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= = = = = Migration Stories = Spring 2012 Tuesday and Thursday 9:30-10:45 Dr. Cristina Alcalde

Office: 212 Breckinridge and Keeneland Hall, 1st floor

Office phone number: 257-9719 (Breckinridge) E-mail: cristina.alcalde@uky.edu Office Hours: Tues and Th 11-1 Keeneland Hall, 1st floor, or by appointment = = = Course Description =

Why do people migrate? What does it mean to be an immigrant in an interconnected and interdependent world?

The United States is commonly referred to as “a nation of immigrants” and in this course we will look at the widely varied stories of migration in the U.S. today.

While most immigrants have come to the U.S. in search of work, if and how they are received in the country and their experiences once in the U.S. have varied significantly by group and historically. As we discuss push and pull factors, migrant experiences, and migration stories within the Lexington community, we will pay special attention to the role of race, gender, family, class, nationality, violence, and sexuality. In addition to readings and class discussions, this course provides students with the opportunity to work with international students learning English through the Center for English as a Second Language program here at UK. Students in class will sign up to attend and be conversation partners during five (5) 50-minute classes in the course of the eight weeks. Students at the CESL classes, like Wired students, are typically 18-19 years old.

Throughout the course, we will be studying and making connections among different groups of people, different parts of the world, within our community, and among ourselves through in and out of class activities.

By the end of the course, students will be able to - Identify and apply key basic terms in the study of migration - Critically identify and analyze the interconnections among race/ethnicity, gender, class, and sexuality in migration experiences. - Comprehend and assess the consequences of varying articulations of race/ethnicity, gender, sexuality, class, and globalization on the status and of various immigrant groups historically as well as in contemporary society. - Comprehend the diversity of immigration experiences within the greater Lexington community, and at UK.
 * Course Outcomes**


 * Required Reading:**

-Nazario, Sonia. 2007. Enrique’s Journey. New York: Random House. //you may download the book as an e-book through the free Kindle App. for iPad//

-Individual Articles (see links in references at end of this document)

Pages Keynote iMovie (optional) iKindle
 * Apps to be used in class:**

Course Requirements:

 * 1**) __Attendance and Participation:__ This is a seminar-style course driven by our analyses and discussions. Keeping up with the readings and informed, active participation in class discussions are absolutely necessary for the success of the class. T he quality of the discussion and what you learn in this class will depend on how deeply and seriously you take the readings and how seriously you engage in class discussions. I expect all students to be respectful to others in the class and to be prepared with reactions, comments, critiques and/or questions in response to the readings for each class. If you need to arrive late or leave early, you must notify the instructor in advance. While I expect students to //come to class every day//, each student is allowed a maximum of 1 free absence in this short 8-week course. Each additional absence will result in the loss of 3 points from the student’s final grade for the course. You are expected to come to class on time; if you are more than five minutes late you will be counted as absent for that day. In addition, students are responsible for viewing all films assigned for this class and for completing all reading assignments, regardless of class absences. Because this is a 2-credit class but we only meet twice each week for eight weeks, you are expected to fulfill an extra 50 minutes of class time outside of class each week. For this class, the outside class time required for the course will be satisfied through CESL participation as conversation partners and through work on the final project.

2) __Readings Blog__: Students will post two substantive discussion points, comments, or questions on the assigned reading by 7pm the night before class on the readings blog (use the discussion tab). We will regularly use these questions and comments as starting points in our discussions. Everyone in Group A will post before the Tuesday class; everyone in Group B will post before the Thursday class. //To get us started, both groups will post for the Jan. 17th readings (see schedule).// 3) __Film Reaction Paper__: You are required to watch all films assigned for this class. We will be watching two films in class. The films this semester will include 1) //Made in L.A.// and 2) //Which Way Home.// Additional films may be shown. You must write a reaction paper on ONE of the films. __Group A__ will write on Made in L.A.; __Group B__ will write on Which Way Home. The reaction paper should a) Summarize the main issues addressed in the film //b)// Connect the film topic(s) to class readings and discussions, //through the use of specific examples// c) Briefly offer your own views/reflections on what you heard and observed Each critical response paper should be one-page, single-spaced, 12 pt. Film reaction papers are to be turned in at the beginning of the class period on which they are due.

