Edited Schedule of tasks

Schedule For Completion of Work:
Jan 22:
• http://www.offthechartsblog.org/exploring-income-inequality-part-3-widening-inequality-since-the-1970s/
Aug 5 2013: Class Perspective: The importance and invisibility of class.
• Chang – “Streets of Gold: Model minority”(ER)
• “Why serving in combat doesn’t serve women”
• Mantsios—“Rewards and Opportunities”
• Zweig—Ch 2
Unit 1: Theory, Concepts and Vocabulary
April 7: Tool #1 Norms and Values
• Johnson, ch 2 “Culture: Symbols, Ideas, and the Stuff of Life”
April 8: Tool #2 Individualism
• Johnson ch 1 “Forest and Trees
• Tammy PLU (video)
April 9: Tool #3 Social Structures
• Kozol “Amazing Grace” (BLOG)
• Pierre Bourdieu, (ER) (BLOG)
• Johnson 1 page doc on privilege
April 10: Tool #5 Classism
• Mantsios, “Media Magic” (BLOG)
• Jensen, ch 2, The Invisible Ism
• Film - Class Dismissed
• Evaluation of these tools. How have they changed our thinking about class and why are they critical in thinking about class?
Unit 2: Case Studies
April 12: Case Study: Historical Perspective on Individualism vs. Socioeconomic Structures
• Coontz – “Self-reliance and the American Family” (ER)
• Curry, “Futile War on drugs” (ER)
• BLOG
April 13: Case Study: Consequences of Inequality in America
• Tilly, ‘Why Inequality is Bad” (ER)
• Oxfam, “Cost of Inequality” – (BLOG)
o (http://opinionator.blogs.nytimes.com/2013/01/19/inequality-is-holding-back-the-recovery/)
April 14: First Assignment due Roger and Me
• How do you see the issues we have discussed class in the story of Flint? Think about our tools as you watch the film – dominant ideologies about social classes, classism, myth of individualism, social systems and structures, social and cultural capital, privilege. Take notes on the film for a 6-8 page written analysis
• Film analysis due via email or in my mailbox
April 15
• Jensen, Reading Classes, chapters 2, 3, 4, [pp. 28-116]
• Smith, Values (http://members.aol.com/lsmithdog/bottomdog/WCValuespost.htm)
April 16 Case Study: Race and Class
• Film: Waging a Living
o (BLOG on the film drawing connections to at least 2 texts we have read)
• Mike Rose – Intro, 1, 2
April 17: Case Study: Work and Intelligence
• Rose: ch 3, 4, 5, 7, concl
• Brief 1 page essay on one of your own work experiences in relation to Rose’s arguments.
• Prepare questions for the oral history assignment.
April 18th: Case Study: Reproduction of Class
• Anyon (http://web.gc.cuny.edu/urbaneducation/Anyon/Papers/SocialClass&theHiddenCurr.pdf )
• Laureau, “Watching, waiting and deciding when to intervene: race, class and the transmission of advantage” (ER)
Apr 19: Women and Class
• Luce & Brenner, “Women & Class: what has happened in forty years?” (ER)
• http://www.nytimes.com/2013/02/17/opinion/sunday/why-gender-equality-stalled.html?pagewanted=all
Unit 3: Crossing Class
Apr 20 : Case Study: Crossing Class
• Jensen ch 6
• bell hooks--“don’t get above your raisin’’ (video)
April 21: What is to be done?
• Collins, 7 govt actions
• Greider, Moral Economy,
April 22-24: Comparative paper
April 25-27: Interview Paper