Ethnic
Studies 114: 3 Units
ASIAN
AMERICANS & GLOBALIZATION
FALL 2015
Professor: James Sobredo, Ph.D.
Lecture/Discussion: ETHN 114_33837. T.Thr. 12 – 1:15 pm, LIB. 4021
Office Hours: Amador Hall 563A, Hours. Hours. Wed. 10 a.m. – 1 p.m.
*EXCEPT on Every 2nd Fri.
of MONTH I will hold office hours on Friday, 10:00 am - 1 pm
*Those dates are: 11 Sept., 9 Oct., 13 Nov., 11 Dec.
Telephone: (916) 278-7566 & Web Address: http://www.csus.edu/aas/sobredo
CATALOG DESCRIPTION
ETHN 114. Asian Americans and Globalization. An examination of the Asian American immigration within the context of
the larger Asian global migration. Emphasis will be placed on the
period from the 16th century to contemporary Asian global migration. A critical examination of the perspectives on the Pacific region
and how the economic, social, political and historical forces affected
migration and the formation of Asian global communities. 3 units.
*Fulfills the GE
Requirement for Area D1B: World Cultures (3 units).
No prerequisites.
IMPORTANT ITEM:
*DROPPING Prof. Sobredo�s
ETHN or any class at Sac State:
The Professor is NOT responsible for ADDING or
DROPPING you from
this course or any other course. It
is YOUR RESPONSIBILITY to
file the appropriate paper work with the Registrar�s
Office to add or drop Dr. Sobredo�s ETHN or any
other class.
* For more INFO on dropping
individual classes, see: http://www.csus.edu/acad/faq/drp.stm
Course Description
The General Education (Area D) objectives of this course
to:
1. Describe and evaluate ethical and social values in their historical and cultural contexts.
2. Explain and apply the principles and methods of academic disciplines to the study of social and individual behavior.
3. Demonstrate an understanding of the role of human diversity in human society, for example, race, ethnicity, class, age, ability/disability, sexual identity, gender and gender expression.
4. Explain and critically examine social dynamics and issues in their historical and cultural contexts.
LEARNING OBJECTIVES
Topics covered by the professor in the course of the
semester.
The learning objectives of this specific course are to:
1.
Provide
students with an understanding and analysis of Asian migration within a global
context (GE objectives 1-4).
2.
Examine and
analyze the social, economic, and political context within which Asian migration
and community formation occurs (GE objectives 1-4).
3.
Understand the
similarities and differences of the migration experience of Asians globally (GE
objectives 3 & 4).
4.
Provide
students with analytic and critical thinking skills and how to apply them in
analyzing social, economic and political phenomenon (GE objectives 1-2).
5.
Provide
students with skills to plan and conduct social science research (GE objectives
1-4).
6.
Improve
writing skills so students can more effectively communicate their ideas and
interpretations of scholarly literature (2 & 4).
By the end of the
class, students will be able to:
1.
Understand how
globalization causes Asian global migration.
2.
Describe the
social, economic and political institutions in Asian countries and how they cause
Asian migration.
3.
Describe the
global migration patterns of Asian migrations—from their countries of
origin to their countries of destination.
4.
Compare and
contrast the immigration experience and settlement of Asians globally with that
of Asian American immigrants.
5.
Compare and
contrast the unique immigration experience and settlement of Asian women
globally.
6.
Utilize and
apply social science theory through the research and writing of Asian American
history.
COURSE REQUIREMENTS
In order to pass the class, students must complete all the
midterms, the majority of the essay writing assignments, and oral history
projects. Students are also expected to attend all the class lectures, arrive
to class on time, participate in the majority of the on-line class activities
and discussions, and are responsible for all the readings and lectures. ETHN
114 students are required to have a CSUS e-mail account (free too all CSUS
students) and participate in all the class activities and discussions.
No special materials needed other than the course textbook, notebook for
notes, internet/computer access, your CSUS e-mail account, and your listening
and thinking skills.
