Mid-term essay

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Please respond to the following three questions in 4 complete pages.

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Please respond to the following three questions in 4 complete pages. • Times New Roman; size 12 font • 1 inch margins BWS 151 Midterm Questions • "Yes, and the body has memory. The physical carriage hauls more than its weight.” On the first day of class we discussed this preceding quote by Claudia Rankin. How are you thinking about this quote differently midway through the semester? Cite the readings. • The first half of the semester, we discussed schooling as the overarching social and conditioning strategies that function to reproduce the status quo. Given this, how has the Black body been schooled across time? Cite at least 3 examples from the readings. • Before this class, what was your definition of dignity? How are you rethinking the concept of dignity as it pertains to Black people in this country? In other words, given what you have learned, how has citizenship been denied to Black people, and what would a dignified citizenship look like? Cite the readings. Grading Rubric: 20 points: Answers the question directly and/ or states and explains a thesis. The argument is clear, coherent and complete, with a structured analysis and clear explanations of analytic points along the way. 40 points: Thoughtful use of sources (i.e. assigned reading/ viewing/ listening materials, lecture notes, class discussions). The evidence used to support the analysis is accurate and appropriate to the point it is illustrating. Inclusion of proper citations when reference specific authors or source materials. 40 points: Paper is executed with intellectual rigor. References major course themes; Critical thinking skills demonstrated at a high level. (The best essays demonstrate mastery of class themes and materials but go beyond them to readings and knowledge gained elsewhere).   BWS 151 (Un) Schooling the Black body An Introduction to Black World Studies "Yes, and the body has memory. The physical carriage hauls more than its weight. The body is the threshold across which each objectionable call passes into consciousness-all the unintimidated, unblinking, and unflappable resilience does not erase the moments lived through, even as we are eternally stupid or everlastingly optimistic, so ready to be inside, among, a part of the games"Claudia Rankine I am an invisible man...I am a man of substance, of flesh and bone, fiber and liquids—and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me.—Ralph Ellison It is the duty of the younger Negro artist...to change through the force of his art that old whispering ‘I want to be white,’ hidden in the aspirations of his people, to ‘Why should I be white? I am a Negro—and beautiful!—Langston Hughes As they become known to us, our feelings and the honest exploration of them become sanctuaries and spawning grounds for the most radical and daring of ideas.—Audre Lorde COURSE OVERVIEW The Introduction to Black World Studies surveys, examines, and explores the Black experience from a variety of viewpoints. The course, multidimensional in focus, will interrogate the past, investigate the present, and provide insight into possible futures associated with the Africans in the Diaspora. Using historical documents, sociological analysis, political discourses and psychological studies, fictional accounts, literature, and philosophical essays students will learn of this Diaspora from those who have lived it. As such, this course examines the thoughts and praxis of intellectuals in and of the African diaspora. We endeavor to resolve how thinkers and doers of African descent have contributed to contemporary projects of Black livability and social transformation. To help tackle these questions, this reading and participation intensive seminar will not assume a uniform “Black” experience and will analyze material dynamics from a critical race feminist perspective. Four central themes of critical race feminism (CRF) are: 1) Social identities are historically and culturally specific and change over time. 2) Identities such inclusive as but limited to race, class, gender, and sexuality, are not separate identities that are easily distinguishable from one another. These social identities intersect and reinforce each other. For example, one cannot talk about race without examining its implications for gender and vice versa. 3) CRF acknowledges the importance of laws, policies, and institutions in the perpetuation of inequalities. 