Social Work 296O
International Social Work:
Global Dimensions in Social Work Policy and Practice
Division of Social Work
California State University, Sacramento
Wednesday, 11:00 AM - 2:00 PM
Mendocino Hall, Room 2000 Instructor, Arline Prigoff
Course
Objectives
Reading
Materials
Other
Materials
Grades
Assignments
Course
Units
SW 296O. Experimental Offerings in Social Work. When a sufficient number of qualified students express an interest, selected faculty will offer the opportunity for guided study and mutual inquiry into topics which reflect the leading edge of social work knowledge and knowledge from related disciplines.
Goals of the Course
As nations and peoples around the world increasingly are affected by economic transactions of banks and corporations in what has now become a global market system, the field of social work education is challenged to train practitioners who are able to identify global social problems and to develop relevant solutions, drawing on practice experiences of professional social workers from nations in different regions.
This course presents advanced studies in international social work, based on a variety of examples of social welfare policies and institutions in different nations, as well as comparison of social work practice in different countries. Conceptual frameworks for the analysis of global economic and social development, and practice models for the delivery of human services, are compared and contrasted. Analysis of historical events suggest that economic forces in a country, the history of property relations and availabi-lity of resources appear to be major factors in shaping parameters of national social welfare and the methods of social work practice. At present, levels of resources allocated to public service programs are declining in the United States and around the world, at the same time that levels of poverty, violence and intergroup tensions are dramatically increasing. Creative, innovative approaches to social problem-solving are essential for the maintenance of quality of life, and for the preservation of a livable planetary environment. In many areas, grassroots community organizations are providing leadership in revitalization of communities. In poorer nations of the Global South, often the principal roles of a trained social worker are
1) to provide technical support and consultation in resource development, planning and program administration, and 2) to train community volunteers and self-help groups to be direct providers of human services. In all nations, professional service requires an investment in the development of human resources.
On a global level, coalitions of non-governmental organizations are interfacing on global issues of social concern through computer-ized communication systems. These electronic bulletin boards, used as informational sources in this course, are vocal in the identification of global social problems and in the search for relevant solutions. In this course, the consequences of global social policy issues for individuals, families, communities and nations are analyzed, based on the code of ethics of the social work profession. People-centered social development is now endorsed by global coalitions of non-governmental groups, including international social work organizations. World leaders are being challenged to change past policies and to undertake new programs.
Course Objectives
By the completion of the course, students should be able to demonstrate:
1. knowledge of economics as a driving factor in social history and structural inequality.
2. knowledge of conceptual frameworks in the field of international social development .
3. knowledge of practice models for the delivery of social services in different nations and regions of the world, and some understanding about the effect of resource availability, or lack of resource availability, on the structure of services and on the roles of social workers in the service delivery system.
4. understanding of some of the factors which lead to social, economic and political stratification within national and global social systems, plus understanding of some consequences of stratification for diverse social sectors, related to gender, race and ethnicity, and to national origins.
5. knowledge about culturally sensitive models of international social work practice, developed in work with community groups and organizations in different nations.
6. knowledge of gender sensitive issues in international social work, with special emphasis on the impact of global economic and social policies on women and children.
7. the ability to identify: a) strengths and coping skills of residents of poor communities and nations; and b) responsibilities of social workers in struggles for social justice.
8. the ability to access, study and analyze international documents through the use of Sac-Link, a CSUS computerized electronic communication system.
9. the ability to explore global strategies for change in international economic and social policy, in behalf of social justice and human dignity.
Required Course Texts:
Hokenstad, M.C. and Midgley, James, eds. (1997). Issues in International Social Work: Global Challenges for a New Century. Washington, D.C.: NASW.
Prigoff, A. (1998) Economics for Social Workers: Social Impact of Economic Development and Trade Policies, with Strategies for Community Action. Course Reader; chapters will be distributed as class handouts.
Van Soest, Dorothy (1997). The Global Crisis of Violence: Common Problems, Universal Causes, Shared Solutions. Washington, D.C.: NASW.
Recommended Texts, Additional Resources:
United Nations Development Programme (1996). Human Development Report 1996. New York: Oxford University Press.
Van Wormer, Katherine (1997). Social Welfare: A World View. Chicago: Nelson-Hall.
Whitaker, William H. and Federico, Ronald C. (1997). Social Welfare in Todays's World. New York: McGraw-Hill, 2nd ed.
