Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Edit
Dereca Blackmon
dereca@stanford.edu
Oce Hours: by appointment
Oce: Suite 206 Old Union
Daniel Murray
ddmurray@stanford.edu (mailto:ddmurray@stanford.edu)
Oce Hours: Tuesdays 1:30-2:30
Building 360, Room 361G
Support Team
Brina Evans (TA)
brianaev@stanford.edu
Solidarity is not an act of charity. It is an act of unity between allies ghting on dierent terrains toward the same objective.
-Samora Machel, revolutionary socialist and former President of Mozambique
#BlackLivesMatter doesnt meant your life isnt important it means that Black lives, which are seen as without value within White supremacy, are
important to your liberation.
-Alicia Garza, co-creator of #BlackLivesMatter
Course Description
https://canvas.stanford.edu/courses/24783
1/9
8/1/2016
Is multiracial solidarity necessary to overcome oppression that disproportionately aects people of color? What is frontline leadership and what role
should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in
movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in racial justice work, we
will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial
justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies
or to work more eectively with allies.
Learning Objectives
By the end of this course, you will be able to:
Describe the strategic value of solidarity, allyship, and coalition-building.
Compare and critically evaluate historical and contemporary practices of solidarity, allyship and racial justice.
Locate and describe their own self-interest in social/racial justice work.
Assess the state of solidarity in their community, articulate their role in how it has come to be that way, and design an intervention that moves
forward collective liberation.
Integrate allies into their social justice work and/or practice solidarity across racial dierence.
Develop a commitment to ongoing racial justice work.
Students in the Community Engaged Learning Option will also be able to:
Collaborate with multiple communities to implement an intervention to improve relationships and practices of solidarity.
Evaluate an intervention in terms of both its eectiveness in a community and in relation to concepts and histories of solidarity work.
CEL Option
For an extra unit, students have the option to work with Stanfords DGen Oce. Students will work 2-3 hours per week on their project. You will
decide on Wednesday of Week 1.
Courageous Conversations
In groups, students will design, promote, and facilitate a series of three conversations among Stanford students - and potentially faculty and
sta - addressing questions of solidarity and racial equity on campus. The team will be led by sta from Stanfords DGen Oce and the
conversations will be part of the Oces larger Courageous Conversations program.
Assignments
*All assignments are due at the start of class (10:30am) Mondays, unless otherwise noted.
Reections
Length: 500 words
Due Date: Reections will be due on Mondays before class of weeks 2, 3, and 5.
Description
CEL students: Make connections between the work you are doing and the course material for the week. What did you do/learn? Why is it
important? How will it inuence your action and thinking going forward?
Non-CEL students: Submit a reection making connections between the readings for the week and previous class material. What did
you do/learn? Why is it important? How will it inuence your action and thinking going forward?
Autobiography
https://canvas.stanford.edu/courses/24783
2/9
8/1/2016
Case Study
Length: 2000-2500 words (8-10 pages)
Due Dates:
Monday of Week 6 (5/2): Submit a one paragraph description of the case you will analyze and your initial thoughts on practices and
relationships of solidarity within it. Briey describe how you will analyze it (i.e., which of the tools that we have introduced in class will you
apply? or if you have a dierent angle, what is it?).
End of Week 7 (5/13 at 5:00pm): Completed Case Study
Description: Choose one of the cases we are studying in class, or, if you feel really passionate about it, pick a different case (with consent of
instructors). Describe, analyze and evaluate the principles and practices of solidarity in the movement. You must draw from at least twoof the
readings and concepts from Part 1 of the course.
Questions to Consider: What was the dierent perspectives on solidarity in the movement? How did the movement/organization create a
collective identity or harness existing collective identities? How did the movement/organization relate to other racial/ethnic groups, or how did
groups relate w/in the movement if it was multiracial? Was this an example of true solidarity? How did solidarity change throughout the
movement? How did practices of solidarity change the movement itself? What lessons can we apply to today?
3/9
8/1/2016
Participation
In-class discussion will be central to our class. Participating in our classroom discussions is an important way for us to bring together the scholarly
readings and our experiences working with community groups. We will have a range of activities to encourage the sharing of our thoughts, feelings
and experiences. We will be addressing some challenging topics throughout the class (that is the point!), so it will be important to create a brave
space. We will develop commitments together to ensure that this happens, but a safe/brave space requires that we actively work to create it
together. We wont be perfect in our terminology and discussion, but we will learn together how we can best communicate in ways that will both
challenge us and create the trust for us to challenge each other to go further.
Being a good participant does not mean talking a lot or show others how much you know. There will be many ways to participate in this class, and
many ways to support a participatory learning environment for the class. Participation includes speaking as well as creating space for others and
listening to their perspectives actively. Here are some concrete ways to participate actively:
Ask a question or make a comment that shows you are interested in what another person says or encourages another person to elaborate on
something they have said.
Make a comment that draws a link between a classmates comment and a text, or between two classmates contributions.
Contribute something that builds on what someone else has said, being explicit about the connection.
Make a comment that draws out a recurring theme in the discussion
Bring in a resource (e.g., reading, website, video) that is not covered in the syllabus but adds new information or a new perspective to our
learning.
Create space for someone who has not yet spoken to contribute to the conversation.
Use body language (in only a slightly exaggerated way!) to show interest in what dierent speakers are saying.