4) Finally, CRF is skeptical of concepts such as objectivity, neutrality, and meritocracy. Therefore, ideas of equality must be critically examined. Guiding questions for this course: How has the Black body been schooled? How might examining the present-day Black body in conversation with records of Black existentialism assist is making meaning of the world(s) we are in? How do I understand myself in relation to the content I am learning? How do I exist, in the body that I hold, in this historical moment? COURSE EXPECTATIONS AND COMMUNITY STANDARDS DRIVING THE ENVIRONMENT FOR OUR CLASS Participation: 1) This is a reading and participation intensive course. Readings are reviewed/due on the date they are listed. Therefore, it is expected that you have completed the required readings for each course session ahead of time. In addition, it is the responsibility of all in attendance to be ready to engage and actively participate in conversations that arise from the readings. Active engagement and participation is also expected with classmates, guest speakers, presenters, and anything/anyone else related to our course (such as conversations about assignments, assistantships/practicums, etc.). In sum, the learning community we create together will be greatly enhanced by everyone engaging and participating. Please come to each class ready to do so. Having said all of this, here are some of my suggestions and thoughts about active engagement and participation that I would like for you to consider. Said differently, these are my ideas for our community standards: While it is important for you to come to class and demonstrate that you have completed the readings by infusing aspects of them into our conversations, it is equally important for you to allow others to speak as well and be mindful of the volume of your participation • What’s said here stays here, what’s learned here leaves here • Be brave in this space/experience discomfort • Ethos of struggle (without struggle there can be no progress) • Speak your truth (I am a voice in this world and I deserve to be heard) • Synthesize (bring your experiences and think about them in relation to the new information you are taking in) Readings: Discussions will focus on the readings and pertinent current events. Students are encouraged to critique all the assigned readings, to dissect the debates within them, and to speak at least twice per class period. Also, the guiding questions posed in the first paragraph of this syllabus will be addressed, in one form or another, in every class discussion. Further, students are required to submit three questions/provocations (online). Questions should demonstrate that you have done the reading, but should not be so particular that it stifles conversation. Questions that connect readings from previous sections of the course are highly encouraged. Surface reading Surface reading is the tacit acceptance of information contained in the text, which leads to superficial retention of materials for examinations and does not promote understanding or longterm retention of knowledge and information. Deep reading A deep approach to reading is an approach where the reader uses higher-order cognitive skills such as the ability to analyze, synthesize, solve problems, and thinks meta-cognitively in order to negotiate meanings with the author and to construct new meaning from the text. The deep reader focuses on the author's message, on the ideas she is trying to convey, the line of argument, and the structure of the argument. The reader makes connections to already known concepts and principles and uses this understanding for problem solving in new contexts. • Deep reading questions to consider: o o o In one sentence, what is this text about? What are the main arguments? How does this relate to other things I've read? (Does this article confirm or contradict things you're read previously? Where does it fit in the big picture?) A typical class session might look something like this (though not necessarily in this order): (1) what’s in the news (~15 minutes) (2) cypher: (~45-50 minutes) (3) discussion of assignments (~5 minutes) What’s in the news? It is essential that as emerging professionals, scholars, and critical citizens we are staying current with news, literature, and information affecting communities domestically and globally. For the purposes of this class, the focus of the discourse will be on news affecting people in the African diaspora. We will spend approximately 15 minutes at the beginning of every class combing through the news updates. We will also use this time to discuss updates and the latest happenings in our community. You may use this time to invite others to events, make announcements, recognize others for good work, or anything else you want to share. Cypher A freestyle hip hop cypher is a group of people who have assembled in one place to form a cypher and participate in the act of freestyle rap. A cypher is any group of people who have met up to all participate in a hip hop jam session, i.e. a group of people taking turns freestyle rapping in a circle. Freestyle is a genre of hip-hop, used with or without an instrumental, where rap lyrics are improvised. Our class discussions will be our version of the cypher; it requires group participation, active listening, presence, and synthesizing. Policies 1. All papers written outside of the classroom must be typed. Handwritten papers will not be accepted. Work turned in late will be penalized by one-third of a letter grade for each day the paper is late. (For example, an A+ paper would receive a B+ grade if turned in three days late). 2. Academic Dishonesty (e.g., Cheating, Plagiarism) will not be tolerated. Any violation of Miami University's guidelines for "Academic Integrity" (Read Chapter 5 of the Student Handbook 200809) will result in a Zero (0) for possible failure of the course. 3. Accommodations: While there is no requirement that I be notified of any learner accommodations, the University will make reasonable accommodations for persons with documented disabilities. All disabilities will be kept strictly confidential. Students should register with the Office of Disability Resources (19CAB) and notify me as soon as possible but no later than one week before you will require a special accommodation. 