Course Requirements of Students:
Class attendance and participation are expected. Students are required to read, and to engage in critical analysis and classroom discussion of assigned readings and lectures. Other assignments involve: 1) brief written reflections in response to classroom video showings; 2) Internet retrieval of current documents on interna-tional economic and social development issues, followed by e-mail discussion of those documents. Formal essay assignments will involve critical thinking in the analysis of global social policies.
There will be four writing assignments during the semester for a total of 1500 words (minimum). Two essay assignments are take-home exams.
Evaluation
Your final grade will be determined by:
1. attendance/participation in class sessions------------------------10%
2. response to "Democratic Teach-In" papers,
graded credit/no credit-----------------------------------------------10%
3. e-mail response-to-Internet documents,
graded credit/no credit----------------------------------------------10%
4. short paper: impacts of economic development & trade
policies on environment---------------------------------------------15%
5. short paper: analysis of the impacts of current development
policies on women--------------------------------------------------- 15%
6. mid-term essay: analysis of impacts of development policies
on "global South"-----------------------------------------------------20%
7. final essay: economic & social policies for sustainable
human development-------------------------------------------------20%
Course Schedule:
Week 1 - 1/28/98
Consequences of European Conquest in Americas & the Pacific
Impact of Conquest on Indigenous People: Property Relations = Inequality
Impact of a History of Slavery on African Americans = Structural Inequality
Hawaiian History and the Hawaiian Sovereignty Movement
Required Readings:
Trask, Introduction and Part I, pp. 1-84.
Van Soest, Introduction and Chapters 1 and 2, pp. xv-42.
Recommended Reading:
Whitaker and Federico, Introduction and Chapter 1, pp. 1-53.
Week 2 - 2/4/98
Social Consequences of Historic Stages in Economic Development
Economic Development as a Primary Factor in History of Societies
Era of Colonialism: Relations of Dominance & Subordination
Required Reading:
Prigoff, Introduction, Chapters 1 and 3, pp. 1-16, 35-49.
Week 3 - 2/11/98
Functions of Social Work in a Corporate, Technological Society
Social Work Functions and Structure
Historic Foundations of Social Work
Required Reading:
Hokenstad and Midgley, Preface and Chapters 1 and 2, pp. ix-26.
Recommended Reading:
Van Wormer, Chaps. 2 and 3, pp. 51-158.
Week 4 - 2/18/98
Marginalized Populations: A Study in Oppression
Domination and Subordination by Race, Gender and Class
The Globalization of the World Market Economy
Treatment of Indigenous People
Required Reading:
Prigoff, Chapters 4-7, pp. 50-133
Recommended Reading:
Van Wormer, Chapter 10, pp. 503-590.
Week 5 - 2/25/98
Economics for Social Workers
The Competitive Market Model
The Monopoly Market Model
Realities of the Business World: the Profit Motive
Maximization of Profit and its Social Consequences
Required Reading:
Prigoff, Chapter 2, pp. 17-33.
Week 6 - 3/4/98
The World Bank, International Monetary Fund & Market Globalization
Bretton Woods: Founding of the World Bank, International Monetary Fund
The Debt Crisis of the Global South
The Structural Adjustment Programs of the IMF
Required Readings:
Prigoff, Chapter 8, pp. 134-152.
Hokenstad and Midgley, Chapter 4, pp. 74-91.
Week 7 - 3/11/98
The World Trade Organization and International Trade Agreements
Corporate Downsizing and "Restructuring" in America
The GATT, Uruguay Round and Founding of the World Trade Organization (WTO)
The North American Free Trade Agreement (NAFTA)
The Multilateral Agreement on Investment
Required Reading:
Prigoff, Chapter 9, pp. 153-170.
Week 8 - 3/18/98
Global Poverty, Hunger and Social Welfare
The Poor and Global Poverty; World Hunger and Malnutrition
Required Readings:
Van Soest: Chapters 3-5, pp. 45-111.
Hokenstad and Midgley, Chapter 8, pp. 110-124.
Week 9 - 3/25/98
The "Democratic Teach-In"(DTI) on Economic Globalization
The Impact of "Free Trade" Policies, including GATT and NAFTA
Job Losses in the U.S. and Nations of the Global South
The Multilateral Agreement on Investment: Rights for Investors Only
Corporate Externalization of Environmental and Social Damages
No Required Readings: Written Response to Internet Documents and DTI by E-mail
Week 10 - 4/1/98
The Impact of Global Development Policies on the Global South
Social Conditions in a Global Context
Social and Economic Stratification: Forms of Structural Violence
The Impact of Structural Adjustment Programs on the Global South
Required Readings:
Hokenstad and Midgley, Chapter 5, 6, 7, pp. 57-109.
