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HIS 4997-X04

GIS 4950-X04

Education, Race, Racism in Global Perspective

EDU 3265-001
Global Racism in Schools

Fall 2008

Tuesday and Thursday,

Vasey 203.

Credit Hours: 3, Africana Studies Minor/Concentration, Cross-listed course , Diversity Requirement 1, Diversity Requirement 3, Writing Enriched Requirement

Dr. Maghan Keita

Professor, African, World, Class, and Gendered Histories

Department of History

St. Augustine Center 433

maghan.keita@villanova.edu

610 519-6964

Dr. Edward Garcia Fierros

Associate Professor,
Department of Education and Human Services.

St. Augustine Center 353

Edward.Fierros@villanova.edu

610 519-6969

“There is not merely a single racism but a number of racisms” Etienne Balibar, 1991

Purpose of the Course:

Through comparative analysis this course will have students examine and think critically about racism in educational institutions in a global context. This course will present historical, theoretical, and legal concepts to gain an understanding of race within transnational contexts. Cases studies from other nations are meant to broaden students’ understanding of racism beyond the limitations of an exclusive focus on the U.S. This course will include a number of instructional approaches including: lecture, research, discussion, cooperative learning, and case studies.

We will begin by asking a set of interrelated guiding questions:

1) What is racism?

2) What is racism in a global context?

3) How is racism revealed in the educational process?

4) How can racism be understood through the process of education?

Students will be expected to be able to discuss the subject matter and express their own views respectfully, while appreciating and respecting differences of opinion.

Goals/Course Objectives:

