Viewing: LALS 424 C2: Latinx Comm & Soc Change

Last approved: Tue, 19 Feb 2019 19:50:28 GMT

Last edit: Fri, 18 Jan 2019 22:16:08 GMT

Rationale for Inactivation

Last Effective Term

Requested By

First Name	Last Name	Userid	Title	Home School	Org Short Name
Catherine	Bartch	bartch	LIMITED SERVICE (E)	School of Arts and Sciences	Latin American and Latino Studies

Course Subject

LATIN AMERICAN & LATINO STUDIES

Course Number

424

Start Term

Fall 2019 (Deactivations ONLY)

Committee Term

Fall 2019

Course Title

Latinx Comm & Soc Change

Course Description

The purpose of this course to create a Latino Studies/Service Learning ABCS course that cultivates dialogue and knowledge about the social, political, cultural and historical complexities of the Latinx experience in the United States (Philadelphia in particular) and the roles Latinx CBO's play in meeting the needs of Latinx communities and in impacting social change.

Also Offered As

Syllabus

Syllabus Latinx CBO's and Social Impact_Fall, 2018.pdf

Course Frequency

Every Other Term

Foundational Approach

Term Offered

Course usually offered in Fall term

Foundational Approaches

Cultural Diversity in the US

Format

Instructor Name

Johnny Irizarry

Instructor Type

Adjunct Faculty

Instructor Status

Adjunct Faculty

Place in Curriculum

This is one of the core classes focused on Latinx studies and counts toward the LALS major requirement of taking a class related to the Latinx diaspora in the United States

Instructor's objectives

Through class readings, review of existing data and research; class discussions, journaling, individual and group learning exercises and assignments and site specific intentional and meaningful volunteering and community based interactions; as well as classroom based student experiential dialogic learning, students will explore and learn about the following topics:
Students will obtain a foundation understanding of origins, historical, political and social push factors that establish presence of Latinx communities in the United States
􏰀 Students will gain general knowledge about Latinx communities contributions nationally
􏰀 Students will explore issues that impact the Latinx communities in Philadelphia and nationally
􏰀 Students will develop more-in-depth knowledge about one issue in particular that impacts a
local Latino community through the work of a Latino serving organization in the City of Philadelphia (addressing issues such as: immigration, health, education, employment, youth, violence and safety, rehabilitation, juvenile justice, housing security, economic development/businesses, elders’ services, disabilities, gender equity, the arts and culture, etc...)
􏰀 Students in the class will work in cohorts of two or more. Learn from and provide support to one organization throughout the semester, learning about the issues the CBO is working on. Student cohorts will concentrate on one particular issue/project. The class as a whole will explore the issue/s and think about one possible actionable, tactical response that would support/enhance the existing CBO’s strategies already used to address that particular issue in
their community. Each Cohort will work with the CBO to achieve that goal through a project. 􏰀 Students will gain meaningful insight, and be able to facilitate an in-depth dialogue with their peers on the community and organization they worked with. They will be able to clearly describe the specific issue/program/project they explored and worked on throughout the semester and convincingly present to their peers or others (founders, donors, CBO Board of Directors and/or staff) at least one actionable, tactical response they recommend to the CBO to
enhance delivery, implementation and evaluation of that program.

Methods of Assessment

Number and size of paper(s) assigned

There 12 papers required. There is two short writing assignments that describes the student's specific role in a cohort. There are 8 journal entries where the student will write, or at times produce artistic work, related to their service. There is one final paper that is longer (6 pages)

Number and type of exams

There is one midterm. It is an in-class exercise and on-the-field report.

Other Requirements

Service learning component with a local Latinx community-based organization. This is an academically-based community service course.

Cross Cultural Analysis

How does the course examine the social values, institutions, and patterns of organization of a culture from within its own perspective?

How does the course consider the relationships AMONG the following aspects of the culture(s) in question: art, religion, literature, philosophy, social behavior and institutions, and responses to other cultures?

