An examination of African American and Jewish American inter-ethnic, historical and contemporary connections and disconnections. Implications for educational, social, and social settings are considered.
The rationale for developing the course is threefold: 1) Expanding Carolina Core offerings, 2) Addresses cross-cultural understandings which is congruent with the Carolinian Creed and for a democratic society 3) Both AA and JA groups are important and yet understudied.
African and Jewish American Convergence and Divergence intends to meet the Carolina Core - Global Citizenship and Multicultural Understanding (GSS) and overlay VSR- Values, Ethics, and Social Responsibility. The course will examine African American and Jewish American cultural, religious, historic and contemporary relationships using an educational lens with emphasis on developing theories about how inter-ethnic connections and disconnections are maintained and/or disrupted in schools and society. The course will meet GSS requirements by applying social science methodology to define and analyze problems, draw conclusions, and communicate findings and draw from interdisciplinary knowledge and use theoretical frameworks to explain behavioral and social phenomena and think critically about local and global issues. Students will use multiple theories to analyze and deconstruct institutional structures, events, and people based on race, religion, and class. VSR goals will be met by examining sources of cultural and moral values, demonstrate the importance of values, ethics, and social responsibility and learning how systemic oppression can shape personal and community ethics and decision-making.
The course directly targets objectives of the Carolinian Creed including, “I will discourage bigotry, while striving to learn from differences in people, ideas and opinions” and “I will demonstrate concern for others, their feelings, and their need for conditions which support their work and development.” The course will use the African American and Jewish interrelated experiences as a microcosm of ways in which all groups in our country might be treated and educated. The course requires a basic understanding of the cultural constructs of race, systemic racism, colonization, assimilation, and activism. By using the interrelated experiences of the African American and Jewish communities, students will gain understanding of how the consciousness of minoritized people can be manipulated in American society. Accordingly, the course will use multiple theories to analyze and deconstruct responses to bigotry and the need to demonstrate concern for others, their feelings, and their needs. In addition, the course will offer new paradigms for understanding the impact of power and privilege in schools and society.
One can consider both African American and Jewish American topics to be understudied yet crucial to a liberal arts or education degree. Given Africa’s and black America’s massive, pervasive, and enduring impact on the contemporary world, and given the prominent role of race and ethnicity in political, policy, and other public debates, an understanding of African and black American culture and history is important for those entering law, politics, education, journalism, sociology, business, literature, the languages, and many other fields. Similar, Judaism has been central to Western culture from antiquity to the present. Its contributions to Western civilization are deeply interwoven into both Jewish and non-Jewish Western cultural history, contributing significantly to art, language, law, literature, medicine, philosophy and political thought. Yet, in 2013 researchers from the University of Indiana found that only 20% of U.S. colleges and universities had formal academic units focused on black studies. In the same year the Association of Jewish Studies programs calculated that about 11% of U.S. colleges and universities had formal academic units dedicated to Jewish studies.
This course will add to the Carolina Core courses, support the mission of the Carolinian Creed and offer students a unique prospective on African American and Jewish American convergence and divergence.
Please allow this email to serve as Jewish Studies Program approval for new course proposal EDTE 218, and for cross-listing it with JSTU 218.Stanley DubinskyProfessor of LinguisticsDirector of Jewish StudiesUniversity of South CarolinaColumbia, SC 29208 Affiliated Faculty, University of Haifa, Israelemail: email@example.com: 803-777-2208fax: 803-777-9064
Per our conversation:
I have spoken with the Assistant Dean for Academic and Student Affairs regarding the use of cross-listed courses in the proposal. Based on this conversation, the following issues are noted:
In all, my recommendation is to move forward with the course proposal without the inclusion of the two cross-listed courses. You will, however, need concurrence from both units recognizing that the content of the course is within the scope of the unit and that they support the development of the course using the indicated designator (EDTE). Please let me know if you have any questions.
Return for edits per email request.
Returned at the request of proposer.
Retured per request from proposer.
NOTE: Administratively forwarded to Doug Meade so he can send back to the COE for edits.
I cannot do anything other than send this forward. It does appear as though it will go next to Stan (JSTU) and to me (CAS) again.
I cannot do anything to this proposal except forward it to the next step in the queue. I note that the next stops are JSTU (again) and CAS (again).
The next person who gets this proposal with an option to return it to the the CoE (Rob Dedmon) or to the proponent shoudl do so. That person should sit on this proposal until they see the JSTU 218 or AFAM 218 with a syllabus that is acceptable. They can then copy that syllabus into this proposal and send forward all three coruses.
There are still numerous problems with the syllabus for JSTU 218.
I believe this is the thrid time I'm noting that the answer to B in the GSS justification. To qualify for the Core a course must meet each learning outcome of that Core component. (WHy do you list only 2 LO for GSS and 3 for VSR? You should list all 4 both each.)
I encourage you to look at the CTE's webpages on preparing a good syllabus at the URL http://www.sc.edu/about/offices_and_divisions/cte/teaching_resources/coursedevelopment/steps_good_syllabus/index.php.
To be sure you get this right on the next attempt, please think about sending the syllabus to me for approval before you submit it in APPS. (I know you sent this syllabus to Rob Dedmon and to me, but I did not read it closely. Rob followed your instructions and inserted this document into APPS and sent the proposals for approval.)
Administratively forwarded due to APPS issue.
Administratively returned for edits.