Week 11 - 4/15/98
The Impact of Global Development Policies on the Environment
The Impact of Commercial Development on the Natural Environment
Profit Maximization and IMF Policies vs. Protection of the Environment
Documents on the Multilateral Agreement on Investment
Required Reading:
Van Soest, Chapter 8, pp. 163-192.
Hokenstad and Midgley, Chapter 3, pp. 27-56.
Week 12 - 4/22/98
Impact of Economic Development Policies on Women
Impact of Structural Adjustment on Women
Impact of the Maquiladora Model
Commercial Development of Prostitution, Sex Tourism
Required Reading:
Van Soest, Chapters 6 and 7, pp. 115-160.
Recommended Reading:
Van Wormer, Chaps. 6 and 9, pp. 351-405.
Week 13 - 4/29/98
International Perspectives on Sustainable Human Development
Dimensions of human development, indicators of human development
The Corporate World Order and Cycles of Violence
Sustainable Human Development: A Paradigm Shift
Required Readings:
UNDP 1996 Report, Overview and Chaps 1-4; pp. 1-114.
Van Soest, Chapters 9, 12, pp. 193-215, 271-298.
Prigoff, Chapter 10
Hokenstad and Midgley, Chapters 9-11, pp. 125--172.
Week 14 - 5/6/98
The Alternative: People-Centered Development
New Strategies for Survival in Grassroots Communities
Local Economic Trading Systems
Corporate Liability for Health and Safety, Environmental Damages
Non-Governmental Organizations and Internet: Forces for Change
Required Reading:
Prigoff, Chapter 11 and 12
Van Soest, Chapters 13 and 14, pp. 299-347.
Week 15 - 5/13/98
Evaluation of Course, Reflections on Learning
Student Feedback on Course Strengths and Areas for Improvement
Week 15 Final Session, Evaluation of Course, Reflections on Learning
5/13/98 Student Feedback on Course Strengths and Areas for Improvementatification: the Impact of Social History
Readings:
Burkey handout and article by Law, P. and J., pp. 1-4.
Pedraza and Rumbaut, Chap. 1-3, pp. 1-59.
Takaki, Chap. 2, pp. 24-50.
2/3 Session 3
Data on Social Stratification; Concepts on its Consequences
2/5 Session 4
Video, Maya Angelou, with Bill Moyers
Week 3 Ethnic Stratification: Impact on Peoples of African Descent
Readings:
Iglehart & Becerra, Chap. 1, pp. 15-50.
Pedraza and Rumbaut, Chap. 4, pp. 43-72.
Takaki, Chaps. 3 and 5; pp. 51-76, 106-138.
2/10 Session 5
A Nation of Immigrants: Historic Experience
2/12 Session 6
Video: "The Fire this Time"
Week 4 Ethnic Stratification: Status of Latin Americans in the U.S.
Readings:
Iglehart & Becerra, Chap. 3, pp. 51-78.
Pedraza and Rumbaut, Chapter 6 and 7, pp. 84-109.
Takaki, Chaps. 7 and 12; pp. 166-190, 311-339.
2/17 Session 7
Video: "Chicano Park"
2/19 Session 8
Reflections on history of communities of Latino descent in U.S.
1st meeting of small groups, to plan class reports
Week 5 Ethnic Stratification: Status of White Ethnic Groups in U.S.
Readings:
Iglehart & Becerra, Chap. 4, pp. 79-106.
Pedraza and Rumbaut, Chaps. 10-12, pp. 141-171.
Takaki, Chaps. 6, 11 and 14, pp. 139-165, 277-310, 373-428.
2/24 Session 9
Video: "The Tale of O;" reflections on white privilege
2/26 Session 10
"The Lifeline Game," an experiential exercise
Week 6 Ethnic Stratification: Impact on Asian/Pacific Island Groups
Readings:
Locke, Chaps. 5-8, pp. 62-126.
Pedraza and Rumbaut, Chaps. 8 and 9, pp. . 110-140.
Takaki, Chaps. 8 and 10; pp. 191-221, 246-276.
3/3 Session 11
Video: "Ourselves"
3/5 Session 12 - Distribution of Midterm Essay and
2nd meeting of small groups, to plan class reports
Week 7 Origins & Outcomes in Relations of Dominance & Subordination
Readings:
Pedraza and Rumbaut, Chaps. 13 and 14, pp. 172-194.
