1:30 pm – 3:30 pm (complete readings, films, and assignments before class session) Preview: Pecha Kucha, Individual Project, Presentation. IN-CLASS ACTIVITIES: Childhood Messages, Diversity Bingo, Perceptions. READ: McIntosh, “Unpacking the Invisible Backpack” (PDF in Sakai). Death By PowerPoint; The End of PowerPoint as We Know It; Pecha Kucha: Get to the PowerPoint in 20 Slides then Sit the Hell Down. EXPLORE: Pecha Kucha website. IN-CLASS ACTIVITY: Circles of My Multicultural Self. VIEW: Dances With Wolves; American Outrage. READ: Huhndorf, “If Only I Were an Indian” (PDF in Sakai); McDermott (in Markus and Moya), “Ways of Being White: Privilege, Perceived Stigma, and Transcendence.” PROPOSAL for Individual Project due. LISTEN: Kauanui interviews Wolfe (MP3 in Sakai). SKIM: Wolfe, “Settler Colonialism and the Elimination of the Native” (PDF in Sakai). IN-CLASS ACTIVITY: Lemonheads and Whoppers. PECHA KUCHAS: Siddhanta, Nicholas, Alexis, Joseline, Devon, Ty, Declan VIEW: In Whose Honor? READ: Fryberg and Watts (in Markus and Moya), “We’re Honoring You Dude: Myths, Mascots, and American Indians.” EXPLORE: changethemascot.org PECHA KUCHAS: Haley, Katrina, India, Dontae, Jack, Zachary, Danielle, Passion VIEW: Do The Right Thing. READ: hooks, “Introduction;” “Racism: Naming What Hurts;” “Moving Past Blame: Embracing Diversity” DO: Individual research relevant to Monday’s discussion of Do the Right Thing. SKIM (in Markus and Moya): Camarillo, “Going Back to Compton: Real Estate, Racial Politics, and Black-Brown Relations;” Eberhardt, “Enduring Racial Associations: African Americans, Crime and Animal Imagery.” STUDENT PRESENTATION on “Going Back to Compton: Real Estate, Racial Politics, and Black-Brown Relations;” Presenters: _____________________ STUDENT PRESENTATION on “Enduring Racial Associations: African Americans, Crime and Animal Imagery;”

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W 14 Jan

Hip Hop: Beyond Beats and Rhymes (11 am)

Th 15 Jan

Crash (10 am)

F 16 Jan

M 19 Jan Tu 20 Jan

W 21 Jan Th 22 Jan

F 23 Jan

Presenters: _____________________ VIEW: Hip Hop: Beyond Beats and Rhymes. READ: hooks, “Solidarity: Women and Race Relations;” SKIM (in Markus and Moya): Moya “Another Way to Be: Women of Color, Literature, and Myth.” STUDENT PRESENTATION on “Another Way to Be: Women of Color, Literature, and Myth;” Presenters: __________________ VIEW: Crash. READ: hooks, “Talking Trash: A Dialogue About Crash;” Crash Discussion Questions (PDF in Sakai). SKIM (in Markus and Moya): Frederickson, “Models of American Ethnic Relations: Hierarchy, Assimilation and Pluralism;” Steele, “In the Air Between Us: Stereotypes, Identity, and Achievement.” IN-CLASS ACTIVITY: How Comfortable Am I? STUDENT PRESENTATION on “Models of American Ethnic Relations: Hierarchy, Assimilation and Pluralism;” Presenters: ____________________ STUDENT PRESENTATION on “In the Air Between Us: Stereotypes, Identity, and Achievement;” Presenters: ___________ READ: Elam (in Markus and Moya), “The ‘Ethno-Ambiguo Hostility Syndrome’: Mixed-Race, Identity and Popular Culture” IN-CLASS ACTIVITY: Crossing the Line

Service activity

Meet in The Commons Media Room, MLK day dinner, time TBD

The House I Live In (10 am)

VIEW: The House I Live In. SKIM (in Markus and Moya): Bobo and Thompson, “Racialized Mass Incarceration: Poverty, Prejudice, and Punishment.” STUDENT PRESENTATION on “Racialized Mass Incarceration: Poverty, Prejudice, and Punishment;” Presenters (3): __________________ Meet in the Rossin Campus Center Ballroom IN-CLASS ACTIVITY: The American Dream. VIEW: Blacking Up: Hip-Hop's Remix of Race and Identity. SKIM (in Markus and Moya): Morgan and Fischer, “Hip-hop and Race: Blackness, Language, and Creativity.” STUDENT PRESENTATION on “Hip-hop and Race: Blackness, Language, and Creativity;” Presenters: _____________________ Meet in the Faculty Dining Room, Lunch Informal sharing of Individual Projects.

Blacking Up: Hip-Hop's Remix of Race and Identity (11 am)