Monday, September 8, 2008
Margo Tamez says...
Lipan Apache women are on board with WSU students learning in cyber-interactive ways about Native American and Indigenous women studies...
Subscribe to:
Comments (Atom)
skip to main |
skip to sidebar
Rebecca Adamson
The J.P. Morgan Chase Manhattan Bank Case
"Texas Settlers Pursuing the Indians, April 1861"
Technologies of Conquest, Displacement, Development, & Human Rights Violations
Course Instructor
Barbed Wire, Ranching, Farming & Settler Societies Vs. Indigenous Peoples & Principles
This is a meeting location for Critical Intersections of Race Class Gender Sexuality. Margo Tamez is the Instructor, and moderator of this blog. Students can check this site for class assignments, reading lists, calendars, resources, and each other's blogs. Margo will always post her general responses to the class' production here. Check this site daily, for updates to the syllabus, reading assignments, writing production expected, and conversations generated from everyone's blogs.
Posts
Followers
Land Rich Dirt Poor
Rebecca Adamson
Slavery Disclosure & Reparation Projects
The Yale University "Avalon Project"
- 9/11 Commission Report
- 9/11 Executive Order Establishing the Office of Homeland Security and the Homeland Security Council, Oct 8, 2001
- Americans with Disabilities Act 1990
- Treaty on Principles Governing the Activities of States in the Exploration of Space...
- Voting Rights Act 1965
- "I Have a Dream" M.L.King, Jr, August 28 1963
- Equal Pay Act 1963
- Military-Industrial Complex Speech, Dwight D. Eisenhower, 1961
- Pacific Charter 1954
- Dawes Act
- Treaty with the Kiowa, Comanche, and Apache; October 21, 1867
- Confederate States of America A Declaration of the Causes which Impel the State of Texas to Secede from the Federal Union
- Gadsden Purchase Treaty December 30 1853
- Treaty with the Comanche, Kiowa and Apache July 27, 1853
- Treaty with the Apache July 1, 1852
- Treaty of Guadalupe Hidalgo February 2 1848
- Joint Resolution of the Congress of Texas 1845
- Joint Resolution for the Annexation of Texas 1845
- Joint Resolution of the Congress of Texas June 23, 1845
- A Treay of Annexation, concluded between the United States of America and the Republic of Texas
- Texas-American Boundary Convention April 25, 1838
- Address of the Honorable S.F. Austin, Delivered at Louisville, Kentucky, March 7, 1836
- Texas Declaration of Independence 1836
- Thomas Jefferson: First Annual Message to Congress December 8, 1801
- An Act in Addition to the Act, Entitled " An Act for the Punishment of Certain Crimes Aainst the United States"
- An Act Respecting Alien Enemies
- Treaty With the Delawares 1778
- Resolutions of the Germantown Mennonites: Februray 18, 1688
- The King's Letter Recognizing the proprietors' Right to the Soil and Government 1683
- Plantation Agreement at Providence August 27-September 6, 1640
- The Letters Patents of King Henry the 7th Granted unto John Cabot and his Three Sonnes, Lewis, Sebastian and Sancius for the Discouerie of New and Unknowen Lands
- Privileges and Prerogatives Granted by their Catholic Majesties to Christopher Columbus 1492
- The Charter of Fundamental Laws, of West Jersey, Agreed Upon 1676
- Charter of the Dutch West India Compan 1621
- Charter of the Colony of New Plymouth Granted to William Bradford and His Associates 1629
- The Bull of Pope Adrian IV Empowering Henry II to Conquer Ireland, A.D. 1155
- Agreement of the Settlers at Exeter in New Hamshire, 1639
- Agrarian Law 111 B.C.
- Acilian Law on the Right To Recovery of Property Officially Extorted, 122 B.C.
