Thursday, June 11, 2015

NEW Fall 2015 MALAS Seminar! U.S.-Mexico Transborder Populations and Globalization


 

Syllabus {NOT FINALIZEd: DRAFT} MALAS 600 C


U.S.-Mexico Transborder Populations and Globalization       Norma Ojeda, Ph.D. – Office: NH 211    
Spring Semester 2012                                                                   Telephone (619) 594 – 1320
nojeda@mail.sdsu.edu

                            
COURSE PRESENTATION

An international border of almost two thousand miles long, a long history of international migration, and daily interaction between social groups and people living in both sides of the U.S.-Mexico Border for more than a century has made this region a highly complex and intriguing social space. More recently, the war on terrorism, an increasing globalized economy and growing social transnationalism are changing the social dynamics of the U.S.-Mexico Border. Sociological analysis of the relationship between population and social change at the U.S.-Mexico border region is needed in order to understand the new transborder and transnational relations in the future of this region and of the two nations involved. Particular attention will be paid to the transborder and transnational life-styles of population groups and families.

organization of the course

The course is organized in two different parts. The first part is oriented to provide students with a sociological framework to understand and analyze the transborder dimension of the population and society in the United States – Mexico border region. This part of the course is based on a series of lectures that combine some classical sociological theories with contemporary conceptual contributions from Border Studies and Transnational Migration Studies. One field trip to the U.S. - Mexico border is included to support the learning experience of students. The second part of the course is oriented to help students in the development of critical thinking and social analysis skills on U.S.-Mexico transborder and transnational issues. For this purpose, students will be required to deconstruct and analyze pre-selected research papers on key border issues. Additionally, students will conduct individual field research in a border community. Active participation of students is expected through student’s presentations in class and participation in class discussions. Guest speakers may be invited to share their empirical research on border issues with students.

LEARNING GOALS
-       Introduce students into the sociological study of the transborder dimension of the U.S.-Mexico Border Region.
-       Introduce students into the border studies perspective of the U.S.-Mexico Border Region.
-       Analyze some of the basic demographic, social and cultural characteristics of border communities.
-       Develop a critical thinking about some of the most salient social challenges of the U.S.-Mexico Border Region under the process of a globalized economy, and increasing border security.

REQUIRED TEXTS

1. Ojeda, Norma. U.S./Mexico Transborder Populations and Social Change—Selected Readings for
Sociology 554 and Chicana and Chicano Studies 554. San Diego, Calif.: Aztec Shops Customized
Materials, 2012. The reader is available on campus at Aztec Bookstore.
                         
2. Additional Readings are available on Blackboard through the SDSU website.



GRADing

Evaluation of students’ learning will be done by means of one research paper, one oral presentation in class and a series of six brief reading reports of approximately 2-3 pages long each. The research assignment will be approximately 8-10 pages long. Satisfaction of Course Requirements listed above may prove beneficial in borderline cases. Student may have the opportunity of earning extra credit along the semester.

Student’s Presentation in Class

Students will prepare an individual oral and power point presentation in class of approximately 15-20 minutes on one pre-selected transborder border topic. For this purpose, students will use information from their own field research assignment. Presentations in class will take place during the second part of the semester. Once the dates for the student presentations in class are established, there will be NO rescheduling of those dates. Handouts with instructions for each reading report, research assignment and student’s presentation in class will be distributed in class and posted on blackboard.

The final grade will be calculated using the following distribution of points:

Brief reading reports will represent 30 points (5 points each)
Presentation in class will represent 30 points
Research paper will represent  40 points
There will be no final exam.

Grading Scale.

Number of points     Grade

95 - 100                     A          77 - 79                  C+
90 - 94                       A-         74 - 76                   C
87 - 89                       B+         70 - 73                  C-
84 - 86                       B          60 - 69                    D
80 - 83                       B-         Less than 60         F


COURSE requirements
                   
* Punctuality and regular class attendance (80 %)
* One field trip to the U.S.-Mexico international border
* Active participation in class debates
* Student’s oral presentation in class presented on the agreed upon date
* Writing assignments presented on the dates specified
            * Cell phones, pagers, etc. turned off
            * Text messaging and sending e-mails in class are not allowed
            * The use of lap-top computers in class requires the professor’s previous authorization
     
                
cheating and plagarism are serious academic offenses.  students involved in any of these two types of offenses may be suspended from class and in some cases from the university. For more information about this, please consult the website of the Center for SDSU- student rights and responsabilities (www.sa.sdsu.edu/srr/index.html).