ASSESSMENT & GRADING
|
2 Midterm Exams |
200 pts |
2 Midterms (100 pts each): T or F, multiple-choice, fill-in-the-blanks,
and short essay (500 words). |
|
50 pts |
Oral History interview, narrative,
& photos. (a) Oral
History Narrative [20 pts]: 1,200 words (minimum), single-spaces
(do a word count on your computer and write down the number of words). *Due: Last day of class, IN CLASS at beginning of class time. (b) Transcript
[20 pts]:
5 full pages of transcript,
single-spaced, typed—see online example. *Due: Last day of class, IN
CLASS at beginning of class time. (c) Photos
[10 pts]:
provide 5 photos (color photo copies) with
appropriate captions & explanations (who, what, where, when, why/how). *Due: Last day of class, IN CLASS at beginning of class time. |
|
|
In-Class
Discussion, Short Assignments & Participation |
50 pts |
50 pts. CLASS DISCUSSIONS & IN-CLASS
WRITING ASSIGNMENTS. 50 pts. Students will be evaluated on their small group
discussion sessions, in-class writing assignments & participation. |
|
Total |
300 pts |
|
GRADING SCALE 300 pts
Total
300-282 points....
A, 281-270...A-, 269-260... B+, 259-250...B, 249-240...
B-,
239-230...C+, 229-220...C, 219-210...C-, 209-179...D, 178 and below...
"E" [not passing]
EXAMS. The
Multiple-choice, T/F, Fill-in-the-blanks parts of the EXAM have only ONE answer
and are graded accordingly as correct or incorrect. For the ESSAY part of the exam, I assign
a letter grade to your essay, which is then converted to the corresponding
number grade.
*Note there is a 1,500-word
GE writing component (graded formal writing) required for this
upper-division GE class: Two exams (500 words x 2 = 1,000 words total), Oral
History narrative (1,500 words) and Transcript (5 pages). Thus, the writing
component of this class exceeds the GE writing requirements.
*Computer literacy & database research component: Use the Library database to find and
download the assigned journal article and newspaper readings: http://db.lib.csus.edu/databases/.
*See Reference Librarian if you need more assistance.
|
LETTER GRADE |
What it means as applied
to your work (definition). |
|
A |
Exemplary achievement of the course objectives. In addition to being
clearly and significantly above the requirements, work exhibited is of an independent,
creative, contributory nature. |
|
B |
Superior achievement of the course objectives. The performance is
clearly and significantly above the satisfactory fulfillment of course
requirements. |
|
C |
Satisfactory achievement of the course objectives. The student is now
prepared for advanced work or study. |
|
D |
Unsatisfactory achievement of course objectives, yet achievement of a
sufficient proportion of the objectives so that it is not necessary to repeat
the course unless required to do so by the academic department. |
|
F |
Unsatisfactory
achievement of course objectives to an extent that the student must repeat
the course to receive credit. |
Required
Texts and Course Materials
TENTATIVE SCHEDULE
COURSE OUTLINE & READINGS: 15 weeks
ASIAN AMERICANS & GLOBALIZATION
|
Week 1 |
Introduction: Defining World Trade and
Globalization *Introduction
to the Course |
|
|
*READINGS: �
�Globalization:
A Brief Overview," International
Monetary Fund, May 2008. � Ten Economic Facts about Crime and Incarceration in the United States, Brookings Report: The Hamilton Project, May 2014 � �We Must Demilitarize the Police,�
Senator Rand Paul, TIME Magazine, 14 August 2014 |
|
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|
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Week 2 |
Context of Chinese Migration *Analysis of how
migrations changed the structure of traditional families, community and
society * Analysis of the effects
of emigration on political and economic institutions |
|
|
*READINGS:
|
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Week 3 |
Chinese Migration & Settlement in Asia
Pacific |
|
|
*READINGS �
Nancy Wey (CSU-San Jose), �Chinese
Americans in California� (2004) (e-book is available online at: http://www.cr.nps.gov/history/online_books/5views/5views3.htm). �
�A Comparative Study of the Assimilation of
the Chinese in New York City and Lima, Peru� (Comparative Studies in Society and History, Vol. 20, No. 3, July
1978)—the article is downloadable through the CSUS Library database. |
|
Week 4 |
Japanese Migration in Asia Pacific *Examines and analyzes
social, political and economic institutions in Japan and how the changes in
these institutions caused individuals, families and
kinship members of a community to migrate from Japan to Hawaii, California
and the United States in the 20th century. |
|
|
*READINGS:
Review of
Oral History Research Project |
|
Week 5 |
Colonial Subjects: Korea, India, Philippines
|
|
|
*READINGS: �
�The United
States� chapter of The Indian Diaspora
(http://indiandiaspora.nic.in/contents.htm). �
Aaron Terrazas & Christine Batog,
�Korean Immigrants in the United States�: http://www.migrationinformation.org/usfocus/display.cfm?ID=793 �
James T. Fawcett and
Robert W. Gardner, �Asian Immigrant Entrepreneurs and Non-Entrepreneurs: A
Comparative Study of Recent Korean and Filipino Immigrant� in Population and Environment, Vol.