If the course focuses on a particular element in a culture, can you explain how it relates that element to other more general aspects?

How does the course teach students the methods required for sensitive and critical cultural analysis, such as the informed reading of texts, artifacts, and social institutions?

Cultural Diversity in the US

The course should examine one or more of the following forms of differentiation: race/ethnicity, immigrant status, social class, gender, sexual orientation, religious affiliation. Which does it emphasize?

It emphasized race/ethnicity and immigrant status, but it also explores social class, gender, and sexual orientation.

The course may emphasize a comparative perspective within a particular classification scheme (for example, African Americans and Hispanics). If so, please describe:

The course examines social, economic, politics, cultural and historical experiences of the Latinx communities in the United States, comparatively studying members of the Latinx diaspora in the U.S. that may have originated from Puerto Rico, Dominican Republic, Mexico, Cuba, Brazil, and other countries in Latin America.

The course may examine the intersection between two or more of these means of differentiation (for example, race and immigrant status, minority status and sexual orientation). If so, please describe:

This course will explore the historical development of Latinx “spaces”, "El Barrio" and “institutions” as culturally grounded localities in Philadelphia and across major cities in the United States to provide context to Latinx community founded institutions. The class also uses the term "Latinx" to refer to people of “Hispanic” Latin American, Caribbean heritage (of any generation) born, raised or whose lived experiences in the United States form their cultural identity. The term Latinx is being used to remove a specific gendered identity and as a collective term for what is an immensely diverse population, racially, ethnically, politically, economically, socially, culturally, gender, sexual preference and linguistically. Latinx are of all gender identities, ethnicities, religions, spiritual beliefs and practices, philosophical and political perspectives and/or other self-identities not mentioned above. In this sense it examines the intersection between a number of identities.

The course should address issues of inequality, stratification, and power. Please explain how it does so.

The course examines some of the larger structures of power that have exacerbated inequality and its impact on the Latinx community over time. Students are also assigned readings in critical theory/pedagogy such as Paulo Freire's Pedagogy of the Oppressed that precisely studies the dialectical relationship between the oppressed and oppressor.

What is the primary method of analysis for the course? (For example, analysis of social scientific data, critical reading of literature, and so forth.)

The primary method of analysis includes a research paper that requires students to engage in primary research by interviewing a member/leader of a Latinx community based organization (CBO). The course also requires students to reflect upon their critical reading of the literature and how it relates to their service with their CBO. Students are also supported in creating innovative, artistically-inspired deliverables.

Quantitative Data Analysis

Prerequisites

N/A

Who is the course intended for?

Sample assignments or exam questions.

Do students actively analyze and interpret quantitative data? Explain.

Do students interpret quantitative data to evaluate hypotheses and/or to understand phenomena in the real world? Explain.

What types of quantitative analyses are included in the course? For example, do students learn concepts of random variability and elementary level of statistical analysis of data?

Formal Reasoning

Do students learn formal structures of thought and how to apply them to understand phenomena in the real world? Explain.

If the course also engages students in the statistical analysis of empirical data, is the preponderance of attention give to formal structures implicated in deductive reasoning rather than on inductive reasoning from data to empirical generalizations? Explain.

Types of Analysis: What types of formal analysis are included in the course? For example, do students learn concepts of mathematics, formal logic, formal linguistics, computation and algorithmic thinking, decision theory, or some combination of these?

Administrative Fields

College reason for proposal

Committee

Committee Reader

Administrative Status

Reviewer Comments

History

Viewing: LALS 424 C2: Latinx Comm & Soc Change

Last approved: Tue, 19 Feb 2019 19:50:28 GMT

Last edit: Fri, 18 Jan 2019 22:16:08 GMT

Foundational Approach

Methods of Assessment

Cross Cultural Analysis

Cultural Diversity in the US

Quantitative Data Analysis

Formal Reasoning

Administrative Fields