3/10 Session 13
Video: "Kaho-Olawe Aloha Aina"
3/12 Session 14
Visuals on the Origins and Consequences of Patriarchy
Week 8 Social Status based on Stereotypes re: Gender, Sexual Orientation
Readings:
Andersen & Collins: Chaps. 41-53; pp. 382-489.
3/17 Session 15
Video on the 4th World Conference on Women
3/19 Session 16
Video: "Out in Suburbia"
Week 9 Cycles of Violence: Institutional and Structural Levels of Violence
Readings:
Iglehart & Becerra, Chap. 5, pp. 149-204.
Pedraza and Rumbaut, Chaps. 25-28, pp. 334-389.
3/31 Session 17
Video: "Ethnic Notions"
4/2 Session 18
Concepts on Levels and Cycles of Violence
3rd meeting of small groups, to plan class reports
Week 10 American History: Social Experience within Cycles of Violence
Readings:
Pedraza and Rumbaut, Chaps. 29-32, pp. 390-443.
4/7 Session 19
Student Group Report on American Indian issues
4/9 Session 20
Student Group Report on African American issues
Week 11 The Outcomes of Stratification: Problems in Ethnic Communities
Readings:
Iglehart & Becerra, Chap. 6, pp. 205-240.
Pedraza and Rumbaut, Chaps. 16-21, pp. 206-292.
4/14 Session 21
Student Group Report on Latino issues
4/16 Session 22
Student Group Report on European American issues
Week 12 Concentrated Power & Control = Community Disempowerment
Readings:
Iglehart & Becerra, Chap. 7, pp. 205-240.
4/21 Session 23 - Distribution of Final Essay and
Student Group Report on Asian/Pacific Island issues
4/23 Session 24
Lecture on Community-based Sustainable Social Development
Week 13 Student Class Presentations on Community Empowerment
Readings:
Iglehart & Becerra, Chap. 8, pp. 241-270.
4/28 Session 25
Group Report on Community Empowerment, American Indians
4/30 Session 26
Group Report on African American Community Empowerment
Week 14 Student Class Presentations on Community Empowerment
Readings:
Iglehart & Becerra, Chap. 9, pp. 271-284.
5/5 Session 27
Group Report on Latino Community Empowerment
5/7 Session 28
Group Report on White Ethnic Community Empowerment
Week 15 Concepts of Community Development and Course Evaluation
5/12 Session 29
Group Report on Asian-Pacific Community Empowerment
5/14 Session 30 - Final Essay Due and
Reflections on Course and Course Evaluation
other sites: Introduction to Philosophy, Nursing 591, Writing 122,
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CALIFORNIA STATE UNIVERSITY, SACRAMENTO
DIVISION OF SOCIAL WORK
Social Work 102
Cross-Cultural Theory and Practice: Issues of Race, Gender and Class
Spring, 1998 Instructor: Arline Prigoff
Tuesday, Thursday, 10:30 - 11:45 AM Speech-Drama 264
Overview:
This course is designed to increase student awareness of social, poli-tical, economic and cultural diversity in terms of race, ethnicity, gender, and socio-economic class. Starting with historical data and findings on social stratification, course content documents the links between property relations, social structure, discrimination and oppression. Course material explores the experiences, needs, and responses of people who have been subjected to institutionalized forms of oppression, and the strengths and strategies for survival of oppressed communities. Course focus moves from consideration of patterns and consequences of discrimination and oppression to content on strategies for personal and community empowerment. Assignments and class activities are designed to enable students to become facilitators of cross-cultural communication in small groups that enhance ethnic awareness and mutual respect among members of diverse cultures.
The primary goal of the course is the development in each student of a personal and professional value commitment to participation in the creation of a more just society. Course content provides analytic frameworks that enable the student to examine social work intervention strategies, policies and/or programs which address some of the consequences of the existing social order, and provides opportunities for students to consider actions on behalf of social justice. Students will be introduced to dual perspective theory and to social group work skills and methods that are appropriate in multi-cultural practice.
Course Objectives:
1. To provide a foundation for understanding social stratification and to develop a historical perspective on understanding various methods used by the powerful to dominate, exploit and oppress.
2. To survey historical and current trends in racism, sexism and class bias in the U.S. in order to take a closer look at restrictions and harm that are imposed on all human beings by membership in a highly stratified system.
