4/27: Social Movements - Professor Irons

On Tuesday, we discussed social movements and the various ways that one can become involved with their community or other similar group to be an “activist.” We discussed what being an “activist” means and how working for social justice can often place you in difficult positions. Our class then tied in the readings, the first of which being The Costs and Risks of Social Activism: A Study of the Sanctuary Movement Activism by Gregory L. Wiltfang and Doug McAdam. In this piece, two issues were addressed: why social movements emerge, and why do certain individuals become involved with these movements? The answer in the study cited authors such as Rude, who examined the French Revolution, and the relation between “class and ideological allegiance” (Wiltfang, 988).

This area of study led us into our second piece of the day, The Ethnography of Transnational Social Activism: Understanding the Global as Local Practice, by Hilary Cunningham. Cunningham’s research in this study focused around the ideas of evolution and globalization and how they related to a global civil society and a transnational network. She then built upon these ideas to address and further develop research on social activism across borders, which tightly tied into the work that our class did with No More Deaths and our other experiential components.

A large portion of the class was spent discussing the many issues and topics that our class faced over the semester, and how we have learned more about the idea of “borderlands” as our class has proceeded forwards throughout the semester. Students were able to share their different experiences and how they related to the class, and furthermore, how they were able to connect their real-world experiences with what they learned in the classroom. However, the most significant portion of our class session was when we discussed where the ideas we had learned in the class would take us, whether this would be to continue The Borderlands class in the fall semester, lead additional No More Deaths trips (which several students have already volunteered to do) or continue the simple role of spreading the word. Regardless of where the class will head in the future, one point was painfully clear: the knowledge that we have learned in the borderlands class has caused us, as an entire class, to be more informed about the current issue of immigration along the U.S. / Mexican border at present, and more prepared to do something about this growing challenge.

-Peter M.

**Sorry this is so late!! Technical difficulties!!

**Thanks to Kate for lending me her login information so I can post this!!

Class of 4/20

Sorry this is so late! This is the Blog for the class of 20 April. For this class we read two pieces by Cherrie Moraga, a play entitled Hungry Woman and a short essay named La Guera. Not knowing much about Greek mythology, I did not realize that Hungry Women was partly based off the story of Medea. I found it interesting that Moraga was able to incorporate the stories of a Greek tale, the Mexicano legend of La Lloronoa, and the Aztec tale of Coyolxauhqui.

As part of the class, we were assigned to bring three questions about Moraga’s works with us. As a result, we spent most of the class answers questions people raised. Was the Medea in Moraga’s work a Lesbian or Mexican representation of the original? What time period was this set in? What does the ending of the play not only mean, but also mean to us?

We also discussed Moraga’s other work Lu Guera, which dealt heavily with Moraga coming to terms with her many identities, and how they worked together to make the person she was. I really enjoyed reading and talking about this piece because I find the concept of identity very interesting. Should we present ourselves as one, dominant identity (gender, race) or allow ourselves to express all of our many identities. I believe that the second option is what we should all strive for.

I’ve really enjoyed taking this class, and I want to thank all the professors, Corinne, Kate, and all the rest of you guys for making this class awesome! :)

Cultural Landscapes - Nieves

Today was an interesting and unusual day in class. Professor Nieves began class by posting a sign at the door that prevented anyone who didn't have i.d. on them from entering the classroom. The class was divided in two and only those who could show a drivers liscence were permitted to go in. After this surprising and unexpected exercise, we began class by discussing the purpose behind it. We talked about how it felt to be either inside or outside, included or excluded. Many of else said we felt silly or embarrassed for having to prove who we are. Those on the inside of the classroom who happened to have their ids generally felt lucky, but they also felt bad for the rest of us.

Professor Nieves then shifted our focus from this exercise to a discussion of space and how we think about it. He taught us that all space means something, even the space of the classroom we were sitting in. He talked about the literal and figurative meaning of space between people and/or between objects and he then showed us a power point of images that helped us apply this concept to the borderlands as a space. As we moved through different pictures of the borderlands, we began to define the term "cultural landscape" and the many layers of meaning that such a term carries. We looked at the wall, at particular signs, and also at images of the expansive desert. In compiling these images, we began to formulate a more rounded view of the U.S./Mexican border as a physical location that enabled our discussion of the figurative spatial limitations that exist there.

