Ethnic studies analysis

Ethnic Studies is all around us. Your job is to pick one current issue to write about and write a short paper analyzing the issue.

DUE: Tuesday, October 22, 2019 (NO CLASS THAT DAY)

1) Pick a popular news article or story no older than 3 years old.

· ➢ Write 3-5 sentences that summarizes the points that you are

addressing as your current issue. It could be the direct issue itself or it could be elements of contexts within the issue that YOU want to focus on (doesn’t have to be the main issue!). In other words, what from the article or story are YOU trying to address or focus on?

· ➢ Please include a link to the story 2) You must analyze the issue and centralize either...

➢race and possessive investment in whiteness ➢race and criminalization ➢race and education ➢intersectionality in terms of race/gender

Alternatively, you may centralize more than one theme. For example: ➢race/education/criminalization

➢Race/gender/possessive investment in whiteness 3) You must include a solid engagement of at least 3-4 theories discussed in the

class lectures, including the in-class definitions.

(Notes below)

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Criminalization: is described as typically some sort of unfair punishment by engle and silver (2001). Describing criminalization not only as an unfair punishment in a specific setting (school), but also a broad process where multiple criminal justice policies and agencies are used to disproportionately process latino youth through the criminal justice system (Portillos, Gonzales, Peguero, 2011)

Humanization -” Liberation through consciousness of subjugated positions and a desire self-determination” (Freire 1985)

Assumed criminalization -criminalization based on negative assumptions due to skin color, phenotype, etc. (Cacho 2012)

- “steal” vs “find”

Criminalization and neoliberalism -” disempowered people… are responsible for their vulnerabilities for them to state exclusions and capital exploitation” (Cacho 2012)

Racial innocence (Bernstein 2011)

-White children considered more innocent

3 I’s of oppression and caroline persell’s “structured of dominance”

-Caroline Persell, 1977

-societal ideology

-Institutional curriculum and policies

-interpersonal: teacher-student, peer-peer, administrator-student

-internal/intrapsychic: individual’s feelings/ thoughts/ actions

- Societal ideology: values/ beliefs (of society)

Anti-immigration attitudes and immigration restrictions increased (societal institutional interpersonal)

“Foreigners” / economic/ political threats (Asian Americans) -societal

Students became victims: - Interpersonal peer to peer

-racial slurs Institutional

-physical assault

-threats

Students: stopped going to school, [increased] pro-US displays, and changed ...appearances… became depressed and suicidal” - internal

Schools reflect society (feinberg and soltis, 1985)

Functionalist

-socialization (6) especially through role differentiation (16)

Conflict theorists

-dominance and “social order” (6-7)

-class conflict (7)

Interpretivist

-” purposeful actors who “interpret… norms” (9)

Intersectionality

-”intersectionality is the way of understanding and analyzing the complexity in the world, in people, and in human experiences… when it comes to social inequality, people’s lives and the organization of power in a given society are better understood as being shaped not by a single axis of social division, be it race or gender or class, but by many axes that work together and influence each other” (Collins and Bilge 2)

Intersectionality and power: domains of power (Collins and Bilge, 2016)

-They name four “domains” that can be used analytically that help organize our understanding of power in intersectionality:

1. “Culture domain” such as through “ideas” whether “myths” or ideologies (10-11)

2. “Interpersonal domain” concerning “relations” between people (7)

3. “Structural domain” or power that is organized within systems or institutions (11-12)

4. “Disciplinary domain” where we must understand how rules apply or don’t apply differently and thus regulate our behavior and actions (9)

(Interacting with police as a black woman versus as a white woman)

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4) Please show evidence and a solid engagement of racial analysis (we will discuss analysis more in class).

5) You will be expected to draw from the course in terms of theories, analysis, themes, etc. that shows you are engaging learning outcomes and course objectives (please see syllabus, readings, and your lecture notes).

6) 1000-1250 words. Please include word count. 12 sized font, Times New Roman.

7) For any citations you used from in-class definitions you may just use what citations I gave you. For other sources outside of class or any course readings, please use MLA or APA citation for in-text and end-of-document citations. For this paper, sources outside of the class are not required, as I want you to focus on centralizing what we’ve been learning in the course.