3. To identify: a) strengths and coping skills of members of oppressed com-munities; b) responsibilities of social workers in struggles for social justice.
4. To explore, in a supportive environment, some of the unquestioned and unexamined feelings, attitudes and prejudices harbored toward members of other groups based on exposure to racism, sexism, class prejudice and related social conditioning, and to explore how these prejudices affect our personal and professional responses as citizens and as service providers.
5. To provide a process wherein individuals may gain additional knowledge that leads to improved understanding of people from diverse backgrounds.
6. To explore various forms of feminism based on contrasting philosophies, ideological frameworks and varied conceptions of what is believed to be characteristic of human nature.
7. To be introduced to and to begin to build skills in the facilitation of cross-cultural understanding within the field of human services.
8. To explore strategies for change in behalf of social justice and human dignity in society, within the United States and throughout the world.
Required Texts:
1. Iglehard, Alfreda P. and Becerra, Rosina M. (1995). Social Services and the Ethnic Community. Boston: Allyn & Bacon.
2. Pedraza, Silvia and Rumbaut, Ruben G. (1996). Origins and Destinies: Immigration, Race, and Ethnicity in America. Belmont, CA: Wadsworth.
3. Takaki, Ronald (1993). A Different Mirror: A History of Multicultural America. Boston: Little Brown & Co.
Recommended Texts:
4. Andersen, M.L. and Collins, P.H., eds. (1998). Race, Class and Gender: An Anthology. Belmont, California: Wadsworth Publishing, 3rd ed.
5. Locke, Don. C. (1992). Increasing Multicultural Understanding: A Com- prehesive Model. Newbury Park, California: Sage.
Course Requirements of Students:
Class attendance and active participation are expected. Students are required to read and to engage in critical analysis and written response to assigned readings and lecture material. Another group of assignments involve brief written reflections, in response to video showings in class.
All students in the course will participate in group study and presentations related to ethnic community issues and problem-solving through community empowerment. Each student will select, and then participate, in a group that will study issues and community problem-solving activities of one specific eth-nic community in the Sacramento area; each group will present 2 oral reports to the class: one on community issues and one on community-based solutions.
There will be two major writing assignments during the semester for a total of 1500 words (minimum). The essay assignments are take-home exams.
In addition, attendance at events on multicultural or women's issues, with a brief written report, may earn extra credit.
Evaluation:
Your final grade will be determined by:
1. attendance/participation in class sessions-----------------15%
2. response-to video papers, graded credit/no credit------10%
3. response-to-readings papers, graded credit/no credit--10%
4. group report on issues of an ethnic community----------10%
5. group report on community empowerment---------------10%
4. mid-term essay---------------------------------------------------20%
5. final essay---------------------------------------------------------25%
Course Schedule:
Week 1 Historic Roots of Oppression of Indigenous People in the U.S.
Readings:
Takaki, Part 1 Introduction and Chap. 4, pp. 21-23, 84-105.
1/27 Session 1
Introduction to Course Goals, Objectives, Content & Assignments
1/29 Session 2
Video: "How the West Was Lost"
Week 2 Social Stratification: the Impact of Social History
Readings:
Burkey handout and article by Law, P. and J., pp. 1-4.
Pedraza and Rumbaut, Chap. 1-3, pp. 1-59.
Takaki, Chap. 2, pp. 24-50.
2/3 Session 3
Data on Social Stratification; Concepts on its Consequences
2/5 Session 4
Video, Maya Angelou, with Bill Moyers
Week 3 Ethnic Stratification: Impact on Peoples of African Descent
Readings:
Iglehart & Becerra, Chap. 1, pp. 15-50.
Pedraza and Rumbaut, Chap. 4, pp. 43-72.
Takaki, Chaps. 3 and 5; pp. 51-76, 106-138.
2/10 Session 5
A Nation of Immigrants: Historic Experience
2/12 Session 6
Video: "The Fire this Time"
Week 4 Ethnic Stratification: Status of Latin Americans in the U.S.
Readings:
Iglehart & Becerra, Chap. 3, pp. 51-78.
Pedraza and Rumbaut, Chapter 6 and 7, pp. 84-109.
Takaki, Chaps. 7 and 12; pp. 166-190, 311-339.
2/17 Session 7
Video: "Chicano Park"
2/19 Session 8
Reflections on history of communities of Latino descent in U.S.
1st meeting of small groups, to plan class reports
Week 5 Ethnic Stratification: Status of White Ethnic Groups in U.S.