Professor Nieves then collected all of the short pieces we had written about "nervous landscapes" and taped them to the board. We spent about ten minutes walking around the room and reading one another's interpretations of what, exactly, the phrase "nervous landscape" means as it was defined in the aritcle we read, and also how we can apply it to a place like the Sonora Desert. This exercise was intersting because it didn't require each person to explain his/her write-up, we were able to read fellow students' thoughts and think about them without analyzing for a few minutes. We then discussed our various interpretations of this assignment and moved on to talk more in depth about "nervous landscapes" as places. We specifically talked about the nervous landscape in Australia where the colonization of Aborigines through a manipulation and imposition of space damaged an entire society of people.

Lastly, in order to reemphasize the point that space matters everywhere and that nervous landscapes exist all around us, Professor Nieves broke the class into three groups. Each group had to discuss different places as a nervous lanpscape. Some examples of the places we discussed as nervous landscapes were the World Trade Center or Kirkland College. This shifted the way we had been talking about cultural landscapes from something along a faraway borderland to something much more close to home. In conceptualizing a nervous landscape as something that can and does exist at Hamilton, we were able to understand Professor Nieves' point that everywhere, space says something that has serious consequences for those that inhabit it.

Public Presentation

On Wednesday, April 28 the Borderlands class and participants in the No More Deaths spring break trip gave a public presentation on their experiences and the knowledge gained in the class. The audience first received a summary of the borderlands course and the border issues in all disciplines covered, which Natalie delivered. Peter then gave a brief explanation of a feeling shared by many in the class: that border issues are much more complicated than they appear at first glance, and that many of us have finished the class more confused than when we began. Next Kate and Corinne introduced the No More Deaths component and the involvement that Hamilton students have had with the organization over the past three years. Sam, Connor and Christina shared the thrill they felt when the opportunity to help migrants arose, but the frustration they felt when the migrants left the camp abruptly and could not take with them the containers of water they were preparing. Exhilaration and frustration was a common experience, as Carlos shared the experiences of the week 2 participants. Carlos told the story of an immigrant who had been robbed by the coyotes he paid to take him through the desert and left without food and water. After three days of wandering the migrant stumbled into the campsite, which he only found when he heard a No More Deaths leader singing and playing guitar. Carlos shared his frustration with the condition that migrants are met with when they arrive in a US city. As an illegal immigrant himself he has seen these conditions firsthand, and while able to obtain an education himself, has seen the effects of insufficient education opportunities for spanish speakers in the US in his own family. The last group of presenters shared what they learned through other experiential components of the course. Stephanie presented on her experiences in Argentina, interviewing the mothers whose children were victims of political kidnappings, and staged a protest. It was a very successful evening that helped raised awareness and likely will help grow the Now More Deaths organization at Hamilton.

Borderlands Presentation 4/28

The Presentation last night was extremely successful. Here was a high turn out, presentations went extremely well, and everyone was incredibly engaged in the experience. The presentation began with a description of the borderlands class. Each subject was mentioned and explained to the audience, who learned about the many different aspects that go into the Border issues, some facets include: economic, historical, sociological issues as well as women’s studies and overall cultural issues. With a background in what was important in regard to the United States/Mexico Border, the scene was set for the No More Deaths Presentation. Corinne and Kate each explained the issues as well as how the project itself began. Then, groups of students explained some significant experiences they encountered while on the trip. Sam, Connor, and Christina explained their experience of excitement when they finally encountered Mexicans trying to cross the border, however they were frustrated when they did not have much to offer the people who were desperate, sick, and hungry. Another student then described his very emotional experience of finding a migrant near-death, which he still thinks about everyday. The presenter also encouraged the audience to understand that the problems are not only on the border, but also in inner cities. It is important to not only aid those trying to enter the country, but also aiding those who are already in the country and having a difficult time adjusting. The end of the evening included presentations from the other experiential components, including Stephanie’s project of her experiences in Argentina. She helped raise awareness of a dire situation that many in the class had never even heard out. She brought to light the injustice that many in the country faced. Overall, the night was successful is raising overall awareness of a very pertinent social issue of our time. I know I was please with the outcome of the presentation, and I’m sure the rest of the class was as well.

