Ethnic
Studies 114: 3 Units
ASIAN
AMERICANS & GLOBALIZATION
SPRING 2012
Professor: James Sobredo,
Ph.D.
Lecture/Discussion: ETHN_114_36046_T.Thr. 1:30
– 2:45 pm, ALP 236
Office Hours: Amador Hall 563A,
Hours. Thurs.12:00 – 1:20 pm and 3-4:30 pm
*Every 2nd
Fri. of MONTH = Friday, 10:00 am - 1 pm
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.
*DROPPING Prof. SobredoÕs
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 RegistrarÕs
Office to add or drop Dr. SobredoÕs 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 D1b World
Cultures objectives of this course to:
1.
Exposes
students to an analysis of political, social, and economic institutions of
societies other than the United States. [In the case of western or central
Europe, this analysis should not be limited to a single country.]
2.
May
include a historical component. [The primary emphasis of the course is on the
20th century, with significant attention to the post-1945 period, thus
emphasizing the "contemporary" nature of this category.]
3.
Is broad
in scope and not limited to one institution or social process.
4.
Develops
an understanding of and appreciation for the diversity of the human community.
5.
Presents
the contributions and perspectives of women; persons from various ethnic,
socio-economic, and religious groups, gays and lesbians; and persons with
disabilities. [At least two of these groups should be included in the course.]
6.
Includes
a writing component described on course syllabus.
LEARNING OBJECTIVES
The objectives of this
specific course are to:
1.
Provide
students with an understanding and analysis of Asian migration within a global
context (GE objectives 2, 4 & 5).
2.
Examine
and analyze the social, economic, and political context within which Asian
migration and community formation occurs (GE objectives 1-5).
3.
Understand the
similarities and differences of the migration experience of Asians globally (GE
objectives 1-5).
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, 4-6).
5.
Provide
students with skills to plan and conduct social science research ((GE
objectives 4-6).
6.
Improve
writing skills so students can more effectively communicate their ideas and
interpretations of scholarly literature (1-2, 4-6).
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 |
2 Midterms (100 pts each):
T or F, multiple-choice, fill-in-the-blanks, short essay (500 words). |
|
Oral History Research
Project |
40 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
[10 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 |
60 pts |
60 pts. CLASS DISCUSSIONS & IN-CLASS
WRITING ASSIGNMENTS. 60 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
1.
Sucheng Chan, Asian Americans: An Interpretive History
(Boston: Twayne Publishers, 1991).
2.
Martha
Nussbaum, The Clash Within: Democracy,
Religious Violence, and IndiaÕs Future (Cambridge: Harvard/Belknap Press,
2007).
3.
Rhacel Salazar Parrenas, Servants of
Globalization: Women, Migration, and Domestic Work (Stanford: Stanford
University Press, 2001).
4.
Articles on Library Database: Articles on the reading list are available for
reading or downloadable as a PDF file at the Sac
State Library database: http://db.lib.csus.edu/databases/. *See
Reference Librarian for assistance.
TENTATIVE COURSE
OUTLINE & READINGS: 15 weeks
ASIAN AMERICANS & GLOBALIZATION
|
Week 1 |
Introduction: Defining World Trade and
Globalization *Introduction
to the Course |
|
|
*READINGS: á
ÒGlobalization: A Contested Concept,Ó
Chapter 1, Manfred B. Steger, Globalization
(Oxford University Press, 2003). ) *Library RESERVE |
|
|
|
|
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:
|
|
Week 3 |
Chinese Migration & Settlement in Asia
Pacific *Examines the social,
political, economics institutions in the Philippines, Hawaii, and California
and how they affected the family and community formation of Chinese |
|
|
*READINGS á
Chan, pp.
3-8, 25-35, 45-51, 63-67, 81-83, 89-92, 94-98 á
ÒA Comparative Study of the Assimilation of
the Chinese in New York City and Lima, PeruÓ (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 and the United
States in the 20th century. |
|
|
*READINGS: Chan, pp.
8-15, 35-38, 52-53, 68-73 *Review of Oral History Research Project |
|
Week 5 |
Colonial Subjects: Korea, India, Philippines
|
|
|
*READINGS: á
Chan, pp.
18-23, 41, 74-75, 94 á
Chan, pp.
17-18, 25, 37, 39-41, 53, 55-57, 60 |
|
|
** * * Mid-term I (6th week): 1 March, Thursday * * * |
|
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: á
Timothy Fong
& James Sobredo, ÒAsian Global Migration and Transnationalism Revisited, 16th - 21st CenturyÓ 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 |
|
|
|
|
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:
á
"Conceptualizing
Chinese Diasporas, 1842 to 1949," Adam McKeown,
The Journal of Asian Studies, Vol.