Readings:
Iglehart & Becerra, Chap. 4, pp. 79-106.
Pedraza and Rumbaut, Chaps. 10-12, pp. 141-171.
Takaki, Chaps. 6, 11 and 14, pp. 139-165, 277-310, 373-428.
2/24 Session 9
Video: "The Tale of O;" reflections on white privilege
2/26 Session 10
"The Lifeline Game," an experiential exercise
Week 6 Ethnic Stratification: Impact on Asian/Pacific Island Groups
Readings:
Locke, Chaps. 5-8, pp. 62-126.
Pedraza and Rumbaut, Chaps. 8 and 9, pp. . 110-140.
Takaki, Chaps. 8 and 10; pp. 191-221, 246-276.
3/3 Session 11
Video: "Ourselves"
3/5 Session 12 - Distribution of Midterm Essay and
2nd meeting of small groups, to plan class reports
Week 7 Origins & Outcomes in Relations of Dominance & Subordination
Readings:
Pedraza and Rumbaut, Chaps. 13 and 14, pp. 172-194.
3/10 Session 13
Video: "Kaho-Olawe Aloha Aina"
3/12 Session 14
Visuals on the Origins and Consequences of Patriarchy
Week 8 Social Status based on Stereotypes re: Gender, Sexual Orientation
Readings:
Andersen & Collins: Chaps. 41-53; pp. 382-489.
3/17 Session 15
Video on the 4th World Conference on Women
3/19 Session 16
Video: "Out in Suburbia"
Week 9 Cycles of Violence: Institutional and Structural Levels of Violence
Readings:
Iglehart & Becerra, Chap. 5, pp. 149-204.
Pedraza and Rumbaut, Chaps. 25-28, pp. 334-389.
3/31 Session 17
Video: "Ethnic Notions"
4/2 Session 18
Concepts on Levels and Cycles of Violence
3rd meeting of small groups, to plan class reports
Week 10 American History: Social Experience within Cycles of Violence
Readings:
Pedraza and Rumbaut, Chaps. 29-32, pp. 390-443.
4/7 Session 19
Student Group Report on American Indian issues
4/9 Session 20
Student Group Report on African American issues
Week 11 The Outcomes of Stratification: Problems in Ethnic Communities
Readings:
Iglehart & Becerra, Chap. 6, pp. 205-240.
Pedraza and Rumbaut, Chaps. 16-21, pp. 206-292.
4/14 Session 21
Student Group Report on Latino issues
4/16 Session 22
Student Group Report on European American issues
Week 12 Concentrated Power & Control = Community Disempowerment
Readings:
Iglehart & Becerra, Chap. 7, pp. 205-240.
4/21 Session 23 - Distribution of Final Essay and
Student Group Report on Asian/Pacific Island issues
4/23 Session 24
Lecture on Community-based Sustainable Social Development
Week 13 Student Class Presentations on Community Empowerment
Readings:
Iglehart & Becerra, Chap. 8, pp. 241-270.
4/28 Session 25
Group Report on Community Empowerment, American Indians
4/30 Session 26
Group Report on African American Community Empowerment
Week 14 Student Class Presentations on Community Empowerment
Readings:
Iglehart & Becerra, Chap. 9, pp. 271-284.
5/5 Session 27
Group Report on Latino Community Empowerment
5/7 Session 28
Group Report on White Ethnic Community Empowerment
Week 15 Concepts of Community Development and Course Evaluation
5/12 Session 29
Group Report on Asian-Pacific Community Empowerment
5/14 Session 30 - Final Essay Due and
Reflections on Course and Course Evaluation
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
DIVISION OF SOCIAL WORK
Social Work 102
Cross-Cultural Theory and Practice: Issues of Race, Gender and Class
Spring, 1998 Instructor: Arline Prigoff
Tuesday, Thursday, 10:30 - 11:45 AM Speech-Drama 264
Overview:
This course is designed to increase student awareness of social, poli-tical, economic and cultural diversity in terms of race, ethnicity, gender, and socio-economic class. Starting with historical data and findings on social stratification, course content documents the links between property relations, social structure, discrimination and oppression. Course material explores the experiences, needs, and responses of people who have been subjected to institutionalized forms of oppression, and the strengths and strategies for survival of oppressed communities. Course focus moves from consideration of patterns and consequences of discrimination and oppression to content on strategies for personal and community empowerment. Assignments and class activities are designed to enable students to become facilitators of cross-cultural communication in small groups that enhance ethnic awareness and mutual respect among members of diverse cultures.