1. Develop an understanding of racism in cross-cultural and transnational perspectives.

2. Identify structures and practices that address issues of racism in global educational systems.

3. Develop positions on current policy debates related to race..

4. Demonstrate behaviors that reflect respect for cultures, races, and ethnicities, other than our own.

COURSE FORMAT Students need to bear in mind that this course is a seminar. The very nature of the learning environment is intensified by this intellectual setting. The seminar is a space of contending ideas, disciplines, and methodologies. It is a space of learners in which each learner is a teacher. There is no room for reticence given the obligation of each learner to teach all others. Participation is an obligation, not an option. In that regard, you are to enter each class session prepared. The course will also include other instructional approaches including: lecture/discussion, small group activities, presentation, and critical reflection activities.
Tentative Calendar – The professors reserves the right to change the syllabus at any time during the semester. You will be informed of any changes.
*Dates*	*Topic* Readings (to be read before class) - ¿ = Available via electronic readings on WebCT
8/26	Syllabus Review Questions? Questions? Questions?
8/28	What is racism? Boas, F. (1905). “Race and progress.” Science 74, no. 1905 (1931): 1-8. Boas, F. (1969). Race in a Democratic Society. New York, NY: Noble. p. 5-37.
9/2	Jackson, J.P. & Weidman, N.M. (2004). “The establishment of racial typology, 1800-1859. Race, Racism, and Science: Social Impact and Interaction. Oxford, England: ABC-CLIO. p. 29-59. Typology 1 Typology 2
9/4	Dennis, R. M., “Social Darwinism, Scientific Racism, and the Metaphysics of Race,” The Journal of Negro Education, Vol. 64, No. 3 (Summer, 1995), 243-252.
9/9	Blackburn, D. G. (2000). “Why race is not a biological concept.” In Lang,T. ed. Race & Racism in Theory & Practice. Lanham, MD. Rowman & Littlefield. p. 3-26.
9/11	· Garcia, J.L.A. (2001). “The heart of racism.” In Boxill, B. ed. Race and Racism. New York, NY: Oxford University Press. p. 257-296.
9/16	· Harrison, F. V. (1995). “The persistent power of “race” in the cultural and political economy of race. Annual Review of Anthropology, (24). p. 47-74
9/18	· Spears, A.K., (ND). “Institutionalized Racism and the Education of Blacks”. New Perspectives on Black Education. Anthropology & Education Quarterly, Vol. 9, No. 2, p. 127-136.
9/23	· Bonilla-Silva, E., Lewis, A., & Embrick, D.G. "I Did Not Get That Job Because of a Black Man. The Story Lines and Teaching of Racism. Sociological Forum, 19. No. 4 (Dec., 2004), pp.
9/25	What is racism in a global context? · Jinadue, L.A. (1994). “The dialectics of theory and research on race and ethnicity in Nigeria. In Ratcliffe, P. Ed. ‘Race’, Ethnicity, And Nation: International Perspectives On Social Conflict. London, England: UCL. p. 163-178.
9/30	· Taylor, R. (1994). “South Africa: from ‘race’ to non-racialism? . In Ratcliffe, P. Ed. ‘Race’, Ethnicity, And Nation: International Perspectives On Social Conflict. London, England: UCL. p. 91-107.
10/2	· Ware, V. (1996). Island Racism: Gender, Place, and White Power. Contesting Feminine Orthodoxies (Autumn, 1996), pp. 65-
10/7	· Graham, M. & Robinson, G. (2004). ''The Silent Catastrophe" Institutional Racism in the British Educational System: Underachievement of Black Boys. Journal of Black Studies, Vol. 34, No. 5 (May, 2004), pp. 653-671.
10/9	*PAPER 1 DUE* · Wodak, R. “Discourse and Racism: European Perspectives” Annual Review of Anthropology, Vol. 28 (1999) 175-199.
10/13	Fall Break
10/15	Fall Break
10/21	· Wilson, T. J., “Feminism and Institutionalized Racism: Inclusion and Exclusion at an Australian Feminist Refuge,” Feminist Review, No. 52 (Spring 1996), 1-26. · Inglis, C.. (1994). “Race and ethnic relations in Australia: theory, methods and substance. In Ratcliffe, P. Ed. ‘Race’, Ethnicity, And Nation: International Perspectives On Social Conflict. London, England: UCL. p. 68-91.
10/23	· Menchaca, M., “Anglo-Saxon Ideologies in the 1920s-1930s: Their Impact on the Segregation of Mexican Students in California,” Anthropology & Education Quarterly, Vol. 21, No. 3 (Sep., 1990), 222-249. Scheurich, J. J., “Toward a discourse on White Racism,” Educational Researcher, Vol. 22, No. 8 (Nov., 1993), 5-10.
10/28	How is racism revealed in the educational process? · Outlaw, L. (2001). “Toward a critical theory of ‘race’.” In Boxill, B. ed. Race and Racism. New York, NY: Oxford University Press. p. 43-57.
10/30	· Jay (2003) “Critical race theory, multicultural education, and the hidden curriculum of hegemony.” Multicultural Perspectives, 5 (4) 3-9.
11/4	· Ladson-Billings (1999) “Just what is Critical Race Theory and What’s it Doing in a Nice Field like Education? In Parker, Deyhle, & Villenas (Eds). Race is…Race Isn’t. Boulder, CO: Westview Press.
11/6	· Steele, C.M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist p. 613-629.
11/11	· Chisolm, L. (2005). The State of South Africa’s Schools. In Daniel, J. Southall, R. & Lutchman, Eds. State of the Nation: South Africa 2004-2005. South Africa: HSRC Press. p. 1-26.
11/13	· Thomas, L. & Willinsky, J. “Students perceptions of racial and ethnic tensions in Pacific region schools. Canadian Journal of Education, 22. (4). p. 361-376.
11/18	· Dube, E.F. (1985). “The Relationship between Racism and Education in South Africa. Harvard Educational Review, 55. (1). p. 86-100.
11/20	· *PAPER 2 DUE* How can racism be understood through the process of education? · Woodson, C. G. The Miseducation of the Negro (excerpts)
11/25	· Bonilla-Silva, E., “Rethinking Racism: toward a Structural Interpretation,” American Sociological Review, Vol. 62, No. 3(Jun., 1997), 465-480.
11/27	Thanksgiving
12/2	· Engberg, M. E., “Improving Intergroup Relations in Higher Education: A Critical Examination of Educational Interventions on Racial Bias,” Review of Educational Research, Vol. 74, No. 4 (Winter, 2004) pp. 473-524.
12/4	· Durodoye (2003) “The Science of Race in Education” Multicultural Perspectives, 5 (2) p. 10-16. · Knaus, (2006). Monoracialism, Multicultural Education, and Critical Race Theory. Race, Racism, and Multiraciality in American Education. Bethesda, MA: Academica. p. 19-69. Knaus II
12/9	THE CHURCH AND RACISM: An Introductory Update Pontifical Council for Justice and Peace
12/11
12/17	FINAL PAPER DUE

Late Assignments: If you must turn in an assignment late, you are expected to notify me in advance and to be able to provide some proof of your trouble. If you do not satisfy these criteria, your paper will be considered late and will be docked 10% of its value for each day it is late.