4) __Book Reaction Blog Entry:__ The entry should, at the very least, be two paragraphs long and a) Discuss what you learned about immigration and immigrants from reading this book (provide at least __three__ specific examples from the book) and how what you learned connects to your previous knowledge or beliefs b) Discuss what, if anything, surprised you the most and why (//use specific examples)//

Your entries must be posted by 7pm the Sunday before class. We will discuss your entries in class. Check the discussion tab of this wiki. Late posts will have ten points deducted for each day they are late.

There are three parts to this project. b) **Interview**. Conduct and record/film a brief interview with your conversation partner about her or his experience coming to the U.S.(What country/ies did they leave? Why? When? Who else came and how did they get here? Why Kentucky? Why UK? What do they want to study? What was the process of coming to here like?), and the general setting into which they arrived and live (How were they received? What difficulties did/do they face? What has been most surprising about being here? Are there other people from their home country in Lexington? What images of the U.S. did they have before arriving? What are some of the things they've learned since arriving?). A brief summary of your interview is due on Thursday, Feb. 23rd.
 * 5)** __Migration Project (Annotated Bibliography/Blogs and Presentation)__: The goal of this project is to help you connect class readings and discussions, and additional social media and scholarly sources on immigration, to the experiences of immigration within the Lexington community. For this project you will interview and create a brief presentation about the migration experience of your ESL conversation partner and her or his country of origin. You will then engage in social media and scholarly research on the history of the country or countries from which they come and the experience of immigration in the U.S of that immigrant group. This project takes time; make sure you start early in the semester.
 * a) Annotated Bibliography/Web Sources**: You will select two traditional scholarly (academic) articles or books/book chapters and two web or social media sources (for example, blogs, online magazines, web pages) related to your conversation partner's ethnic/immigrant group and create an annotated bibliography using those four sources. Click here for the [|Annotated Bibliography and Web Sources Guidelines.doc]
 * c) Presentation**: Once you have information from a) and b), it is time to begin to craft a way to present this information to your classmates and instructor. Be as creative as you would like. Perhaps you want to include video clips, juxtaposed with pictures of the area, group, and a script based on the sources listed in the annotated bibliography. Perhaps you want to create a Keynote presentation. It is up to you. Each student will have 5 minutes to present. Remember to have fun with this project! We will invite the ESL students to come and celebrate the end of the semester with us, and to view the presentations if they would like.


 * 6)** __Community Engagement Component:__ This course encourages cross-cultural understanding and requires each student to engage in the wider Lexington and UK community in a substantive way through collaboration with the Center for English as a Second Language program. Students in this class must sign up for an attend five (5 ) sessions of ESL classes to participate as conversation partners to immigrant students here at UK. Students will participate in classes from week 2-week 7, one time per week. We will determine schedules and sign up for each session during the first day of class. Available class times, M-F, are 8am, 9am, 10am, 11am, and 1pm. We will, schedules permitting, try to have at least 5 students going to the same class so students can go as a group. Please sign up here: [|ESL Classroom Partner Sign Up.docx]

Additionally, you are required to post an entry on the Community Engagement Blog (in the discussion tab) on your experience as a conversation partner to ESL students at UK. You must contribute at least two times during the course. All entries must be posted by Thursday, March 1. Each entry should be at least one paragraph long and should address the following three questions: 1) What did you do? (provide a brief description); 2) What surprised you the most about this experience? Why?; and 3) What have you learned from this experience?