The primary goal of the course is the development in each student of a personal and professional value commitment to participation in the creation of a more just society. Course content provides analytic frameworks that enable the student to examine social work intervention strategies, policies and/or programs which address some of the consequences of the existing social order, and provides opportunities for students to consider actions on behalf of social justice. Students will be introduced to dual perspective theory and to social group work skills and methods that are appropriate in multi-cultural practice.
Course Objectives:
1. To provide a foundation for understanding social stratification and to develop a historical perspective on understanding various methods used by the powerful to dominate, exploit and oppress.
2. To survey historical and current trends in racism, sexism and class bias in the U.S. in order to take a closer look at restrictions and harm that are imposed on all human beings by membership in a highly stratified system.
3. To identify: a) strengths and coping skills of members of oppressed com-munities; b) responsibilities of social workers in struggles for social justice.
4. To explore, in a supportive environment, some of the unquestioned and unexamined feelings, attitudes and prejudices harbored toward members of other groups based on exposure to racism, sexism, class prejudice and related social conditioning, and to explore how these prejudices affect our personal and professional responses as citizens and as service providers.
5. To provide a process wherein individuals may gain additional knowledge that leads to improved understanding of people from diverse backgrounds.
6. To explore various forms of feminism based on contrasting philosophies, ideological frameworks and varied conceptions of what is believed to be characteristic of human nature.
7. To be introduced to and to begin to build skills in the facilitation of cross-cultural understanding within the field of human services.
8. To explore strategies for change in behalf of social justice and human dignity in society, within the United States and throughout the world.
Required Texts:
1. Iglehard, Alfreda P. and Becerra, Rosina M. (1995). Social Services and the Ethnic Community. Boston: Allyn & Bacon.
2. Pedraza, Silvia and Rumbaut, Ruben G. (1996). Origins and Destinies: Immigration, Race, and Ethnicity in America. Belmont, CA: Wadsworth.
3. Takaki, Ronald (1993). A Different Mirror: A History of Multicultural America. Boston: Little Brown & Co.
Recommended Texts:
4. Andersen, M.L. and Collins, P.H., eds. (1998). Race, Class and Gender: An Anthology. Belmont, California: Wadsworth Publishing, 3rd ed.
5. Locke, Don. C. (1992). Increasing Multicultural Understanding: A Com- prehesive Model. Newbury Park, California: Sage.
Course Requirements of Students:
Class attendance and active participation are expected. Students are required to read and to engage in critical analysis and written response to assigned readings and lecture material. Another group of assignments involve brief written reflections, in response to video showings in class.
All students in the course will participate in group study and presentations related to ethnic community issues and problem-solving through community empowerment. Each student will select, and then participate, in a group that will study issues and community problem-solving activities of one specific eth-nic community in the Sacramento area; each group will present 2 oral reports to the class: one on community issues and one on community-based solutions.
There will be two major writing assignments during the semester for a total of 1500 words (minimum). The essay assignments are take-home exams.
In addition, attendance at events on multicultural or women's issues, with a brief written report, may earn extra credit.
Evaluation:
Your final grade will be determined by:
1. attendance/participation in class sessions-----------------15%
2. response-to video papers, graded credit/no credit------10%
3. response-to-readings papers, graded credit/no credit--10%
4. group report on issues of an ethnic community----------10%
5. group report on community empowerment---------------10%
4. mid-term essay---------------------------------------------------20%
5. final essay---------------------------------------------------------25%
Course Schedule:
Week 1 Historic Roots of Oppression of Indigenous People in the U.S.
Readings:
Takaki, Part 1 Introduction and Chap. 4, pp. 21-23, 84-105.
1/27 Session 1
Introduction to Course Goals, Objectives, Content & Assignments
1/29 Session 2
Video: "How the West Was Lost"
Week 2 Social Stratification: the Impact of Social History
Readings:
Burkey handout and article by Law, P. and J., pp. 1-4.
Pedraza and Rumbaut, Chap. 1-3, pp. 1-59.
Takaki, Chap. 2, pp. 24-50.
2/3 Session 3
Data on Social Stratification; Concepts on its Consequences
2/5 Session 4
Video, Maya Angelou, with Bill Moyers
Week 3 Ethnic Stratification: Impact on Peoples of African Descent
Readings:
Iglehart & Becerra, Chap. 1, pp. 15-50.