15:No. 3 (January 1994) —the
article is downloadable through the CSUS Library database. |
|
Week 6 |
Contemporary Patterns of Asian Global Migration *Examines the major
difference between pre-1965 and post-1965 Asian immigration and how these
trends are also reflected globally *Examines and analyzes
the recent changes in global economics and politics, particularly changes
that have occurred at the institutional level *Examines how these
changes affected individuals, families and communities in Asia and caused
their out-migration |
|
|
*READINGS: �
Timothy Fong
& James Sobredo, �Asian Global Migration and Transnationalism Revisited,
16th - 21st
Century� in The Borders in Us All:
Global Approaches to Three Diasporic Societies,
edited by William A. Little, et al
(Northridge, CA: New World African Press, 2005) *Library RESERVE |
|
|
|
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Week 7 |
Contemporary Transnational Chinese Diaspora (Part
A) *Examines and analyzes
the social, political and economic context
of the migration and community formation of Chinese entrepreneurs in the
Philippines, Germany, and Italy—this section briefly examines
Philippine, German and Italian societies and their social, political and
economic institutions *READINGS:
|
|
Week 8 |
Contemporary Transnational Chinese Diaspora (Part
B) *Analyzes and discusses
the concept of Chinese �transnational�
families, businesses and political
institutions
|
|
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*READINGS:
|
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Week 9 |
Contemporary Transnational Filipino Diaspora
(Part A) *Examines and analyzes
how globalization and recent changes
in Philippine social, political and economic institutions caused the continuing migration of Filipinos
*Examines the social and
economic institutions formed by
Filipino women in the domestic service sector of Hong Kong and Italy (Rome) *Compares and contrasts
the experience of Filipino women in Italy and Hong Kong with that of Filipino
women working in the domestic service industry in Los Angeles, California (Parrenas�s book). How are their social, political and
economic institutions similar and/or different? |
|
|
*Readings:
|
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Week 10 |
Contemporary Transnational Filipino Diaspora
(Part B) *Examines and analyzes
the social and economic institutions
formed by Filipino women and men in Japan *Examines Japan�s
�underground� institution (commercial sex and �entertainment� industry and
�undesirable�/hazardous labor market) and the social institutions formed by
Filipino women and men in the illegal immigrant enclave of Kotobuki
(Yokohama) |
|
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*Readings:
|
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Week 11 |
Indians in the Pacific (Fiji Island) (Part A)
*Examines and discusses
the structure of the Indian caste system, the caste system�s �disintegration
and reformation� in Fiji, Girmitayas, Punjabi
plantation workers, and entrepreneurs from Gujarati
|
|
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*READINGS:
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Week 12 |
Indians in the Pacific (Fiji Island) (Part B) *Examines and discusses Indo-Fijians�
secondary migration to California, New Zealand and Australia *Compares and contrasts
the experience of Indo-Fijians with that of Asian Indians in Northern
California. How are their social, political and economic institutions similar
and/or different?