4. Syllabus: The syllabus schedule and topics to be covered are tentative. The professor reserves the right to alter the syllabus as needed. Students will be notified accordingly. 5. Lectures: The instructor will lecture briefly on introductory topics. Students are responsible for completing the assigned readings prior to class. Students are responsible for obtaining lecture notes and handouts given on the days they are absent. The professor’s notes will not be made available to students for copying. Lectures given in class are the property of the professor and may not be taped without prior permission. 6. Classroom Etiquette: RESPECT: Be present in the classroom space. Phones should be on silent and stowed away. Laptops, and iPad’s are permitted only if they are being used for class purposes (readings, notes, etc.). Please note, violation of this policy will decrease your class participation grade. There may be an exception to this rule if the class requires individual use of technology. 7. Respect for Diversity: Miami University is a multicultural community of diverse racial, ethnic, and class backgrounds, national origins, religious and political beliefs, physical abilities, ages, genders, and sexual orientations. Our educational activities and everyday interactions are enriched by our acceptance of one another; and, as members of the university community, we strive to learn from each other in an atmosphere of positive engagement and mutual respect. Because of the necessity to maintain this atmosphere, bigotry will not go unchallenged within this community. We will strive to educate each other on the existence and effects of racism, sexism, ageism, homophobia, religious intolerance, and other forms of invidious prejudice. When such prejudice results in physical or psychological abuse, harassment, intimidation, or violence against persons or property, we will not tolerate such behavior nor will we accept jest, ignorance, or substance abuse as an excuse, reason, or rationale for it. All who work, live, study, and teach in the Miami community should be committed to these principles that are an integral part of Miami's focus, goals, and mission. http://www.units.muohio.edu/saf/reslife/reslife/whatwedo/statement.php Class materials Required books Baldwin, J. (1963). The fire next time. Vintage. Marable, M & Mullings, L. (Eds.). (2009). Let Nobody Turn Us Around-an African American Anthology. Rowman & Littlefield. All articles and book chapters will be posted on Canvas if they do not have a link in the syllabus. For reading materials posted on Canvas, you should print these materials and/ or take very detailed notes, keeping in mind major themes of the course, and bring the article and/ or notes to class. (Please note: you will need the program Adobe Reader to access the assignments posted on Canvas). If you ever have trouble opening a document on your personal computer, please try opening it on a university computer in King Library or other on-campus computer labs). Assignments Weekly Provocations Discussions will focus on the readings. Students are encouraged to critique all the assigned readings, to dissect the debates within them, and to speak at least twice per class period. Students are required to submit three questions (online). Questions should demonstrate that you have done the reading. Questions that connect readings from previous sections of the course are highly encouraged. Midterm I will issue a midterm question to you based off of the course material covered to this point. You will have the weekend to reply to that said question. August 27 (Week 1) Course introductions and expectations Guiding questions: What do we know about the Black body? Why do we need a BWS course and major? Monday Course/Syllabus Overview Wednesday Creation of community standards Review of glossary terms “Willingness to be disturbed” Sweeney, M. (2012, June 20). How to read for grad school [Blog post]. Retrieved from https://miriamsweeney.net/2012/06/20/readforgradschool/ Hoagland- “The change” http://ithicks.blogspot.com/2008/01/change-by-tony-hoagland.html https://www.newyorker.com/culture/cultural-comment/black-bodies-inmotion-and-in-pain Okello, W.K.: The Black body as an aesthetic site and sighthttp://www.jpanafrican.org/vol11no9.htm September 3 (Week 2) Schooling the Black body "When you hear about slavery for 400 years ... For 400 years? That sounds like a choice."Kanye West Guiding questions: How has the Black body been schooled? Monday No Class (Labor day). Wednesday Coates,T.: https://www.theatlantic.com/entertainment/archive/2018/05/im-notblack-im-kanye/559763/ Let Nobody Turn us Around: Booker T. Washington and the Politics of Accommodation (Chapter 10) Let Nobody Turn us Around: W.E.B Du Bois: (Chapter 14, Excerpts from Souls of Black Folks) September 10 (Week 3) Schooling the Black body Guiding questions: How has the Black body been schooled? Monday Kendi, I.X.: Stamped From The Beginning (Prologue- p. 30) Acknowledgement: Rosh Hashanah Let Nobody Turn us Around: The Interesting Narrative of the Life of Olaudah Equaino (Chapter 2) Wednesday Kendi, I.X.: Stamped From The Beginning (pp. 31-65) Hurston, Z.N.: Barracoon (1-57) September 17 (Week 