Grading: Your course grade will be based upon a standard conversion of the total points you have earned into a corresponding letter grade, as follows:

A = 93% and above    B+ = 87-89%               C+ = 77-79%     D = 60-69%
A - = 90-92%               B    = 83-86                 C = 73-76         F = 59% and below
                                   B - = 80-82                  C - = 70-72

· Demonstrate understanding of the material in the text during class discussions. In-class participation, attendance, and professionalism (complete individual and group classroom in-class activities) – 25%

· Paper #1 – 25% (DUE OCTOBER 9, 2008)

· Paper #2 – 25% (DUE NOVEMBER 20, 2008)

· Paper #3 – 25% (DUE DECEMBER 17, 2008)

Cheating, Plagiarism: As a community committed to the Augustinian ideals of truth, unity and love, Villanova University prides itself on maintaining the highest standards of academic integrity and does not tolerate any form of academic dishonesty or misconduct. Dishonesty (including plagiarism) in any assignment, test or examination is punishable by the grade of F and is to be reported, through the deans, to the Vice President for Academic Affairs. A second offense will result in the dismissal of the student from Villanova University.

Special Education Students

The Office of Learning Support Services, in conjunction with faculty, provides reasonable accommodations for students with various disabilities. Often students are hesitant to request support since they have done so well through high school and are now part of a competitive university. However, disabilities are not something that you outgrow - it is something that you learn to master.

In order to obtain accommodations, students must register with the Learning Support Office by submitting current documentation. To ensure confidentiality, students must complete a Request for Accommodation Form each semester at Villanova in order to receive accommodations during that semester. Nothing can be shared with your professors without your permission. Call or email the office for an appointment. Phone: 610-519-5636 E-mail: nancy.mott@villanova.edu

Additional Readings

Adams, M., Bell, L.A., & Griffin, P. (1997). Teaching for Diversity and Social Justice. New York, NY: Routledge.

Andrews, G.R. (1991). Blacks and whites in São Paolo, Brazil, 1888-1988. Madison: University of Wisconsin.

Arendt, H. (1973). Race-thinking before racism. The Origins of Totalitarianism. P. 158-184. Harvest Books.

Carrim, N. (1998). Anti-racism and the “New” South African Educational Order, Cambridge Journal of Education, 28. (3).

Deyhly, D., Parker, L., Villenas, S. (1999). Race Is-- Race Isn't: Critical Race Theory and Qualitative Studies in Education. Boulder, CO: Westview Press.

Fine, M. & Weis, L. (1993). Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Albany, NY: State University of New York Press.

Goodman, D.J. (2001). Promoting Diversity and Social Justice: Educating People from Privileged Groups. Thousand Oaks, CA: Sage Publication.

Gould, S. (1996). The MisMeasure of Man. New York, NY: Norton.

Harrison, J. (1997). The Pan-American Dream: Do Latin America’s Cultural Values Discourage True Partnership with the United States and Canada. New York, NY: Harpercollins.

Hamilton, C.V., Huntley, L., Alexander, A., Segrio, A., Guimaraes, A. (2001). Beyond Racism: Race and Inequality in Brazil, South Africa, and the United States. Boulder, CO: Lynne Reinner.

Lewis, M. (1996). Afro-Argentine discourse: Another Dimension of Diaspora. Columbia, Mo. And London: University of Missouri Press.

Perea, J. (1997), “The Black/White Binary Paradigm of Race” in Delgado & Stefancic, Eds. The Latino(a) Condition: A Critical Reader p. 344-353.

Smith, A. & Kozleski, E.B. (2005). Witnessing Brown: Pursuit of an Equity Agenda in American Education. Remedial and Special Education, 26. (25). Pp. 270-280.

Tate, W. F. (1996) Critical Race Theory: Review of Research in Education, 22, 201-247

Vally, S., & Dalamba, Y. (1999). Racism, “Racial Integration” and Desegregation in South African Public Secondary Schools. Johannesburg, South Africa: South African Human Rights Commission (SAHRC).

Winn, P. (1995) Americas : The changing Face of Latin America and the Caribbean. Berkeley, CA: University of California Press.

Zamberia, A.M. (2000). Self-help secondary education in Kenya. International Journal of Comparative Sociology, 37. E.J. Brill.

Web Resources:

Africa – Africa Lives on the BBC

http://www.bbc.co.uk/africalives/myafrica/blogs/005077/

African Schools

http://www.open2.net/africanschool/series.html

Matters of Race

http://www.pbs.org/mattersofrace/essays/essay7_negotiating.html

South African Schools Act of 1996

http://www.polity.org.za/html/govdocs/legislation/1996/act96-084.html?rebookmark=1

South African World Class