For each class session, you will read/watch (at least) six resources. Four of th

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For each class session, you will read/watch (at least) six resources. Four of those resources will be required resources that everyone resources (denoted by being bolded and asterisked below), and the remaining two resources can be selected from the other posted resources. If you would like to read all of the optional resources, please feel free to do so and these are certainly worth considering for your final paper. If you have read/watched all ten resources and would enjoy additional resources, please ask your teaching team member or the course instructor and we will happily provide these to you.
After completing the readings for the day, share a story from your own life that demonstrates how you understand, connect with, or experience tension around this session’s resources. This assignment reflects our commitment to balancing resources from the shelves (what has been published for others) and resources from our selves (our own experiences and understanding of our own lives). Elements of a story include context (when and where are you and who else is there), and drama (i.e. action, uncertainty, change, and feelings). Your story should comprise of 60-75% of your assignment.
The other 25-40% is explaining how your story connects with the shelf resources. For each pre, you need to cite and connect to at least three of the ten assigned class readings (at least two required readings and at least one elective reading). Use APA guidelines (Links to an external site.) to include in-text citations and a reference list at the end of your document. As you cite your references, please consider: what specific aspects of the resources are you connecting with? How do these connections leave you feeling? What do these connections or tensions tell you about the broader world? Do NOT summarize the resources as we have already read/watched all of them. We are most interested in your story and how you are connecting it to our course content.
If you don’t think that you have any stories to tell related to these resources, please share why you believe you don’t have any stories. Is it because your families, communities, or schools never talked about these topics? If so, why do you think that is? Is it because you have never thought about these topics in terms of diversity, equity, and social justice? What would it mean to begin developing stories that support you developing this understanding?
Reflections should be between 500 and 700 words total for each assignment and uploaded as a Microsoft Word document or PDF.
Reflection assignments are due on Canvas each Friday by 11:59pm.
Coates, T. (2014 June). The case for reparations. TheAtlantic.com. https://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/ (Links to an external site.)
Harris, L.C. (2016 March 9). The complicated language of biracial identity . YesMagazine.org.Evoking the Mulatto: It’s Not a Cool Word [Episode One] (Links to an external site.) and http://www.evokingthemulatto.com/historicalmapping/map.html (Links to an external site.)
*** Crenshaw, K. (2016). The urgency of intersectionality. TED.com. https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality#t-23542 (Links to an external site.)
*** McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10-12. http://nationalseedproject.org/white-privilege-unpacking-the-invisible-knapsack (Links to an external site.)
Montefiore, C. S. (2013). How China distorts its minorities through propaganda. BBC.com. www.bbc.com/culture/story/20131215-how-china-portrays-its-minorities (Links to an external site.)
Pan, J. (2015 July 14). Beyond the model minority myth. JacobinMag.com. https://www.jacobinmag.com/2015/07/chua-changelab-nakagawa-model-minority/ (Links to an external site.)
*** Pierce, J. (2015). In search of an authentic Indian: Notes on the self. JosephMPierce.com, https://indiancountrytoday.com/archive/in-search-of-an-authentic-indian-notes-on-the-self-tm5fCGkRpE-ZOIy3_SVUiA (Links to an external site.)
Salazar, G. (2016 March 20). Series of animated stories revitalize indigenous languages in Mexico. GlobalVoices.org. https://globalvoices.org/2016/03/20/series-of-animated-stories-revitalise-indigenous-languages-in-mexico/ (Links to an external site.)
Wan, C. (2016 February 3). Finding equity, part 2: Latino students share their stories of problems with Lowell’s lack of diversity. TheLowell.org. https://thelowell.org/562/features/finding-equity-part-2-latino-students-share-stories-about-lowells-lack-of-diversity/ (Links to an external site.)
*** Yamato, G. (2004). Something about the subject makes it hard to name. In M. L. Anderson & P. H. Collins (Eds). Race, class, and gender (5th Ed.), (pp.99-103). New York, NY: Wadsworth Publishing. https://queertheories.files.wordpress.com/2012/01/yamato_somethingaboutthesubjectmakesithardtoname_.pdf (Links to an external site.)
Possible story stems:
1) What were you taught about race and racism? Who taught you? When? Where? How?
2) What were you taught about talking about race and racism? Who taught you? When? Where? How?
3) What were you taught about what we should do about race and racism? Who taught you? When? Where? How?

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