4) Schooling the Black body Acknowledgement: Yom Kippur Monday Wright, N.S.: Black Girlhood in the Nineteenth Century (Chapter 5) Wednesday Alexander, M. The New Jim Crow (The birth of mass incarceration) pp. 40-58 Black Girls Matter: https://www.atlanticphilanthropies.org/wpcontent/uploads/2015/09/BlackGirlsMatter_Report.pdf September 24 (Week 5) Schooling the Black body Monday Muhammad, K.G.: The Condemnation of Blackness Let Nobody Turn us Around: Slaves are Prohibited to Read and Write by Law (Chapter 7) Wednesday Documentary 13th Let Nobody Turn us Around: “No Rights that White Man is Bound to Respect”: The Dred Scott Case and Its Aftermath (Chapter 19) October 1 (Week 6) Schooling the Black body Monday Coates, T. (2014). The case for reparations: two hundred fifty years of slavery. Ninety years of Jim Crow. sixty years of separate but equal. Thirty-five years of racist housing policy. Until we reckon with our compounding moral debts, America will never be whole. Wednesday Baldwin, J. The Fire Next Time October 8 (Week 7) Schooling the Black body Monday Let Nobody Turn us Around: “I Know Why the Caged Bird Sings,” Paul Laurence Dunbar Wednesday Let Nobody Turn us Around: Afrocentricity October 15 (Week 8) Resemblance and Reactionary Revisions “They been trying hard just to make us all vanish/ I suggest they put a flag on a whole 'nother planet”- Janelle Monáe Monday Let Nobody Turn us Around: David Walker’s Appeal Let Nobody Turn us Around: What If I Am a Woman? Let Nobody Turn us Around: Ida B. Wells-Barnett Wednesday Okello, W.K.: From self-authorship to selfdefinition: Remapping theoretical assumptions through Black feminism Sharpe, C.: In the Wake of Crisis: On Blackness and Being (Chapter 1) Friday Mid-term Prompt: The Fire This Time (How has the Black body been schooled? After Baldwin, write a letter to your younger sibling (5-7) pages; upload 3 minute recording (with your permission I will upload these) October 22 (Week 9) Un-schooling the Black body Validating Standpoint Knowledge Monday Wright, N.S.: Black Girlhood in the Nineteenth Century (Chapter 2) Guest speaker: Epistemology in the Black Prophetic Tradition: Rev. Carrington Moore Wednesday Jordan, J: “The Difficult Miracle of Black Poetry in America: Something like a sonnet for Phillis Wheatley”http://www.poetryfoundation.org/article/178504 Alexander, E.: The Black Interior (Chapter 1) The BreakBeat Poets: Danez Smith Guest speaker: Anti-Black Racism and Epistemic Violence: Dr. Kyra Shahid October 29 (Week 10) Un-schooling the Black body Prioritizing Self Love “And deep in my heart, the answer it was in me /And I made up my mind to define my own destiny”- Lauryn Hill Monday Morgan, J.: When Chickenheads come home to roost: A Hip Hop Feminist Breaks it Down (Chapter 3 & Chapter 5) Wednesday Beyonce: Lemonade Visual Album November 5 (Week 11) Un-schooling the Black body Emphasizing Agency Monday In class: Listen to “The Ballot or the Bullet” Let Nobody Turn us Around: “ I Am a Revolutionary Black Woman,” Angela Y. Davis Let Nobody Turn us Around: Malcolm X and Revolutionary Black Nationalism Wednesday In-class: Black Panthers: Vanguard of the Revolution Farmer, A.D.: Remaking Black power: How Black women transformed an era November 12 (Week 12) Un-schooling the Black body Foregrounding Identity as Performative Monday Let Nobody Turn us Around: “Shaping Feminist Theory,” bell hooks Watch “PYNK,” “Django Jane,” and “Make Me Feel” by Janelle Monáe Wednesday Walker, A.: In Search of our Mothers Gardens No class. November 19 (Week 13) Un-schooling the Black body Dreaming and Imagining Futures Monday Kelley, R.: “Keeping It Surreal: Dreams of the Marvelous” In Freedom Dreams Let Nobody Turn us Around: “I am your si ...
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Running head: MID-TERM ESSAY

Topic: Un-schooling the Black Body
Students Name
Professors Name
Course Title
Date

MID-TERM ESSAY

2
Interpretation of Claudia Rankie’s Quote

Claudia Rankie quote, “yes and the body has memory. The physical carriage hauls
more than its weight”, exposes the critical issues of blacks in America exposing it to
different interpretations over the years.
This issue cuts across both genders of the black race. It has been made clear that
even with increased access and representation in corporate America; Black Americans
are still exposed to racism and desperate treatment, which impacts their career
development (Taylor, 2004). As much as we need to be optimistic, we also must have and
raise concerns.
Research by different scholars have exposed that black Americans continue to
experience systematic racism and differential treatment, impacting their performance,
distribution of rewards and career outcomes (James & Sharpley-Whiting, 2000; ParksYancy, DiTomaso & Post, 2006).
Racism is definitely a big problem with 81% of black Americans supporting this
allegation. The whites benefit a fair amount from privileges blacks do not have. This
assertion may be disputed by people who approve of President Donald Trump’s job
performance.
It is unfortunate that almost all blacks in America have been disrespected in one
or more occasions on the basis of being black. It is evident from the incident at Starbucks
of police killings of black men, calling of police on a black female student while napping
in a comm...

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