CascadiaCommunity College

SOC/CMU 150 – Multicultural Communication

A Study in Cultural Literacy

“In the ethno – poetics and performance of the shaman, my people, the Indians, did not split the artistic from the functional, the sacred from the secular, art from everyday life. The religious, social, and aesthetic purposes of art were all intertwined. Before the conquest, poets gathered to play music, dance, sing and read poetry in open air places around Xochicuahuitl, el Arbol Florida, tree-in-flower. The ability of story (prose and poetry) to transform the storyteller and the listener into something or someone else is shamanistic. The writer, as shape changer, is a nahual, a shaman.”

- Gloria Anzaldua

“ I hear my heart beat through rice sacks that were carried to my family long ago”

- Flo Oy Wong

“…cultural activity is mainly seen as entertainment and is not supposed to be a critical activity- an activity that allows you to think critically about lived relations in the world and especially about the immediate relations to society.”

- Elizam Escobar

“I can’t afford to be afraid of you, nor you of me. If it takes head-on collisions, let’s do it. This polite timidity is killing us.”

- Cherrie Moraga

“When I dare to be powerful—to use my strength in the service of my vision, then it becomes less and less important whether I am afraid.” -- Audre Lorde

“Our survival depends on being creative. Even when our bodies have been battered by life, these artistic ‘languages’ spoken from the body, by the body, are still laden with aspirations, are still coded in hope and ‘un desarme ensangretado,’ a bloody truce. By sending our voices, visuals, and visions outward into the world, we alter the walls and make them a framework for new windows and doors. We transform the posos, apertures, barrancas, abismos that we are forced to speak from. Only then can we make a home out of the cracks.” -- Gloria Anzaldua

CascadiaCommunity College

SOC/CMU 150

Multicultural Communication

A Study in Critical andCultural Literacy

Fall Quarter 2003

______

Faculty: debora barrera pontillo E-mail:

office: CCC1 - 313 Office hours: T/TH – 2:00 – 3:30

phone: 425-352-8216 or by appointment

Class Location – CCC 351 Class Time: M/W 11:00 – 1:05

Librarian: Laura Barrett

Mass Communications and Technology Librarian

Office: LB1-210E

Phone: 425-352-3160

Email:

“Literacy is a power, power to make a difference, power to be a person, power to be real. Literacy is the kind of strategic knowledge that puts one in command of the details of an art, craft, organization, means of communication, or form of behavior.”

Peter McLaren Web Page

COURSE DESCRIPTION:

This course introduces students to the dynamics of cultural difference in the United States. Students learn the histories of various U.S. cultures; examine race, class and gender inequality; and articulate personal views of self and others. Students deepen their abilities to see the world from diverse points of view and to evaluate how cultures develop and change. By exploring the cultural variables involved in intercultural communication, they will be able to communicate effectively within and between cultures in all areas of their lives.

COURSE CONTENT, TOPICS, AND THEMES:

Core Concepts of Culture, Multiculturalism and Communication

Metacognition, Knowing Oneself and Intrapersonal Abilities

Histories of U.S. Cultures

Nationalism, Globalism and Diasporic Communities

Social Perception

Construction of Knowledge

Media and Information Evaluation

Communication and Cognitive Styles and Relationship to Personal Background

Verbal and Non-Verbal Communication within and Among Diverse Cultural Group

Dynamics of Ethnicity, Race, Class, Gender Inequality, Sexual Orientation

Intransigence of Socio-Economic Inequality in the U.S.

Emotional Intelligence

Concepts of culture, power, and privilege

Knowing oneself and what has formed one’s world view

History of the construction of race, class, power, and privilege

Locating philosophical thought in social and political realities

Oral histories and the arts as sites of resistance

Transforming theory into action

CASCADIA’S COURSE LEARNING OUTCOMES:

Cascadia’s four learning outcomes are integral to our classroom practice. I have interpreted these outcomes to add clarity to our collective learning process. I interpret these outcomes in relation to this class as follows: becoming embodied critical thinkers, becoming active change agents in one’s life and community, understanding the interconnectedness of being in a global community, giving meaning to language and understanding the power of language..

CLASSROOM CLIMATE

Our intention will be to create a space for learning, which affirms and develops creative, critical and courageous inquiry in a search to cultivate new questions as we participate in a process of creating knowledge together. We will intentionally cultivate within ourselves the ability to think critically and act courageously.

Inspired by the teaching of Antonia Darder, Peter McLaren and Paulo Freire, and embedded in the discourse of critical pedagogy, this course will be a discussion based and student oriented inquiry. We will strive to create an atmosphere where all of us feel free and motivated to share our experiences, insights and questions. Thus we need to be willing to listen and engage in ways, which are respectful and open to our different perspectives as well as those, which we hold in common. At the center of all dialogue will be a respect for the dignity and integrity of all our classroom community. This does not mean we can not challenge each other or agree to disagree. It means we will agree to do so in an environment that affirms the dignity of all.

We will practice, to the greatest extent possible, collective decision making and responsibility for the creation of our learning context and course direction. Student feedback and suggestions on all aspects of this course are encouraged and will be respectfully considered. We will develop other guidelines for the course as we move through it together.