Additionally, if students from neurodiverse backgrounds have recommendations on how to enhance the overall learning experience, we welcome
feedback and recommendations. For the purposes of inclusivity, we request that students use gender inclusive language in section and respectfully
engage/challenge others in the classroom.
Grading
Autobiography - 15%
Case Study - 25%
Final Project - 30%
Reections - 10%
Participation - 20%
CEL - 20% (CEL students will be graded out of a total of 120%)
Late Policy: Late assignments will lose one third of a grade a day (i.e., an A will become an A-).
Course Schedule
https://canvas.stanford.edu/courses/24783
4/9
8/1/2016
Human Rights Watch (video), Do you see how much Im suering here? Abuse against Transgender Women in US immigration detention
(https://www.hrw.org/report/2016/03/23/do-you-see-how-much-im-suering-here/abuse-against-transgender-women-us)
Further Reading:
"Open Letter From Indigenous Women Scholars Regarding Discussions of Andrea Smith," 2015.
(http://indiancountrytodaymedianetwork.com/2015/07/07/open-letter-indigenous-women-scholars-regarding-discussions-andrea-smith)
(https://andrea366.wordpress.com/2015/07/09/my-
statement-on-the-current-media-controversy/)
5/9
8/1/2016
Tema Okun. From White Racist to White Anti-Racist: the life-long journey. 2006
Keith E. Edwards, Aspiring Social Justice Ally Identity Development: A Conceptual Model 2006 (pp. 39-57).
(http://site.ebrary.com/lib/stanford/detail.action?
docID=10614249)
https://canvas.stanford.edu/courses/24783
6/9
8/1/2016
Further Reading/Viewing:
Carson, Clay. Racial Separatism in In Struggle.
Film: Black Power Mixtape
Film: Eyes on the Prize, The Time Has Come (vol 4, part 1)
Recent debate on race and economics:
Ta-Nehisi Coates, "Bernie Sanders and the Liberal Imagination"
(http://www.theatlantic.com/politics/archive/2016/01/bernie-
sanders-liberal-imagination/425022/)
Cedric Johnson, "An Open Letter to Ta-Nehisi Coates and the Liberals Who Love Him."
(https://www.jacobinmag.com/2016/02/ta-nehisi-coates-case-for-reparations-bernie-sanders-racism/)
(http://www.theatlantic.com/politics/archive/2016/02/why-we-
write/459909/)
Jakobi Williams, The Original Rainbow Coalition: An Example of Universal Identity Politics, 2013.
(http://www.tikkun.org/nextgen/the-
original-rainbow-coalition-an-example-of-universal-identity-politics)
(http://mediaburn.org/video/american-revolution-ii-right-on/)
(https://www.youtube.com/watch?v=aoPmb-9ctGc)
Further Reading:
Jason Ferreira, To Develop a New World Consciousness of Oppressed Peoples: The Third World Liberation Front on the Eve of the Third
World Strike in All Power to the People, 2003 (pp. 78-119)
Jason Ferreira, Dare to Struggle, Dare to Win: The Third World Strike at San Francisco State College, 1968-1969 in All Power to the
People, 2003 (pp. 120-176)
Karen Umemoto, "On Strike!San Francisco State College Strike, 1968-69: The Role of Asian American Students", 1989 (pp. 3-37)
Angie Chung and Edward Chang, "From Third World Liberation to Multiple Oppression Politics: A Contemporary Approach to Interethnic
Coalitions", 1998 (pp. 80-100).
7.2 (5/11): Takeover 89
Guest Panel (Tentative)
Video:
Panel on 89 Takeover
(https://www.youtube.com/watch?v=ikckClp6unk)
https://canvas.stanford.edu/courses/24783
7/9
8/1/2016
(https://www.youtube.com/watch?v=ikckClp6unk)
Readings:
"Justice and Hope" (Selections)
NYT on Western Culture Debate
(http://www.nytimes.com/1988/01/19/us/in-dispute-on-bias-stanford-is-likely-to-alter-western-culture-
program.html?pagewanted=all)
Daily Article
(http://stanforddailyarchive.com/cgi-bin/stanford?a=d&d=stanford19880420-01.2.2)
(https://www.facebook.com/WhosTeachingUs/?fref=ts)
(http://www.thefeministwire.com/2014/10/blacklivesmatter-2/)
(http://www.newyorker.com/magazine/2016/03/14/where-is-black-lives-matter-headed)
Terrell Jermaine Starr, Violence against Black Trans Women goes largely ignored
(http://www.theroot.com/articles/culture/2015/01/violence_against_black_transgender_women_goes_largely_ignored.html)
(https://a4bl.wordpress.com/who-we-are/)
Bay Area Solidarity Action Team, Protocol and Principles for White People Working to Support the Black Liberation Movement, 2014.
(https://baysolidarity.wordpress.com/2014/12/19/protocolandprinciples/)
8/9
8/1/2016
Further Reading:
bell hooks, "Love as a Practice of Freedom," 2006.
Date
Mon Apr 4, 2016
Details
Self-Interview Reection
(https://canvas.stanford.edu/courses/24783/assignments/13985)
due by 10:30am
due by 10:30am
Autobiography (https://canvas.stanford.edu/courses/24783/assignments/15557)
due by 10:30am
due by 10:30am
https://canvas.stanford.edu/courses/24783
due by 10:30am
due by 11:59pm
due by 10:30am
due by 11:59pm
CEL (https://canvas.stanford.edu/courses/24783/assignments/22715)
9/9