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Race and racism, and the economic power gained from racial oppression, produced intergenerational wealth in the United States and in Europe. Early on in colonization, racism is used as a basis for a new economy that subordinates all indigenous interests of land and non-whites’ free labor in service of European wealth creation.
Racial hierarchies were legally established and culturally enforced from the beginning of colonial economies and wealth exportation. Even after slavery, racism was continued. As an exercise of racial power, racism was mobilized to continue the wealth of white households at the expense of non-whites in intergenerational poverty. The educational system, and the knowledge produced by it, rationalized racism as a necessary system of oppression, exclusion, and erasure.
The preference for White Supremacy culture and materialism continues as part of our shared colonial legacy. The practices and legacies of European colonialism persist in contemporary social orders and narratives about wealth (status), poverty (access), and race. I challenge you to identify ways you’ve been taught to celebrate and consume a culture of White Supremacy while examining ways race has shaped your family tree, close friendships, and memberships.
Now is your opportunity to demonstrate your ability to utilize course concepts and incorporate case studies in producing knowledge through cultural criticism in writing.
Most unit lectures close with this same class discussion format. If you read and closely follow all the instructions for this class discussion, you should be able to do well here on out. I will be leaving you feedback and a grade for this assignment. It is important you review my feedback so you can address any issues in the next assignment.
I look forward to reading each of your posts and comments. Contact me ahead of time if you need an extension. I accept late posts but not late comments or self-reflections. Feel free to contact me if you have any questions, doubts, or need additional assistance.
Saludos,
Professor Fuentes
The three (3) steps to complete this assignment are explained below in more detail, but here they are in a nutshell:
There are two (2) dimensions that add up to 30 total points possible from this assignment.
You’ll be graded on your ability to utilize course concepts to critically reflect on the unit’s lecture material. You must closely follow guidelines to earn maximum points.
Your post should be no less than 300 words in length.
Your post is worth up to 25 points. It should contain:
Each comment you leave is worth up to 5 points (depending on quality of post). Being nice and respectful is important, but it doesn’t get you all the points. Your comments need to be substantive and expand on the conversation or original post in a meaningful way.
Comments should contain at least one of the following:
In other words, compliments and salutations do not count as satisfactory comments.
What mistake will cost you the most points?
Use of in-text citations for all prompts is required as you need to develop the habit of attributing information to sources in college-level writing. An example of citing lectures in your text is as follows: (Fuentes, “Unit #: Name of Lecture.”). Both the green number and lecture title must be changed to the appropriate source for credit.
Don’t want to lose your work?
Copy and paste your posts on Canvas, but write them elsewhere (WordLinks to an external site., GoogleLinks to an external site., etc.). Canvas logs users out with inactivity. If this happens, you aren’t alerted and your work will be lost even if you try to “save” or hit “submit.”
Need assistance with Canvas?
VC has the Online Student Help TeamLinks to an external site. who are ready to provide you with any Canvas support in real-time. If you need help using Canvas Discussions, please review the following guide: Canvas Student Guide – Discussions.
Guidance: Select course concepts (2+) introduced in this unit to answer two (2) or more of the below question(s) or prompts according Professor Fuentes’ lecture materials. You can also incorporate your own personal experiences or recent events, but there has to be a clear connection to concepts and case studies.*
*No external sources. Base your response on the lecture materials provided and, as an add-on, you can tie in your own personal experiences, stories, and examples.
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.part two
In order to complete this unit and the Oral History Project, you will want to understand the following concepts in detail and comprehend their relevance to Ethnic Studies:
Decipher their definition and understand the relationship they have to one another, as well as to other concepts introduced in the class. Making connections between concepts is paramount in creating a critical theoretical framework needed to liberate the mind from social constructs that maintain oppressive power relations.
Marginalized populations are groups and communities that experience discrimination and exclusion (social, political and economic) because of unequal power relationships across economic, political, social and cultural dimensions. In short, they exist on the margins of society and social progress. These communities are often deprived by legal or illegal means of the enjoyment of rights and resources. Considering the English language has been used as a tool to marginalize oppressed groups, it may not be much of a surprise to learn that literacy and literature are also used to fight oppression.
