ABOUT

OFFICE HOURS

Wednesdays, 9:30 to 10:30 AM
Thursdays, 2:00-3:00 PM
Fridays, by appointment at https://profe.youcanbook.me/

All meetings take place in Mason Hall 122.

_____________________________________________

DESCRIPTION

“All Power to the People!” Social Movements for Justice (Hist 25CH) is a comparative examination of racial justice movements in the post-WWII United States, framed by the evolving interdisciplinary field of Critical Ethnic Studies. We analyze race, gender, and class as foundational elements of power in the US, shaping lived experiences marked by inequality and inequity. At the same time, we investigate how these positions are harnessed by people in collective efforts to challenge these same established power relations. At heart, our class seeks to learn from the diverse ways groups of “nonwhite” people have envisioned “freedom” in the postwar US context, and how these aspirational visions have served to mobilize struggles for a more just world.

Like the movements we study, History 25CH is a collective. Our learning experience is based on the belief that we learn more as individuals when we learn from and with each other. Our collective respects the knowledge, experiences, questions, ideas, and analytical skills each of us brings to class. These are our shared assets and the basis for our collective learning. In collaboration with one another, we will question inherited assumptions; challenge simplistic thinking; seek out complexity; and build new understandings as equal members in a community of learning.

_____________________________________________

AN INCLUSIVE COMMUNITY

Our class is an intentional learning community that seeks to create a space of freedom, empathy, and mutual recognition for our collective purpose. We welcome and value each other, not in spite of but because of our unique experiences, perspectives, and identities. There is no other way to respect and nurture our common humanity.

This commitment is not just mine as the professor. By participating in this class, you are also agreeing that this is your commitment, too. This means we will work together to recognize our individual needs, hopes, and desires as learners in this class. We also will do our best to integrate these as part of the infrastructure of our learning.

If we are to even approach being successful, we must recognize that doing this is not easy or simple. We live in a world of human inequities and, unavoidably, those will exist within our learning community, too. We must begin, then, by acknowledging we all inherit the biases and shortcomings of an imperfect world, many of the same ones we study in class. Further, we must acknowledge we are all complicit in the continuation of these imperfections if we do not actively challenge them in our lives—and our class. Doing this requires constant introspection, the ability to forgive ourselves and others, and a never-ending supply of humility.

As we each strive to learn—together—within the constraints of our model of higher education, it is both my sincere pleasure and my willing responsibility to do what I can to ensure your success. If you require any accommodations as part of your learning journey this semester, I encourage you to speak with the appropriate staff member on your campus as soon as possible so that staff member can provide me timely information.

Our class is an opportunity to further nurture our common humanity—to create a learning experience that is affirming and inclusive of each of us; openly introspective; and committed to challenging any practice that does not respect our fundamental human dignity. And so, if you have learning needs not recognized and protected by law, I welcome your agency and advocacy by inviting your further communication. Your honest and timely communication is the starting point of any collaboration we can form to ensure your learning success.

_____________________________________________

BACK TO HOMEPAGE