COURSE OVERVIEW
……………………………………………………………………………………………………………………
Week 1.
1/19                  Introduction
                         1. Defining the U.S.-Mexico Border Region
Video presentation: “Unfinished Business,” The Border. KPBS - Television, 1999.
.................................................................................................................................................................
Week  2.   
1/26                2. Demographics and Geography of the U.S. – Mexico Border Region
Video presentation: “Divided People,” The Border. KPBS – Television, 1999.  
.................................................................................................................................................................
Week  3.           3. U.S. – Mexico Border People  
2/2                    Ojeda, reader: chapter 1 “Borderlands and Borderlanders” and
                         chapter 2 “The U.S. – Mexico Borderlands” by Oscar J. Martinez.                                         
Video presentation: “Winter Migrants” The Border. KPBS – Television, 1999 
>>>>TURN IN FIRST READING REPORT
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Week  4.           3. The U.S.-Mexico Transborder Urban Space and Social Context
2/9                    3.1. BEFORE NAFTA – The North American Free Trade Agreement
                         Ojeda, reader: chapter 3 “The Formation of an Urban System along the U.S.-
                         Mexico Boundary” and chapter 4 “Dimensions of Transboundary Urban Space”
                         by Lawrence A. Herzog
Video presentation: “No a Drop” The Border. KPBS – Television, 1999 
>>>>TURN IN SECOND READING REPORT
------------------------------------------------------------------------------------------------------------------------------------
Week 5.
2/16                 3.2 AFTER NAFTA
                        Ojeda, reader: chapter 5 “U.S. Border States and Border Relations” and
                        chapter 6 “Trade, Investment, and Manufacturing” by J. Anderson and J. Gerber
Video presentation: “Titanic” The Border. KPBS – Television, 1999
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Week 6
2/23              4.  Using Sociological Theories in the Study of the Border
                     Ojeda, reader: chapter 7 “Conflict Theory,” by Wallace and Wolf.              
Supplemental reading: Ojeda, “In Silence and Alone: Abortion across the Border” (blackboard)
Video presentation: “El Traspatio”/ “The Backyard.
>>>>TURN IN THIRD READING REPORT                                                                                                         
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Week 7.  
3/1              Using  Sociological Theories  (continuation…)
                   Ojeda, reader: chapter 8 “Symbolic Interactionism” by R. Wallace and A. Wolf.            
Supplemental presentation: Rosemary Serra, “Social Networks” (power point)
Video: “Culture Clash”. KPBS – Television, 1999.
>>>>TURN IN FOURTH READING REPORT                   
.................................................................................................................................................................
Week 8.      
3/8              5.1.  Mexico – U.S. Migration: the human side and the numbers
Reading: Nevins, Joseph. “Security in an Age of Global Apartheid” (on blackboard)
Video: “Dying to live,” The University of Notre dam



.................................................................................................................................................................
Week 9
3/15             5. 2.  Mexico – U.S. Migration: the politics
Reading: Sassia Sassen, A New Policy Landscape. Parallax, 2005, Vol. 11, No. 1, pp. 35-45. Routledge,
                                       Taylor and Francis Group (internet reading)     
Video: “Deportations undocumented migrants” by Maria Hinojosa, PBS, 2011 (October).
>>>>>TURN IN FIFTH READING REPORT
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Week 10      
3/22           6. Globalization and Trasnationalism
Ojeda, reader: chapter 9 “Migration and other Modes of ‘Transnationalism’: Towards  Conceptual
                                        Cross-Fertilization”  by Steven Vertovec.
Video: The Mediterranean Border
>>>>>TURN IN SIXTH READING REPORT
……………………………………………………………………………………………………………………
Week 11
3/29              Spring Break – campus closed
……………………………………………………………………………………………………………………
Week 12    
4/5                 6. Globalization and Trasnationalism (continuation…)
Pieret Hondagneu-Sotelo and E. Avila “I’m Here, but I’m There”: The meaning of Latina Transnational
                           Motherhood” (reading available on Blackboard)  
Supplemental reading: Norma Ojeda.  “Familias Transfronterizas y Familias Trasnacionales: algunas
                      reflexiones.” (Blackboard)
..…………………………………………………………………………………………………………………..
Week 13.
4/12             9. Field Research on U.S.-Mexico Border Issues    
                        9.1. Student’s presentations 
.................................................................................................................................................................
Week 14.    
4/19               9.2. Student’s Presentations
……………………………………………………………………………………………………………………
Week 15    
4/26              9.3. Student’s Presentations
.................................................................................................................................................................
Week 16
5/3                9.4. Student’s Presentations                  
……………………………………………………………………………………………………………………
Week 17       TURN IN RESEARCH PAPER (All students)
5/10             Professor’s office: 4 – 5 PM


New Fall 2015 MALAS, Master of Arts in Liberal Arts and Sciences, SEMINAR! MALAS 600D: Rhetoric and Public Memory, Wednesdays, 7:00pm, Professor Richard Boyd


MALAS 600D   Rhetoric and Public Memory    W 7:00 p.m.       Richard Boyd        

To remember the past is a deeply rhetorical act, and our memories are as much shaped by the needs of the present as they are by the “facts” of those past events.  In collective history and how such versions of the past are central to our construction of our communal and national identities.  Utilizing a range of rhetorical theories, as well as the work of historians, political scientists, literary scholars, and art historians, we will reflect upon the workings of several kinds of texts claiming to represent the past, including museums, memorials, iconic photographs and films, political speeches, and physical sites like Disneyland, Colonial Williamsburg, and Las Vegas.  We will pay particular attention to how these memories of collective history can both legitimate and erase voices and viewpoints, in forms as diverse as the Vietnam Veterans Memorial and South Africa’s Truth and Reconciliation Commission. 

One seminar paper and one oral presentation based on a rhetorical reading of a local or internet site of collective memory.