Introduction to Chicane/Latine Studies: Making Culture

Course Number:

ES 203

Transcript Title:

Introduction to Chicane/Latine Studies: Making Culture

Created:

Sep 05, 2023

Updated:

Sep 05, 2023

Total Credits:

4

Lecture Hours:

40

Lecture / Lab Hours:

0

Lab Hours:

0

Satisfies Cultural Literacy requirement:

Yes

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not Addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Major

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc.), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc.), student generated questions, Escape Room, interviews, and/or portfolios.

May be taken for CPL credit. Please see portfolio class for related assessment process.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Identify and evaluate strategies for facilitating cultural resilience.

• Immigrant experiences of Hispane and Latine
  • Family values
  • Generational tensions

Outcome #2: Participate in traditional cultural celebrations.

• Cinco de Mayo
• Dia de Muertes
• Other traditions as applicable

Outcome #3: Examine the relationship between religion and culture

• Significance of Religion to Hispane and Latine communities
  • Dia De Los Reyes
  • Dia de la Virgen de Guadalupe
  • Semana Santa/Holy Week
• Catholicism
• Evangelical churches
• Churches as “safe spaces” for immigrants

Outcome #4: Articulate the relationship between culture and family values with education

• Navigating public school systems
  • Student success and family traditions
  • Strategies to successful navigation
• Role of HSIs
• Evolution of Ethnic studies in higher education
  • Relationship between representation and population
  • Interdisciplinary work

Outcome #5: Understand the relationship between traditions and culture

• Relationship between traditions and culture
  • Defining culture
  • Validations of culture through traditions
  • Family relationships
  • Examples from popular culture, literature, film, music
    • In the Heights (film)
    • Like Water for Chocolate (book/film)
    • Selena (music/pop culture)
    • Shakira (speech on women in her culture)
• Relationship between representation and population
• Interdisciplinary work

Outcome #6: Articulate foodways as a critical element of culture

• Define foodways – relate to definition of culture
• Food as cultural focus
• Food preparation as tradition
• Food consumption and meal times as cultural activities
• How food serves as a cultural interaction
  • Tacos – there transformation across cultures
  • Traditional versus Americanized versions of food

Outcome #7: Identify and use culturally relevant vocabulary.

• Spoken language as a critical element of shared heritage.
• Articulation of culture specific vocabulary

Suggested Texts and Materials

• Idalia Nunez-Itendach, “‘Siento que el ingles esta tumbando mi espanol’: A Transfronteriza Childs Embodied Critical Language Awareness,” Journal of Bilingual Education and Bilingualism 25:7 (2022): 2608-2620.
• Idalia Nunez Cortez, “Collective (Re)constructions of Linguistic Surveillance at Home: Transfronteriz Families as Cultural and Linguistic Guardians,” Equity and Excellence in Education 54(3) (2021):238-251.
• Richard P. Duran, Zuleyma Carruba-Rogel, Bertin Solis, “Latinix Immigrant Parents Cultural Communication Resources: Bridging the Worlds of Home, Community and School Policy,” Equity and Excellence in Education 53 (2020): 89-104.
• Steven Alvarez, “Taco Literacy: Public Advocacy and Mexican Food in the U.S. Nuevo South,” Composition Studies 45 (Fall 2017):151-166.

Department Notes

May be taken for CPL credit.