Professor Rabinowitz 4/1

Today, our second class this week with Professor Rabinowitz, we began by discussing the proposed plan for our combined Borderlands/No More Deaths presentation, which is slated to take place in late April. Kate passed around a sheet listing the different aspects of the presentation so that people could sign up for whichever part they felt they could contribute to most effectively. We also spent a good deal of time discussing how the presentations should be set up, how long it should run, etc.

Professor Rabinowitz then facilitated a continuation of our discussion of Gloria Anzaldua’s Borderlands/La Frontera. Drawing on issues that had been raised the previous class, we focused first on what particular “audience” Anzaldua was writing for. Some people again raised the issue that Anzaldua’s harsh treatment of Anglo culture, organized religion, and men in general could potentially alienate readers. We discussed whether this was Anzaldua’s purpose, or whether she was simply attempting to shed light on negative aspects of society and culture that she feels are unjust. Many people felt that Anzaldua was speaking up for the rights of various groups (Chicanos, homosexuals, women) who have historically been oppressed and forced to conform their behaviors to what is “normal” or “accepted”. These groups, having been deprived of the ability to express themselves freely, have had their identity stolen from them; Anzaldua attempts to reclaim and recast this identity. In order to do so, she feels that current ideological structures must be broken down. On page 102, she writes: “The future depends on the breaking down of paradigms, it depends on the straddling of two or more cultures.” In class, we questioned whether or not this future is possible. We asked whether it is possible, in constructing a new identity, to do so without defining certain groups and ideas as the “other” and whether the straddling of two cultures can be realized in a societal structure that promotes strict categorization and the creation of dividing lines that goes along with it.

I would like to add a brief sidenote regarding my personal experience with Borderlands/La Frontera. I cannot deny that, throughout my first reading of the book, I felt attacked while reading passages such as the one on page 106, which states: “I’ve encountered a few scattered and isolated gentle straight men…but they are confused, and entangled with sexist behaviors that they have not been able to eradicate.” As a non-Spanish speaker, the bilingual nature of the text left me feeling estranged from whatever message Anzaldua was trying to communicate. It seemed as though there was nothing for me to draw from the book. Following Thursday’s class however, I decided to give Borderlands a second try, and to do so with as open a mind as possible. Having read more closely, I realize now that Anzaldua is not out to attack me. Rather, I believe that I jumped to that conclusion on the basis of my initial frustration with reading things that, although I know them to be true, are difficult to accept. This frustration was a barrier that I would not have recognized had I not been exposed to the book. Although seeing one’s own limitations illuminated is never pleasant, I am glad to know that our readings and discussions are helping me to overcome these barriers.

Professor Orvis 4/13

For our first class with Professor Orvis, we discussed a reading called "The new debate on minority rights" by Will Kymlicka. First, Professor Orvis outlined the ideas of liberalism and individual autonomy. There is the question of how liberals deal with group rights and group interactions. In theory, a liberal state should remain neutral among individuals - so how can we distinguish among groups? Kymlicka recognizes that the idea of the state being neutral among groups has never really been true. In fact, there are some areas where it is virtually impossible not to favor one group. The three philosophical approaches to the inclusion of minorities as outlined by Kymlicka are: classic liberalism, communitarianism, and liberal culturalism.

Professor Orvis then asked, What are some of the group issues that arise in the United States in terms of immigration? Some things that were brought up were language, education (in terms of ethnic studies, the way in which history is taught, and equality within educational systems), economic rights (social services, health, income, wages, etc), affirmative action, and political representation.

We then looked further into some of these issues. One that we focused on was political representation, with an emphasis on districting. Is there a way to draw neutral boundaries? A classical liberal would argue for neutral boundaries, which may only be achieved through a computer program. A communitarian may argue for a consociationalist quota system, where each group chooses its own leaders within the group. A liberal culturalist may support race conscious districting or proportional representation.

We also touched on education and affirmative action. The conclusion was that we do include some groups and not others, but how much and on what principle? These are questions we will discuss further in class on Thursday regarding language.