Disclosing Wealth & Methods of Corporate Families
The J.P. Morgan Chase Manhattan Bank Case
Pre-Emption of Land A Settler Societies:A Financial History of Public Lands in Texas
"Texas Settlers Pursuing the Indians, April 1861"
Barbed Wire: A Technology of Genocide
Technologies of Conquest, Displacement, Development, & Human Rights Violations
Margo Tamez
Course Instructor
Class Member's Blogs
Blog Archive
Readings Calendar
Critical Intersections: Race, Class, Gender & Sexuality
Readings, Responsibilities, Actions
• What you should have read by May 15, 2008:
In: Oppression, Privilege & Resistance, (OPR) Heldke & O’Connor.
➢ Introduction
➢ Iris Young, “Five Faces of Oppression”
➢ Ward Churchill, “Encountering the American Holocaust”
➢ “Sexism in the Gamin Industry” –Handout
• What you should have responded to in your blog by May 15, 2008:
➢ All the above
THE TEXTS AND THEIR CODES:
(OPR) Oppression Privilege & Resistance
(SMITH) Conquest: Sexual violence and American Indian genocide
(USS) Unsettling Settler Societies
(MC) Masculinities and Culture
(IV) Inequality & Violence in the United States: Casualities of Capitalism
Reading Calendar:
Note: You are required to read these before attending class on that date. If you do not participate in the discussion, and raise specific points relative to the readings, i.e., quotes or passages from the text and preparations to engage meaningfully, you will be graded down on your “participation” grade. General responses are not considered adequate proof of knowing the text.
• For each reading, you are required to do a “power analysis” of each author online. Simply type in their name to Google and begin searching. Add in other identifiers if you don’t succeed the first few times. Use this biographical information strategically in composing your responses.
• For each reading, you are required to post a response to a class member’s blog. You may not respond to the same blog twice in one week. Points will be deducted.
RE-THINKING FOUNDATIONS and IMPACTS OF OPPRESSION
➢ Friday, May 16
(OPR) Gloria Yamamato, “Something About the Subject Makes It Hard to Name”
(OPR) “Towards a Definition of Patriarchy”
➢ Monday, May 19
(OPR) Rodolfo Acuña, “Occupied America”
(OPR) Marilyn Frye, “Oppression”
(Smith) Foreward (Winona LaDuke) and Introduction
➢ Tuesday, May 20
(Smith) Chapter 1 Sexual Violence as a Tool of Genocide
(OPR) Alison Bailey, “Privilege”
(Handout) Peggy McIntosh “White Privilege—The Invisible Knapsack”
➢ Wednesday, May 21
(Smith) Chapter 2 Boarding School Abuses and the Case for Reparations
(Smith) Chapter 3 Rape of the Land
➢ Thursday, May 22
(Smith) Chapter 4 “Better dead than Pregnant” The Colonization of Native Women’s Reproductive Health.
➢ Friday, May 23
(Smith) “Natural Laboratories” Medical Experimentation in Native Communities
(Smith) AntiColonial Responses to Gender Violence
➢ Monday, May 26
(OPR) John Stoltenberg, “How Men have (a) Sex”
(USS) Introduction
➢ Tuesday, May 27
(USS) Chapter 4—The Fractious Politics of a Settler Society: Canada
➢ Wednesday, May 28
(USS) Chapter 5—Racializing and Classifying: Settler Colonization in the United States, 1590-1990
➢ Thursday, May 29
(USS) Chapter 6—Miscegenation as Nation-Building: Indian and Immigrant Women in Mexico
➢ Friday, May 30
(USS) Chapter 8—Constructing Race, Class, Gender and Ethnicity: State and Opposition Strategies in South Africa
➢ Monday, June 2
(MC) Chapter 1—What is Masculinity?
➢ Tuesday, June 3
(MC) Chapter 2—Masculinities and the Imperial Imaginary
➢ Wednesday, June 4
(MC) Chapter 3 & 4—Understanding Masculinities; Masculinities and the Notion of ‘Crisis’
➢ Thursday, June 5
(MC) Chapter 6—‘Millennium Masculinity’
➢ Friday, June 6
(OPR) Timothy Beneke, “Gay Sexism”
(OPR) Cheryl Clarke, “The Failure to Transform: Homophobia in the Black Community”
(OPR) Timothy Beneke, “Homophobia”
➢ Monday, June 9
(IV) Chapter 1—Patterns of Violence, Old and New
➢ Tuesday, June 10
(IV) Chapter 2—Explaining American Violence, Four Approaches
➢ Wednesday, June 11
(IV) Chapter 3—Inequality in the United States
(IV) Chapter 4—Social Class and Organizational Power
➢ Thursday, June 12
(IV) Chapter 13—Militarism and Violence, Who Benefits?
