California and Latinx Culture 4219-SH191

California is the most populous state in the United States and Latinos/as (also known as Hispanics) are its largest single ethnic group. The term “Latinix,” another designation for the same group, has recently been adopted in the academia to avoid the gender-binary locked in the "Latino/a" dichotomy. Both terms are preferable to the “Hispanic” designation which privileges the Spanish heritage at the expense of mestizaje and indigeneity. Whatever the labels however, what they designate is a diverse and multiracial set of people which encompasses such identities as Chicanos/as, Mexican Americans, Indo-Hispanics, Cuban Americans, Salvadorans and other Central Americans, Puerto Ricans, and immigrants from other Latin American countries (for example, Chile).
In California, the Latinix people have created a diverse and vibrant culture since Spaniards’ arrival there in 1769. Today this culture is thriving not only in urban centers like Los Angeles, San Diego, the Bay Area but also in rural communities and small towns influenced by regional traditions, political contexts, global tastes. It plays central role in shaping regional and national consciousness as debates on American racism, immigration, labor rights, or the Southern border, reveal.
During the course we outline a brief history of Latinix presence in the Southwest, inquire about the characteristcs of this culture, its foundational myths, changing contexts and agendas, icons, aesthetics, regional varieties in styles, intersectional links with the larger American culture and much more.
Areas of interest include music, theater (teatro), literature and comic books, art, performance art, solo performance, fashion, tatoo culture, car culture, architecture, religiosity, social movements, etc. We discuss these in the light of historical contexts, critical and aesthetic theories, axiological and epistemological paradigms (mestizaje, indigeneity).
The end goal is to outline a map of cultural diversity of Latinix culture in California, indicate key currents, equip students with cultural competence and sensitivity, inspire future explorations and tools of recognition of Latinix-ispired cultures around the world, as well as this culture's hybrid forms inspired by outside infulences.

Type of course

elective courses

Mode

Classroom
Blended learning

Prerequisites (description)

The purpose of the course is to acquaint students with a range of phenomena, processes and productions making up the Latinx culture in California. Because California is ushered onto the global scene follwoing the Spanish colonization and later during the Mexican reighn the presence of Latinix culture in the state is the fundamental fact which has shaped the identity of the region and which the the Anglo era, sicne the Mexican-Amwerican War of 1846-1848, has not been able to decenter. Anglo-Saxon reactions to this cultural presence can be variously interpreted - from creative adaptation to blatant negationism and exclusion - they were never however neutral which goes to prove the fact of its lasting and enduring impact. The course analyzes and problematizes the Latinx culture in relation to the wider regional and national cultural phenomena, processes, etc. Discussed are: historical phenomena making up the founding blocks of Latinix culture as well as numerous examples of artistic, social and political practice, which has shaped and built a diverse cultural fabric oof such places as Los Angeles, San Diego, San Francisco, as well as, Fresno, Delano, and others. We get to know artists and their works, critical trends, social movements in relation to places, social mores, and historicla contexts. Having finished the course, the students will be able to critically analyze and navigate the map of Latin and Central American culture in California and elsewhere, recognize forces shaping the Latinx culture, appreciate the relations between Chicanos/as of California and other groups of Latinx as well with other cultures in the USA and around the world. Further discussion will be devoted to: music, literature, theater, muralism, fashion, cultural feasts, architecture and culturally-significant places, historical incidents, and the relations between Chicanos and American Indians of the Southwest.

Learning outcomes

KNOWLEDGE:
Upon completing this course a student:
a) identifies and qualitatively interprets various phenomena within the Latinx culture of California and the Southwest
b) knows the chronology of the development of the Latinx culture in California and the Southwest.
c) understands Latinx cultural phenomena in relation to their social contexts
d) uses cultural studies and theoretical terminology in relation to Latinx culture and is able apply it
e) identifies social movements which have given rise to various phenomena of the Latinx culture

SKILLS
Upon completing this course a student:
a) formulates research hypotheses and evidences them basing on the theoretical apparatus from Latinx cultural studies
b) has advanced interdisciplinary analysis skills and is able to use those skills to prepare informed opinions on the intersectional character of Latinx culture
c) critically analyzes and interprets various propositions concerning Latinx culture in their contextual situatedness

SOCIAL COMPETENCES:
Upon completing this course a student:
a) helps others in interpreting the complexity of Latinx cultural productions in relation to their social backgrounds
b) is open to new phenomena and new ideas in the area of Latinx culture
c) understands and appreciates the role of Latinx artists and activists and their role in shaping the culture of the United States

Assessment criteria

GRADES AND EVALUATION
1. ATTENDENCE IS OBLIGATORY. You are allowed TWO UNEXCUSED ABSENCES per semester. Late comer record – three late arrivals = one absence
2. at least 51% TOTAL for your performance needed to pass
3. FINAL GRADE calculated from: a). Sum total of all grades from quizzes, reports, class participation and final research-based paper or performance; b). Attendance and “late comer” record - more than two unexcused absences - reduce half a grade per additional absence. Three late comer records equal absence.
4. no late papers accepted, no make-up for missed quizzes

Elements subject to evaluation:
- WRITTEN RESPONSES - 250 words max., email your responses. No late responses accepted. - 30% of grade
- FINAL PROJECT – students are assigned research topics and prepare a final paper (5 pages) - 30% of grade
- QUIZZES – short mixed quizzes - 30% of grade
- PARTICIPATION IN CLASS 10% of grade

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Additional information

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Description of 4219-SH191 in USOSweb