Writing is one social practice that makes humans distinct from all other species. Writing was first developed by Mayans around 300 B.C.E.Links to an external site. This time period is referred to by the Master Narrative as the “Preclassic Period” of Mayan civilization. During this period, Mayans wanted their history to withstand the test of time and wrote them on stones and similar materials that were weatherproof and not easily altered. If it were not for this practice of writing on stones, there would likely be little evidence to prove Mayan cities are older than Rome. Practices like this — cultural practices that mediate human action to alter nature into human artifacts which can survive the test of time — are referred to as Material Culture.
Material culture is physical objects (pottery, architecture, paintings, etc.) that point to past cultures and civilizations. It was not until the “Postclassical Period” when hundreds of thousands of pages were created annually (yearly). Paper was used for accounting and mathematical purposes, including keeping track of monetary debt and sales as well as the movement of the stars and planets. The library of Mayan writings in 1562 by the acting Bishop of Yucatán (#Cancun), Diego de Landa, was carried out by Spanish conquistadores (colonial soldiers) as it posed it threat to the writings of Europe. The four books survived in European hands. One was named after a social club in New York City (Grolier Codex), while the other three are owned by European nations with names of the cities where they are permanently on display (Madrid, Dresden, and Paris). Even though these four books that did survive the ethnocide of the past, the book titles are not of the original authors. The colonial names given to these Mayan books by their new owners is a social practice that produces a Material Culture that supports the reinforces the Master Narrative.
The great book burning of 1562 is one example of a colonial pathology exercised against indigenous culture, identity, and history. It was not until this time period, first under Spanish colonization, that Mayans and other indigenous people became “illiterate.” Mayans knew how to read, write, and speak in their own tongue. A new language was forced on indigenous people using guns, germs, and god. Of course they would be illiterate just as much as any one of us would be trying to read a book in any one of the other over 7,000 languages spoken around the world. Until more recently, there wasn’t much effort to address “illiteracy” by indigenous people in European languages — caused by colonization.
The image below is published by the University of Texas, Arlington [1Links to an external site.]. The image shows a historical timeline of written communication. If you look at key dates in human history, according to the image, indigenous written communication is framed as if it didn’t exist, it was unimportant to people’s history, invisible, or ignored. The image reproduces the Master Narrative.
The very idea of an “illiteracy” problem among indigenous children, as well as the genesis of “black illiteracy,” is a by-product of ethnocide or cultural genocide. The Yucatán book burning ordered by Diego de Landa is cultural cleansing. Forty-two years earlier, in 1520, Hernan Cortez and his men committed a massacre in the Temple of Tenochtitlan as a form of cultural genocide. It is recorded as a “holocaust” by the famous Mexican Anthropologist Miguel Leon-Portilla in 1963, after translating Aztec accounts of the first Spanish invasion. Cultural genocide or cultural cleansing is a concept which was proposed by lawyer Raphael Lemkin in 1944 as a component of genocide. There would be no need for “indigenization” — framing native experiences and identities at the center of “existence” — if it were not for ethnocide or genocide. Despite the military efforts for indigenous extermination, cultural practices and identities survived.
Memory cannot be burned: While you can burn the Material Culture of a people’s history, the indigenous practice of oral history cannot be burned. Oral history is the way most, if not practically all of us, have received personal knowledge about the past. Unlike most published literature that reinforces the Master Narrative, oral history is used by oppressed people as a cultural practice to collect and transmit the knowledge of past accounts from lived experiences. U.S. states first passed laws in the 1820s, 1830s, and 1840s imprisoning anyone that would teach African-Americans — either slave or free — to read or write. Some states also fined, flogged, or whipped perpetrators. In other words, the “illiteracy” problem among marginalized communities was a state-sponsored practice that was welcomed by the dominant U.S. racial class for most of American History.
Even while oral history plays a significant role in preserving cultural history, logos (the written language) holds superiority in the European-derived nations. Considering the weight and value placed on “text” over “speech” in regards to archiving history, historians and scholars have taken up the task of documenting – in writing – the oral history of marginalized communities, tribes, and people.
Instructions: Follow the professor’s instructions during class to complete this assignment. When instructed, select one (1) course concept above and write 100+ words addressing the following:
Guidance: Follow the professor’s instruction during class. If prompted, complete the three (3) requirements above. No other rules apply (citations, format, etc.). Base your response on what you already know, not the unit lecture. In other words, use your own knowledge to create knowledge about a concept: you can tie in your own personal experiences, stories, and examples. You can also use other concepts from this course to explain any aspect of your response.
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