(IV) Chapter 14—Militarism and Organizational Violence, Homeland Casualties
➢ Friday, June 13
(IV) Militarism, Structural and Interpersonal Violence
(SMITH) U.S. Empire and the War Against Native Sovereignty
Readings, Responsibilities, Actions
• What you should have read by May 15, 2008:
In: Oppression, Privilege & Resistance, (OPR) Heldke & O’Connor.
➢ Introduction
➢ Iris Young, “Five Faces of Oppression”
➢ Ward Churchill, “Encountering the American Holocaust”
➢ “Sexism in the Gamin Industry” –Handout
• What you should have responded to in your blog by May 15, 2008:
➢ All the above
THE TEXTS AND THEIR CODES:
(OPR) Oppression Privilege & Resistance
(SMITH) Conquest: Sexual violence and American Indian genocide
(USS) Unsettling Settler Societies
(MC) Masculinities and Culture
(IV) Inequality & Violence in the United States: Casualities of Capitalism
Reading Calendar:
Note: You are required to read these before attending class on that date. If you do not participate in the discussion, and raise specific points relative to the readings, i.e., quotes or passages from the text and preparations to engage meaningfully, you will be graded down on your “participation” grade. General responses are not considered adequate proof of knowing the text.
• For each reading, you are required to do a “power analysis” of each author online. Simply type in their name to Google and begin searching. Add in other identifiers if you don’t succeed the first few times. Use this biographical information strategically in composing your responses.
• For each reading, you are required to post a response to a class member’s blog. You may not respond to the same blog twice in one week. Points will be deducted.
RE-THINKING FOUNDATIONS and IMPACTS OF OPPRESSION
➢ Friday, May 16
(OPR) Gloria Yamamato, “Something About the Subject Makes It Hard to Name”
(OPR) “Towards a Definition of Patriarchy”
➢ Monday, May 19
(OPR) Rodolfo Acuña, “Occupied America”
(OPR) Marilyn Frye, “Oppression”
(Smith) Foreward (Winona LaDuke) and Introduction
➢ Tuesday, May 20
(Smith) Chapter 1 Sexual Violence as a Tool of Genocide
(OPR) Alison Bailey, “Privilege”
(Handout) Peggy McIntosh “White Privilege—The Invisible Knapsack”
➢ Wednesday, May 21
(Smith) Chapter 2 Boarding School Abuses and the Case for Reparations
(Smith) Chapter 3 Rape of the Land
➢ Thursday, May 22
(Smith) Chapter 4 “Better dead than Pregnant” The Colonization of Native Women’s Reproductive Health.
➢ Friday, May 23
(Smith) “Natural Laboratories” Medical Experimentation in Native Communities
(Smith) AntiColonial Responses to Gender Violence
➢ Monday, May 26
(OPR) John Stoltenberg, “How Men have (a) Sex”
(USS) Introduction
➢ Tuesday, May 27
(USS) Chapter 4—The Fractious Politics of a Settler Society: Canada
➢ Wednesday, May 28
(USS) Chapter 5—Racializing and Classifying: Settler Colonization in the United States, 1590-1990
➢ Thursday, May 29
(USS) Chapter 6—Miscegenation as Nation-Building: Indian and Immigrant Women in Mexico
➢ Friday, May 30
(USS) Chapter 8—Constructing Race, Class, Gender and Ethnicity: State and Opposition Strategies in South Africa
➢ Monday, June 2
(MC) Chapter 1—What is Masculinity?