CLICK [|ESLEngagementHoursForm.docx] FOR THE FORM TO RECORD YOUR ESL CONVERSATION ENGAGEMENT HOURS (due LAST DAY OF CLASS)


 * __EXTRA CREDIT:__ Follow the instructions for the film reaction papers (see above) and write a one-page paper about the film you watch. The papers are due on Tuesday, February 28th, but earlier papers are encouraged. Each paper will add up to 1 point to your final grade for the course. You may add up to three points to your final grade through extra credit. Films you may watch and write about for extra credit (available at the library, local video stores, and/or Netflix) include: //La Haine/Hate; A Day Without a Mexican; Real Women Have Curves; In America; Spellbound; Goodbye Solo; Dirty Pretty Things; The Terminal; and Bend it Like Beckham//.

__*Late assignments:__ All papers must be turned in on time, and all posts must be posted by the designated time. Failure to turn in an assignment on time will result in a lower grade. If the assignment is more than three days late it will not be accepted.

*__Classroom Etiquette__: You are expected to arrive on time and stay for the entire class period. Cell phones, iPhones, and blackberries must be turned off during class. iPads should only be used for class projects and readings during class.

*__E-mail Etiquette__: I check e-mail regularly. Address the instructor as “Dr.” or “Professor,” not as “Ms.” or “Mrs,” and make sure the email message is professional and courteous. Clearly articulate your question or concern. Please note that I cannot respond to emails immediately and you should not expect a quick response to emails sent at night or on the weekend. Remember that if you send an email question at the last minute it may not be possible to send you a response before an assignment is due.

If you have a documented disability that requires academic accommodations, please see me as soon as possible during scheduled office hours. In order to receive accommodations in this course, you must provide me with a Letter of Accommodation from the Disability Resource Center (Room 2, Alumni Gym, 257 ‐ 2754, email address jkarnes@email.uky.edu ) for coordination of campus disability services available to  students with disabilities.

Attendance and Participation 15% Readings Blog 10% Film Reaction Paper 10% Book Reaction Blog Entry 10% Community Engagement Component /Blog Posts 20% Migration Project 35% (Annotated Bibliography 10%, Interview 10%, Presentation 15%)
 * Grading:**

**Grading Policy**

 * A+ = 98-100 || B+ = 88-89 || C+ = 78-79 || D+ = 68-69 ||
 * A = 93-97 || B = 83-87 || C = 73-77 || D = 63-67 ||
 * A- = 90-92 || B- = 80-82 || C- = 70-72 || D- = 60-62 ||
 * ||  ||   || E= 59 and below ||
 * please note that final grades will not include +/-