Pedraza and Rumbaut, Chap. 4, pp. 43-72.
Takaki, Chaps. 3 and 5; pp. 51-76, 106-138.
2/10 Session 5
A Nation of Immigrants: Historic Experience
2/12 Session 6
Video: "The Fire this Time"
Week 4 Ethnic Stratification: Status of Latin Americans in the U.S.
Readings:
Iglehart & Becerra, Chap. 3, pp. 51-78.
Pedraza and Rumbaut, Chapter 6 and 7, pp. 84-109.
Takaki, Chaps. 7 and 12; pp. 166-190, 311-339.
2/17 Session 7
Video: "Chicano Park"
2/19 Session 8
Reflections on history of communities of Latino descent in U.S.
1st meeting of small groups, to plan class reports
Week 5 Ethnic Stratification: Status of White Ethnic Groups in U.S.
Readings:
Iglehart & Becerra, Chap. 4, pp. 79-106.
Pedraza and Rumbaut, Chaps. 10-12, pp. 141-171.
Takaki, Chaps. 6, 11 and 14, pp. 139-165, 277-310, 373-428.
2/24 Session 9
Video: "The Tale of O;" reflections on white privilege
2/26 Session 10
"The Lifeline Game," an experiential exercise
Week 6 Ethnic Stratification: Impact on Asian/Pacific Island Groups
Readings:
Locke, Chaps. 5-8, pp. 62-126.
Pedraza and Rumbaut, Chaps. 8 and 9, pp. . 110-140.
Takaki, Chaps. 8 and 10; pp. 191-221, 246-276.
3/3 Session 11
Video: "Ourselves"
3/5 Session 12 - Distribution of Midterm Essay and
2nd meeting of small groups, to plan class reports
Week 7 Origins & Outcomes in Relations of Dominance & Subordination
Readings:
Pedraza and Rumbaut, Chaps. 13 and 14, pp. 172-194.
3/10 Session 13
Video: "Kaho-Olawe Aloha Aina"
3/12 Session 14
Visuals on the Origins and Consequences of Patriarchy
Week 8 Social Status based on Stereotypes re: Gender, Sexual Orientation
Readings:
Andersen & Collins: Chaps. 41-53; pp. 382-489.
3/17 Session 15
Video on the 4th World Conference on Women
3/19 Session 16
Video: "Out in Suburbia"
Week 9 Cycles of Violence: Institutional and Structural Levels of Violence
Readings:
Iglehart & Becerra, Chap. 5, pp. 149-204.
Pedraza and Rumbaut, Chaps. 25-28, pp. 334-389.
3/31 Session 17
Video: "Ethnic Notions"
4/2 Session 18
Concepts on Levels and Cycles of Violence
3rd meeting of small groups, to plan class reports
Week 10 American History: Social Experience within Cycles of Violence
Readings:
Pedraza and Rumbaut, Chaps. 29-32, pp. 390-443.
4/7 Session 19
Student Group Report on American Indian issues
4/9 Session 20
Student Group Report on African American issues
Week 11 The Outcomes of Stratification: Problems in Ethnic Communities
Readings:
Iglehart & Becerra, Chap. 6, pp. 205-240.
Pedraza and Rumbaut, Chaps. 16-21, pp. 206-292.
4/14 Session 21
Student Group Report on Latino issues
4/16 Session 22
Student Group Report on European American issues
Week 12 Concentrated Power & Control = Community Disempowerment
Readings:
Iglehart & Becerra, Chap. 7, pp. 205-240.
4/21 Session 23 - Distribution of Final Essay and
Student Group Report on Asian/Pacific Island issues
4/23 Session 24
Lecture on Community-based Sustainable Social Development
Week 13 Student Class Presentations on Community Empowerment
Readings:
Iglehart & Becerra, Chap. 8, pp. 241-270.
4/28 Session 25
Group Report on Community Empowerment, American Indians
4/30 Session 26
Group Report on African American Community Empowerment
Week 14 Student Class Presentations on Community Empowerment
Readings:
Iglehart & Becerra, Chap. 9, pp. 271-284.
5/5 Session 27
Group Report on Latino Community Empowerment
5/7 Session 28
Group Report on White Ethnic Community Empowerment
Week 15 Concepts of Community Development and Course Evaluation
5/12 Session 29
Group Report on Asian-Pacific Community Empowerment
5/14 Session 30 - Final Essay Due and
Reflections on Course and Course Evaluation
DEPARTMENT / CSUS