➢ Tuesday, June 3
(MC) Chapter 2—Masculinities and the Imperial Imaginary
➢ Wednesday, June 4
(MC) Chapter 3 & 4—Understanding Masculinities; Masculinities and the Notion of ‘Crisis’
➢ Thursday, June 5
(MC) Chapter 6—‘Millennium Masculinity’
➢ Friday, June 6
(OPR) Timothy Beneke, “Gay Sexism”
(OPR) Cheryl Clarke, “The Failure to Transform: Homophobia in the Black Community”
(OPR) Timothy Beneke, “Homophobia”
➢ Monday, June 9
(IV) Chapter 1—Patterns of Violence, Old and New
➢ Tuesday, June 10
(IV) Chapter 2—Explaining American Violence, Four Approaches
➢ Wednesday, June 11
(IV) Chapter 3—Inequality in the United States
(IV) Chapter 4—Social Class and Organizational Power
➢ Thursday, June 12
(IV) Chapter 13—Militarism and Violence, Who Benefits?
(IV) Chapter 14—Militarism and Organizational Violence, Homeland Casualties
➢ Friday, June 13
(IV) Militarism, Structural and Interpersonal Violence
(SMITH) U.S. Empire and the War Against Native Sovereignty
Syllabus
CES/SOC/WST 300
Critical Intersections of Race, Class, Gender, Sexuality
Summer 2008—WSU, Pullman Campus
Classroom: CUE 407
Days & Time: MTWTHF, 3:00-4:15 p.m.
Instructor: Margo Tamez
Office: Womens’ Studies Department, Wilson Hall-10, Rm. 12
Office Hours: Tuesday 9:00-11:00 a.m.
Email: mtamez@wsu.edu
Phone: 509-335-7268
Objectives:
CES/SOC/W St 300 prepares students with a critical understanding of the social, economic and political constructions of race, class, gender, and sexuality. This course will specifically underscore histories, contexts and processes of the development and systems which structure oppression, privilege and resistances to racism, sexism, classism, heterosexism and homophobism.
‘Critical’ studies and ‘intersectionality’ will be used as methods and frameworks for deepening the student’s conceptualization and practical understanding of laws, institutions and policies which saffold and buttress systems of power: race, gender, class and hetero-sexuality.
‘Critical’, meaning, based in laws and practices rooted in Western European systems of power used by elite classes.
‘Intersectionality’, meaning, converging, webbed and matrixed allowing for multiple sites of impact in the processes of power and oppression.
Intersectionality and matrixes are important and useful methods for a serious, more satisfying engagement with oppressive systems of powerful groups, states, corporations, and nations used as tools to dominate and subjugate specifically raced, gendered, classed and sexed groups. Think of the box as the larger system which organizes human social, economic and political processes. Think of the processes occurring within the box, the systems both creating, producing and identifying bodies, mass, objects, subjects, and how and where they enmesh in specific ways as what is produced and the material impacts of multiple forces, at the contact zone, in the bodies, minds, cultures, memories and experiences of impacted persons, families, communities and whole societies.
We will interrogate:
• The formation of the ‘person’ in U.S. Constitutional declarations of ‘rights’
• The relationship of feudal landlordships to personhood, to peasants, and to renters, and dispossessed groups
• Rights societies v. Responsibilities societies
• Formation of identities, groups, and implications on human rights, individual rights, and civil rights
• Local, regional, national and international formations of U.S. ‘spheres’ through violent processes of colonialism, imperialism, militarism and globalization.
Texts:
OPPRESSION, PRIVILEGE & RESISTANCE. LISA HELDKE & PEG O'CONNOR. (McGraw-Hill 2004).
ISBN: 0-07-288-243-3
UNSETTLING SETTLER SOCIETIES. STASIULIS & YUVAL-DAVIS. (Sage 1995).
ISBN: 0-8039-8693-9
CONQUEST: SEXUAL VIOLENCE AND AMERICAN INDIAN GENOCIDE. ANDREA SMITH. (South End Press 2005).
ISBN: 0-896-08-743-3
INEQUALITY & VIOLENCE IN THE UNITED STATES: CASUALTIES OF CAPITALISM. Barbara Chasin. (Humanity Books 2004).
ISBN: 1-59102-160
MASCULINITIES & CULTURE. John Beynon. (Open University Press 2002).