 * Proposed Schedule**

Migration and you activity Readings Blog: [|Group A and Group B.docx] Final Presentations schedule Sing-Up for ESL activity ||  || //Come ready to present the main points and findings to the other group!// || National and Local (UK!) Perspectives || Enrique’s Journey Prologue and Chapter 1 || Tues, Jan. 24 || Immigration and Social Media In-class group work || Identify 3 FB pages, blogs, or other social media source that focus on immigration. What sorts of issues are discussed? What types of information are included? What is left out? What is the purpose of each page/site/blog? Come to class with your sources on your iPad and ready to discuss Enrique’s Journey Chapter 2 || Case of Latinos || Enrique’s Journey Ch. 3 and 4 || Transnational Families Balancing Work and Family Tues, Feb.7 || Migration and the Global Economy Arab-Americans Nagel and Staeheli, “We’re Just Like the Irish…” || Tues, Feb. 14 || Discussion of Families and Children: Which Way Home and Enrique’s Journey Tues, Feb. 21 || Sexuality Tues, Feb. 28 || Telling Our Stories //Invite ESL students to celebrate with us and view the presentations!// ||  || LAST CLASS/Class Celebration //Invite ESL students to celebrate with us and view the presentations!// ||  ||
 * == DATE == || == TOPIC == || == READING == ||
 * WEEK 1: Thurs, Jan. 12 || Introduction to the Course and to Each Other
 * WEEK 2: Tues, Jan. 17 || Why Study Immigration? Contemporary Issues and Key Concepts I || **Group A:** NPR/Kaiser/Kennedy School Poll, "Immigration"
 * Group B:** The Making of an Outlaw Generation
 * //(both groups post to start the semester)//**
 * Thurs, Jan. 19 || Contemporary Issues and Key Concepts II
 * WEEK 3:
 * Thurs, Jan. 26 || Historical Perspectives: The Case of Chinese Americans || Lum May testimony, from Driven Out ||
 * WEEK 4: Tues, Jan. 31 || Historical Perspectives: The
 * Thurs, Feb.2 || Labor Migration and the Global Economy
 * //Film: Made in L.A//** || Enrique’s Journey, Ch. 5 ||
 * WEEK 5:
 * GROUP A: Film Reaction Paper Due** || Enrique’s Journey Ch. 6
 * Thurs, Feb. 9 || Families and Children
 * //Film: Which Way Home//** || Finish Enrique’s Journey ||
 * WEEK 6:
 * GROUP B: Film Reaction Paper Due** || **EVERYONE: Post your Book Reaction Blog Entry by 7pm SUNDAY** ||
 * Thurs, Feb. 16 || Violence and Exile || Gomez-Barris, “Two 9/11s…” ||
 * WEEK 7:
 * Annotated Bibliography/Web Sources Due** || Lubheid, “’Looking Like a Lesbian’…” ||
 * Thurs, Feb. 23 || Language, Accents, and Identities
 * Interview Summary Due, minimum 2 paragraphs** || **GROUP A:** Hopkins, “The Upside of Accents”;
 * GROUP B:** Petron, “I’m Bien Pocha” ||
 * WEEK 8:
 * Presentations on Migration Project, Part I (Group A)**
 * //Extra Credit Reaction Papers Due//**
 * Thurs, March 1 || Telling Our Stories
 * Presentations on Migration Project, Part II (Group B)**

__References and Links for Readings__:

NPR/Kaiser/Kennedy School Poll, [|ImmigrationSurvey2004Findings.pdf] Immigration: Summary of Findings.

Bernstein, Nina. 2011. [|TheMakingofAnOutlawGeneration.pdf]. In Writing Immigration: Scholars and Journalists in Dialogue. In Suarez-Orozco, Louie, and Suro, eds. Berkeley: University of California Press.

[|Lum May testimony.pdf], from //Driven Out: The Forgotten War Against Chinese Americans//, by Jean Pfaelzer, 2007.

Nagel, Caroline and Lynn Staeheli. 2005. “[|We're Just Like the Irish.pdf]: Narratives of Assimilation, Belonging, and Citizenship Among Arab American Activists.” //Citizenship Studies// 9 (5).

Gómez-Barris, Macarena. 2005. “Two 9/[|11s in a Lifetime.pdf]: Chilean Art, Terror, and Displacement,” //Latino Studies// 3, 97-112.

Lubheid, Eithne. 2007. “[|Looking Like a Lesbian.pdf]’: The Organization of Sexual Monitoring at the United States-Mexican Border.” In Segura and Zavella, eds., //Women and Migration in the U.S.-Mexico Borderlands//. Durham: Duke University Press. Petron, Mary. 2008. “’I’m Bien Pocha’: Borderlands Epistemologies and the Teaching of English in Mexico.” In //Transformations of La Familia on the U.S.-Mexico Border.// Pp. 209-232. Notre Dame: University of Notre Dame Press.[|ImBienPocha.pdf]

Hopkins, Daniel. 2011. “The [|Upside of Accents]: Language Differences and Attitudes Toward Immigration.” Working Paper.

//Journals for research on immigration://

-International Migration Review -Journal of Ethnic and Migration Studies -Journal of International Migration and Integration - Journal of Immigrant and Minority Health -International Migration Journal -European Journal of Migration and Law -Migration Letters -Journal of American History -and many others….