CLASSROOM STRUCTURE
This class meets twice weekly for two hours five minutes each session. In class we may discuss readings, engage in theater of the oppressed activities, screen videos and view slides of various artists, share group presentations, explore web sites, engage in student led discussions, invite guest speakers. Please dress comfortably as we may have movement activities or go outside.

ACADEMIC SUPPORT

I hold regularly scheduled office hours. This is time for you to come and discuss the class, ask questions, share ideas or if you have general questions or need assistance in navigating through the college experience. This time is designated time for faculty to be available for students. If the times listed for my office hours are not convenient you can make an appointment for a different time. Other places to go for support are your mentor or your advisor. If you find you need help with your classes you may go to The Open Learning Center or the Writing Center. I encourage you to make use of these wonderful services.

REQUIRED COURSE MATERIAL

(All books are on sale at the University Bookstore and will be placed on reserve in the library also)

Race, Class and Gender, by Margaret L. Andersen and Patricia Hill Collins, Wadsworth/Thompson Publishers, CA 2004

Handouts and/or Electronic Reserves

READING

This course asks of you a readiness to read vigorously.

Assigned readings have been chosen as fertile offerings to germinate discussion. Please make notes, which will enable you to participate actively in class discussions and be prepared to express your own informed opinions to the issues raised. Be prepared to situate the comments within the readings

It is important that you not only are able to summarize the author’s point of view but that you develop your own informed position. You may use outside research to support your thoughts and please be prepared to cite your sources. I am interested in your ability to apply the theory in a meaningful way to lived experience. I am asking you to first re-present the theories to demonstrate a comprehension and then move to the applications of the theory.

I view classroom participation in thoughtful, articulate discussion as evidence of completed reading assignments. If you feel your voice in class does not accurately reflect your efforts, please see me.

JOURNALS

Please keep a journal throughout the quarter. Be creative in the expression of your response to the readings, class discussion, out of class experiences and personal impressions. This is a place to record your thoughts and responses. It is a practice in dialogue with yourself and a lab for practice in critical thinking and articulation. Please bring your journal to every class meeting and use it. It will provide a means of recording key insights and reactions that you may wish to contribute in class discussion. It will also serve as documentation of your engagement in class. +

The entries should focus on your experiential response to the readings, class discussions, the videos, out of class experiences, frustrations or struggle with the topics. I will ask you to hand in your journals periodically to check your progress.

ASSESSMENT and GRADING

You and I will work together to determine your grade based on your individual process, quality of completed assignments and your contribution to our collective learning process. I have high expectations of students to take responsibility for their learning. I view students as partners in this process and thus encourage you to engage in thoughtful self –assessment.

You will be given an assignment description sheet for every assignment that will clearly state the outcomes and the criteria for each assignment and method of assessment. With this tool you should be able to assess your work. I may offer other tools to move towards self assessment. This system is designed to enable you to determine the grade you receive, i.e. take seriously your responsibility for your learning. This system hopes to offer you educational options and to put the emphasis in this course on the work of learning.

If you are concerned about where you stand at any point in the quarter or if you do not understand any part of this assessment model, you are encouraged to schedule a conference with me to discuss your work or the assessment model. I am here to support our learning.

Your grade is thus based on the following:

Journal Entries – 200 pts.

Reflective Essays (2@50) - 100 pts

Critical Terminologies – (2@ 50) 100 pts

One written response to cultural event – 50 pts

Social Justice Final Research Paper – 150 pts

Community Partnership – 100 pts.

Class Participation - 200 pts.

Social Justice Final Project Action, Documentation and Class Presentation – 100 pts.

TOTAL POINTS POSSIBLE – 1,000

CLASS PARTICIPATION

I ask of you to engage in readiness to read vigorously, write daily and dialogue with others. Our work is to develop a daily practice of critical thinking.

This course is heavily experiential. If you miss a class it becomes difficult to make the work up. Please make every effort to attend all class meetings. For me participation is not how often you speak but is about the presence you maintain in the class.

LATENESS/LEAVING EARLY

Please do not be late for class. I know life events happen unexpectedly at times. If this is the case please see me. I view chronic lateness as a sign of disrespect. Repeated absences and/or tardiness may seriously affect your grade. Also please do not leave class early, this is equally dis respectful of the class. Please do not schedule outside appointments during class time.

SMALL GROUPS

Each student will be assigned to a small group to work within the classroom and outside the class. The groups should meet outside of class to further discuss the work of the class and exchange ideas via e-mail. The small groups will also serve as critique groups for papers and projects. I will meet with each small group at mid term and towards the end of the semester.

OUT OF CLASS LEARNING ACTIVITIES

I can not stress enough how valuable attending outside events will be to your educational experience in this class. You will be required to attend one cultural event and write a 3-5 page reflection on your experience. I will keep you posted on what is available. There will also be optional field trips

SYLLABUS DISCLAIMER:

THIS SYLLABUS IS SUBJECT TO CHANGE BECAUSE IT IS NOT

MORE IMPORTANT THAN OUR COLLECTIVE LEARNING PROCESS

ACADEMIC STANDARDS

The following statements apply to all classes and constitute Academic Standards that the College has developed. I have copied the following from the syllabi guidelines for your convenience. I have spoken to any specifics that pertain to this course in other areas of the syllabus.