|
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*READINGS:
|
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Week 13 |
Asian Immigrants in the Middle East (Saudi Arabia, Kuwait & Qatar)
(Part A)
*Examines
and analyzes Muslim society in Saudi Arabia, Kuwait, and Qatar and their
social, political and economic institutions. |
|
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*READINGS:
|
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Week 14 |
Asian Immigrants in the Middle East (Saudi Arabia, Kuwait & Qatar)
(Part B) *Analyzes and discusses
social and economic institutions formed by Indian and Filipino construction
workers in segregated labor camps *Examines and analyzes
social and economic institutions formed by Filipino and Indian women working
in the domestic service sector *Compares and contrasts
the experience of Indians and Filipinos in the Middle East with those in
California. How are their social, political and economic institutions similar
and/or different? |
|
|
*READINGS: �
�Asian Labor Migration to the Middle
East,� Fred Arnold and Nasra M. Shah
, International Migration Review,
Vol. 18:2 (Summer, 1984) —the article is downloadable through
the CSUS Library database.
|
|
Week 15 |
Summary *Compares and contrasts
the experience of Asian American immigrants with those global Asian
immigrants in the Asia Pacific region, Europe and the Middle East. How are
their social, political and economic institutions similar and/or different? *Discuss common themes
and connections to globalization, global migrations and the Asian American
experience |
|
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*READINGS: no readings |
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* *
* CLASS ENDS: 11 Decmber 2015 * * * |
CLASSROOM POLICIES
1. Only
medical and family emergencies will be considered as legitimate excuse by the
instructor. Unless prior arrangement
has been made with the class instructor, the professor does not accept late
assignments.
2. The
professor does not tolerate
disruptive class behavior. For example, it is disruptive to come in fashionably
late, hold private conversations, let your cell phone ring or have a cell phone
conversation in class (turn off your
cell phone, beeper, or put it on silent).
3. Inappropriate classroom behavior: It is
disruptive to have a private conversation with other students, to walk in
�fashionably� late to class (let me know ahead of time if you�re going to be
late and go to the back of the class and
quietly find a seat). It is disruptive to the instructor if you fall asleep
in class (this particular instructor spends many long hours preparing for his class lessons)—let me know ahead
of time if you work nights/evenings or have children and other pressing
responsibilities.
4. Professional Ethics. Students are
expected to behave and conduct themselves in a polite and profesional
manner. The course instructor is to be addressed as �Dr. Sobredo� or �Professor
Sobredo.�
5. Plagiarism. The professor does not
tolerate academic dishonesty--consult the CSUS Student Handbook (http://www.csus.edu/admbus/umanual/UMA00150.htm)
for policies governing student conduct and responsibilities. It is the
student�s responsibility to understand what plagiarism is and how to provide
the appropriate and correct citation of ideas and sources that are not their own. An �F� grade will be given to any student who plagiarizes by (a) passing another
person�s idea or work as theirs or (b) failing to provide to provide the appropriate
citation for original theories/concepts, quotes or research data—I will
also write a letter about the incident to the Dean of Student Affairs.
6. Unless
prior arrangements has been made with the professor, late work will be assessed
a 20 percent reduction in grade.
7. The
instructor does not give "make-up" quizzes, exams or grade on a
curve.
9. Do not call or email the instructor
regarding homework assignments. All homework assignments are available
online, 24 hours a day, 7 days a week (24/7). Should any mistakes occur
regarding online postings of assignments, the instructor will make the
appropriate changes and adjustments.
10.
EXTRA
CREDIT: The professor will allow students no more
than 1 (ONE) extra credit assignments (short paper, 2 pages minimum)—submit your work with your MIDTERM or on LAST DAY OF CLASS. [*Exceptions: no extra credit work is
accepted during the shortened online and summer sessions.]
11.
Your final grade will
reflect your ability to follow these classroom policies, to follow and complete
class assignments, and to follow professional ethics.
12.
Finally, pay attention to what the professor says on 1st
part of class regarding the possible and rare roadblocks students face in
passing any class and that students are responsible for KEEPING COPIES of any
essay assignments they submit in class.