First, some podcast possibilities for you for your homework this weekend:
As you’re exploring, looking for a podcast episode related to an issue of responsibility that you care about, you might check out the following podcasts:
- Another Round
- Code Switch
- Edge of Sports
- Heart and Soul
- Hidden Brain
- Inside Appalachia
- Interfaith Voices
- Latino Rebels
- Latino USA
- Note to Self
- On Being
- See Something Say Something
- Strange Fruit
- The Mash-up Americans
- We Want the Airwaves
You do not have to choose one of these podcasts; these are just suggestions in case you aren’t sure where to begin looking.
Second, some additional sources about e-waste to accompany our in-class discussion today:
We’ll watch this Frontline video about e-waste so we can see some of the places and practices mentioned in the podcast we listened to as homework for today.
If you’re interested in learning where you can recycle electronics, check out this page on the City of Lexington’s website, which includes the electronics recycling location as well as lists of the electronics that are and are not accepted.
If you’re interested in learning about additional places where you can recycle electronics — within as well as outside of Lexington — check out this page from the Consumer Technology Association. This website also includes lots of really great additional information about electronics and sustainability. For example, you can learn how to most efficiently use your electronic devices, learn how to spot sustainable products, and get tips about recycling electronics.
Resources about how to talk about race
- Jay Smooth’s quick video about how to tell people they’re racist, and his longer TED Talk about how to discuss race
- “18 Things White People Should Know/Do before Discussing Racism” article
- Noliwe Rooks’ article questioning why we don’t/won’t talk about race; a highlight: “To quote the always insightful James Baldwin, ‘Not everything that is faced can be changed, but nothing can be changed until it is faced.’”
- The Race Card Project
- Glossary: Definitions for a few key terms that will help us to discuss Race and Class Matters at an Elite College
Resources for learning about privilege and/or discrimination
- A quick, simple Buzzfeed video
- A reading list put together by UCSF
- An excerpt from Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack”
- MTV article “9 Ways You Can Use Your White Privilege for Good”
- Diane Rehm Show episode on “Housing Discrimination, Racial Segregation and Poverty in America”
- Sociological Images article on “Race, Criminal Background, and Employment”
- Racism 101 Tumblr
- Showing Up for Racial Justice (SURJ) website
- Kentuckians for the Commonwealth website
Today, you will use the Purdue OWL to create MLA citations for four sources:
- A newspaper article from the Rambler print edition (hard copies available in the classroom)
- The second chapter from our required text, We Gon’ Be Alright
- Travis Bean’s review that we read for last week
- An academic journal article available through our library’s databases
The pair that gets the most correct entries will receive a free pass for one of the previous peer review guides for Small Writing Group.
Note: imagine that each entry has a hanging indent, which I cannot include here
Chang, Jeff. “What a Time to Be Alive: On Student Protest.” We Gon’ Be Alright: Notes on Race and Resegregation, Picador, 2016, pp. 33-50.
Crader, Madison. “Campus Community Polarized on Politics.” Rambler [Lexington, KY], 2 Mar. 2017, pp. 1-2.
Bean, Travis. “A Response to bell hooks’ Critique of Beasts of the Southern Wild.” Cinema Beans, Blogspot, 17 Sep. 2012, http://cinemabeans.blogspot.com/2012/09/beasts-of-the-southern-wild.html. Accessed 6 Mar. 2017.
Eberwein, Tobias and Colin Porlezza. “Both Sides of the Story: Communication Ethics in Mediatized Worlds.” Journal of Communication, vol. 66, no. 2, 2016, pp. 328-42. Wiley Online Library, doi:10.1111/jcom.12216. Accessed 6 Mar. 2017.
In “The Burning Truth in the South,” Dr. Martin Luther King Jr. discusses the student protests that had been happening at lunch counters in the South in the late 50s and early 60s. The issue of student protests is related to our larger questions this semester of responsibility.
Y’all are students: have you ever thought about protesting? Have you ever done it? Do you know much about the history of student protests? What might your responsibilities be related to taking action, and when might protesting be the best course of action? What responsibilities do you have for knowing the actions taken and lessons learned by students who have protested in the past?
I suspect the issues of student protests will be one we continue to consider well beyond today’s class. Here are some sources you might be interested in checking out to learn more about historical and contemporary student protests:
- Democracy Now! provides an ever-updating list of news stories about student protests
- The New Yorker has an article that explains the students protests that have been happening in South Africa since 2015
- Thedemands.org, a national collaborative of activists fighting to end racism and police violence in America, provide a list of 80 college campuses and the demands they have published
- Mother Jones has an article about the campus protests that were spreading across many U.S. campuses in 2015
- News.mic has an article about student protests organized in response to Trump’s election
And we will watch some clips about the student sit-ins of the early 60s
Hey, everyone! Welcome to FYS 1004: First Year Seminar. This semester, we will continue working to build critical reading, writing, and thinking skills. We’ll be reading a lot but focusing in particular on questions of responsibility. We’ll consider questions like: What are our responsibilities—to ourselves? to our communities? to those we do not identify with/as? How do we most productively talk to one another about these responsibilities, especially when we have differing beliefs, values, identities?
This website will serve as a shared space for us this semester; it’s where you will find the syllabus, the daily schedule, assignment sheets, occasional updates, links to each other’s blogs, and more. We won’t use Moodle this semester, but I will post a link to this website in our designated Moodle space just in case you forget the URL (I recommend you bookmark it).
I look forward to you all bringing your unique interests, passions, and curiosities to bear on all of the work we do, and I hope that will include your suggestions for improvements. No doubt, throughout this semester, you all will be reading and discussing interesting, relevant topics and texts in other classes and on your own; share those with the rest of us! I’d like for us all to support one another and play a part in creating a classroom environment that is characterized by rigorous, creative intellectual pursuits.