-2002Academic Calendar

Academic Honesty: The College regards acts of academic dishonesty, including such activities as plagiarism, cheating and/or/violations of integrity in information technology, as very serious offenses. In the event that cheating, plagiarism or other forms of academic dishonesty are discovered, each incident will be handled as deemed appropriate. Care will be taken that students’ rights are not violated and that disciplinary procedures are instituted only in cases where documentation or other evidence of the offense(s) exists. A description of all such incidents shall be forwarded to the Vice President for Student Success, where a file of such occurrences will be maintained. The vice president may institute action against a student according to the college’s disciplinary policies and procedures as described in the Student Handbook. For specific policies, students should see the class syllabus.

Acceptable Use Policy on Information Technology: In general, the same ethical conduct that applies to the use of all college resources and facilities applies to the use of Cascadia’s systems and technology. These systems may only be used for authorized purposes, using only legal versions of copyrighted software, and with consideration and respect for the conservations of resources and the rights of other users. For additional information, go to the OpenLearningCenter for a complete copy of the Information Technology Acceptable Use Policy and Procedures.

Disability Support Services: Cascadia provides services to help students with disabilities successfully adapt to college life. Students who meet specific criteria may also qualify for academic accommodations. For information, or a referral, please contact Enrollment Services, Room 103, 425-352-8860 and ask for the Disability Support Facilitator.

Diversity: CascadiaCommunity College affirms a commitment to freedom from discrimination for all members of the College community. Celebration of diversity and cultural differences is a hallmark of a true learning community. Pluralism, diversity and equity are therefore at the core of Cascadia’s mission. Individual difference is affirmed and celebrated in our community of learning.

Emergency Procedures: Emergency procedures are posted in each classroom. To reach campus security personnel, dial 425-352-5222. Fire and police may be reached by dialing 9-911.

Family Education Rights and Privacy Act (FERPA): CascadiaCommunity College complies with the Family Education Rights and Privacy Act (FERPA) of 1974 which governs what information constitutes a student’s permanent educational record and the condition of its disclosure. Under FERPA, students are protected against improper disclosure of their educational records.

Grading: Instructors will report grades from 0.7-4.0 in 0.1 increments and the grade of 0.0. Grades in the range of 0.6 to 0.1 are not assigned.

Decimal grades are equivalent to letter grades as follows:

3.9-4.0 / A / 1.9-2.1 / C
3.5-3.8 / A- / 1.5-1.8 / C-
3.2-3.4 / B+ / 1.2-1.4 / D+
2.9-3.1 / B / 0.9-1.1 / D
2.5-2.8 / B- / 0.7-0.8 / D-
2.2-2.4 / C+ / 0.0-0.6 / F

The following deadlines affect grading options for students. (Note—see quarter schedule for summer quarter cut-off dates)

I / Incomplete / At a student’s request and instructor’s approval, an incomplete can be given at the end of the quarter
N / Audit / A student may change to or from audit status, with instructor’s permission in weeks three through six of the quarter. After the sixth week, no change in status may be made.
P/NC / Pass/No Credit / Students must request this option before the end of the sixth week of the quarter. In order to pass, the student must have performed at the level of 2.0 or higher grade point average for the class
V / Unofficial Withdrawal / To be awarded at the end of the quarter when the student attends briefly, rarely or not at all and does not officially withdraw.
W / Official Withdrawal / Students may withdraw from a class between the third and sixth week of the quarter by completing an add/drop form and obtaining the instructor’s permission. After the sixth week, no change in status may be made.
Z / Administrative Withdrawal / Students who fail to attend class by the end of the second class meeting or fail to contact their instructor may be administratively withdrawn from the class by their instructor. A “Z” will appear on the transcript.
Z / No Credit / To be awarded after the sixth week of the quarter at the instructor’s discretion. This grade will not be considered in GPA calculations.
H / Course in Progress / With the approval of the VP for Student Learning, instructors teaching courses that extend beyond the end of the quarter will award an H grade to all students at the time when grades are normally due. Upon the completion of the course, the instructor will award the final grades, which will replace the H grade

Inclement Weather: In the event of inclement weather affecting morning classes, there will be notification on the local media by 5:30 a.m. You may also call the main campus number: 425-352-8000 to hear a message that will be updated with the latest Cascadia closure information. You may also go online to and click on CascadiaCommunity College to get the latest report. Should the weather deteriorate during the day, you may check online, listen to the main campus message, check email or the media to hear news about closures or class schedule changes.

Learning Assistance Options: To support student success, Cascadia offers a variety of support services. The Open Learning Center provides a place for students to receive assistance with class assignments, the e-portfolio and technology needs. It contains a computer lab and tutoring center that houses both the WritingCenter and the MathCenter, where students can seek individualized tutoring on a walk-in basis. The OpenLearningCenter is located in CC060.