ISBN: 0-335-19988-7
Grading:
A-B-C-D-F system
20% --Attendance (Based on daily roster)
20% --In-Class Participation (Reading preparation, answering questions, active
responder, contributing to discussions, active note taker, responsible listener…)
20% --Blog Journal
20% --Book Review
20% --Final Project
Questions?:
mtamez@wsu.edu
Critical Intersections of Race, Class, Gender, Sexuality
Summer 2008—WSU, Pullman Campus
Classroom: CUE 407
Days & Time: MTWTHF, 3:00-4:15 p.m.
Instructor: Margo Tamez
Office: Womens’ Studies Department, Wilson Hall-10, Rm. 12
Office Hours: Tuesday 9:00-11:00 a.m.
Email: mtamez@wsu.edu
Phone: 509-335-7268
Objectives:
CES/SOC/W St 300 prepares students with a critical understanding of the social, economic and political constructions of race, class, gender, and sexuality. This course will specifically underscore histories, contexts and processes of the development and systems which structure oppression, privilege and resistances to racism, sexism, classism, heterosexism and homophobism.
‘Critical’ studies and ‘intersectionality’ will be used as methods and frameworks for deepening the student’s conceptualization and practical understanding of laws, institutions and policies which saffold and buttress systems of power: race, gender, class and hetero-sexuality.
‘Critical’, meaning, based in laws and practices rooted in Western European systems of power used by elite classes.
‘Intersectionality’, meaning, converging, webbed and matrixed allowing for multiple sites of impact in the processes of power and oppression.
Intersectionality and matrixes are important and useful methods for a serious, more satisfying engagement with oppressive systems of powerful groups, states, corporations, and nations used as tools to dominate and subjugate specifically raced, gendered, classed and sexed groups. Think of the box as the larger system which organizes human social, economic and political processes. Think of the processes occurring within the box, the systems both creating, producing and identifying bodies, mass, objects, subjects, and how and where they enmesh in specific ways as what is produced and the material impacts of multiple forces, at the contact zone, in the bodies, minds, cultures, memories and experiences of impacted persons, families, communities and whole societies.
We will interrogate:
• The formation of the ‘person’ in U.S. Constitutional declarations of ‘rights’
• The relationship of feudal landlordships to personhood, to peasants, and to renters, and dispossessed groups
• Rights societies v. Responsibilities societies
• Formation of identities, groups, and implications on human rights, individual rights, and civil rights
• Local, regional, national and international formations of U.S. ‘spheres’ through violent processes of colonialism, imperialism, militarism and globalization.
Texts:
OPPRESSION, PRIVILEGE & RESISTANCE. LISA HELDKE & PEG O'CONNOR. (McGraw-Hill 2004).
ISBN: 0-07-288-243-3
UNSETTLING SETTLER SOCIETIES. STASIULIS & YUVAL-DAVIS. (Sage 1995).
ISBN: 0-8039-8693-9
CONQUEST: SEXUAL VIOLENCE AND AMERICAN INDIAN GENOCIDE. ANDREA SMITH. (South End Press 2005).
ISBN: 0-896-08-743-3
INEQUALITY & VIOLENCE IN THE UNITED STATES: CASUALTIES OF CAPITALISM. Barbara Chasin. (Humanity Books 2004).
ISBN: 1-59102-160
MASCULINITIES & CULTURE. John Beynon. (Open University Press 2002).
ISBN: 0-335-19988-7
Grading:
A-B-C-D-F system
20% --Attendance (Based on daily roster)
20% --In-Class Participation (Reading preparation, answering questions, active
responder, contributing to discussions, active note taker, responsible listener…)
20% --Blog Journal
20% --Book Review
20% --Final Project
Questions?:
mtamez@wsu.edu
Racism: Processes of Social, Economic, Political, Judicial Dispossessions
Barbed Wire, Ranching, Farming & Settler Societies Vs. Indigenous Peoples & Principles
CRIT INTERSECTIONS Race, Class, Gender, Sexuality...
- Margo Tamez
- Pullman, WA
- A New Teaching Site Constantly 'Under Construction'...please return to this space!
Interested Learning Communities & This Site
Thanks for Visiting This Site!
Please come again!