58, No. 2. (May, 1999) —the article is downloadable through the
CSUS Library database. |
|
Week 8 |
Contemporary Transnational Chinese Diaspora (Part
B) *Analyzes and discusses
the concept of Chinese ÒtransnationalÓ
families, businesses and political
institutions *Compares and contrasts
the experience of Chinese entrepreneurs in the Philippines, Germany and Italy
with the experience of Chinese American entrepreneurs in California. How are
their social, political and economic institutions similar and/or different? |
|
|
*READINGS: á
ÒNew Chinese Migrants in Italy,Ó Antonella
Ceccagno, International Migration, Vol. 41:3 (2003)
—the article is downloadable through the CSUS Library database. á
ÒChinese
Migration to Germany: A Story RetoldÓ (Chpt. 2) and ÒChinese Restaurants:
More than Just Chinese CultureÓ (Chpt. 6), Maggi Wai-Han Leung, in her
book Chinese Migration in Germany:
Making Home in Transnational Space (Frankfurt am Main: IKO-Verlag fŸr
Interkulturelle Kommunikation 2004). *Library
RESERVE |
|
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
(ParrenasÕs book). How are their social, political and economic institutions
similar and/or different? |
|
|
*Readings: á
Servants of Globalization: Women, Migration, and
Domestic Work, Parrenas, ÒIntroductionÓ and Chapters 1-3. á
ÒHome Cooking: Filipino Women and
Geography of the Senses in Hong Kong,Ó Ecumene (2001, Vol. 8:3)
—the article is downloadable through the CSUS Library database. |
|
|
SPRING BREAK: 19-25 March 2012 |
|
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 JapanÕs
ÒundergroundÓ institution (commercial sex and ÒentertainmentÓ industry and
ÒundesirableÓ/hazardous labor market) and the social institutions formed by
Filipino women and men in the illegal immigrant enclave of Kotobuki
(Yokohama) |
|
|
*Readings: á
Servants of Globalization: Women, Migration, and
Domestic Work, Parrenas, Chapters 4-7. |
|
Week 11 |
Indians in the Pacific (Fiji Island) (Part A)
*Examines and discusses
the structure of the Indian caste system, the caste systemÕs Òdisintegration
and reformationÓ in Fiji, Girmitayas, Punjabi
plantation workers, and entrepreneurs from Gujarati |
|
|
*READINGS: á
The Clash Within: Democracy, Religious Violence,
and IndiaÕs Future, Nussbaum,
Chapters 1-5. á
ÒThe Effects of Migration on the Establishment of Networks:
Caste Disintegration and Reformation among the Indians of Fiji,Ó Elizabeth Grieco, International Migration Review, Vol. 32, No. 3
(Autumn, 1998) —the article is downloadable through the CSUS
Library database. |
|
Week 12 |
Indians in the Pacific (Fiji Island) (Part B) *Examines and discusses
Indo-FijiansÕ 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? |
|
|
*READINGS: á
The Clash Within: Democracy, Religious Violence,
and IndiaÕs Future, Nussbaum,
Chapters 6-10. á
ÒMigration and Transnational Families
in Fiji: Comparing Two Ethnic Groups,Ó Carmen Voigt-Graf, International
Migration, Vol. 46:4, (2008) —the
article is downloadable through the CSUS Library database. |
|
|
* * * Mid-term
II (12th Week): 12
April, Thursday * * * |
|
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. |
|
|
*READINGS: á
ÒAsian Women
Workers in Kuwait,Ó Nasra M. Shah, Sulayman S. Al-Qudsi, Makhdoom A. Shah, International Migration Review, Vol.
25:3 (Autumn 1991) —the article is downloadable through the CSUS
Library database. á
ÒEast Asian
Migration to the Middle East: Causes, Consequences and Considerations,Ó L. Huan-Ming Ling, International
Migration Review, Vol 18:1 (Spring 1984)
—the article is downloadable through the CSUS Library database. |
|
|
|
|
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: á
ÒAsian Labor Migration to the Middle East,Ó Fred Arnold and
Nasra M. Shah , International Migration Review, Vol.
18:2 (Summer, 1984) —the article is downloadable through the
CSUS Library database. á
ÒThe Relative
Economic Progress of Male Foreign Workers in Kuwait,Ó Sulayman
S. Al-Qudsi and Nasra M. Shah, International
Migration Review, Vol. 25:1 (Spring, 1991) —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 |
|
|
*READINGS: no readings |
|
|
* *
* ORAL HISTORY PROJECTS DUE in class * * * |
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
ÒfashionablyÓ late to class (let me know ahead of time if youÕre 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 professional manner.
The course instructor is to be addressed as ÒDr. SobredoÓ
or ÒProfessor Sobredo.Ó
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
studentÕs 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 ÒFÓ grade will be given to any student who plagiarizes by (a) passing another personÕs 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.