Denise Walsh PLCP 4500Gibson Hall 454 Gibson Hall 142Office Hours: T/Th 5-6 pm. Th 11:45 – 2:15denise@virginia.edu

Identity Politics

What is identity? How are identities made? How do different identities relate to one another? This course investigates these questions through a discussion of ethnicity, class, race, gender, sexuality, indigeneity, nation, and religion in comparative perspective. We begin with the rise of identity politics in the United States and assess the different approaches that social scientists use to analyze identity formation. In the second section of the course, we apply the different approaches social scientists use to explain identity formation around the globe, including class formation in Korea, transgender identity formation in the United States, race in South Africa, indigeneity in Ecuador, and nationalism in Romania. In the third section of the course, we analyze the relationships among different identities by comparing, for example, Rachel Dolezal with Caitlyn Jenner. The course concludes with student research proposals and presentations in preparation for the final research paper.

Course RequirementsParticipation (20%)Student attendance, preparation, and active participation in class are required. Come to class with questions.

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Discussion Leaders (15%)In teams of 2, students will sign up for 10-minute presentations during one class session. Students should meet beforehand to discuss the readings and plan content. Do not divide up the readings. All student presenters should be familiar with all of the assigned material for the session. I expect a conversation between presenters. Assume everyone has done the reading. Sessions for leading class discussion are marked with an * on the course outline, below.

Presentation requirements:1) Introduce the day’s topic with some background on a slide.2) Present the key question of each reading on a slide: 2 sentences maximum

per reading. Take the time to discuss this slide so your audience can copy down the information and think about it.

3) Present each author’s claim on a slide: 2 sentences maximum per reading. Take the time to discuss this slide so your audience can copy down the information and think about it.

4) Discuss 2 pieces of evidence or arguments that you think best support the claim. Don’t read quotes or long pages of notes; instead, explain the ideas in your own words.

5) The instructor will stop any presentation that goes beyond 10 minutes.6) In addition to the 10-minute presentation, students will design a 5-8

minute class activity, e.g., a mini debate, a film clip, small group activity. Be sure to explain the purpose of the activity exercise and its key points. Students cannot do the type of activity that the previous discussion leaders used. Variety keeps our attention. Discussion leaders who do not include an activity fail the assignment.

7) Name your powerpoint by the class number, e.g., Class5.ppt, and post it before class on Collab >Discussion and Private Messages>Worksite Discussions>Powerpoint Presentations>Post Reply.

Discussion leaders are not expected to be experts on the material. Instead of answers to the questions outlined above, they may suggest a variety of possible answers to the class, ask questions to prompt deeper discussion about these questions, etc.

Discussion Postings (30%)Each student will post an entry on Collab 8 times during the semester. Discussion posts should be 600-700 words, address themes from all the assigned readings for that day (students may choose to focus on one more than another), and present the student’s views on issues raised by our authors. Students must engage with some of the comments raised by those who posted before them and pose a question for further discussion somewhere in their post. Students may summarize concepts, arguments, or debates, although the objective of the post should be to raise questions and to engage in constructive criticism. Challenge a point, respond to a question, explain why your position is different, ask others what they think about a

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specific concept, argument, etc. Be clear, concise, and respectful. Writing style matters. This is classroom discussion online, not the blogosphere.

Postings are due before class. No late submissions will be accepted. It is your responsibility to make sure that you post 8 times before Nov. 10. No posts will be accepted after Class #12. Please note: Collab does not count your posts correctly! You must count them manually and you are responsible for ensuring that you complete all 8. Students may not post on readings for which they are serving as discussion leaders. I will randomly select one of your completed posts to grade before midterm and one after midterm.

To post, go to Collab >Discussion and Private Messages>Worksite Discussions>[class topic that you wish to post on]>Post Reply. NB: All posts should be in one thread. Do not start a separate thread.

Research Proposal (5%)Proposals should have a one to two sentence question at the top of the page. Do not ask a question that you know what the answer will be before you do the research. If you already know the answer there is no point in doing the research. Instead, ask a question that is puzzling, so that you will learn something new. The proposal should also include two paragraphs describing why your question is important, explain how it relates to course themes, and explain your research plan.

The proposal must also have a correctly formatted bibliography with 3-5 outside sources plus several relevant course readings.

Research Paper (30%) Research papers can be empirical or a combination of theory and empirical material. Topics should be grounded in the themes of the course and must draw on relevant course readings. Do more than research secondary sources to learn about your topic. Students must provide contextual information about their topic but this should be brief (1-1.5 pages). Use primary sources to gather data that will help you to answer your research question (e.g., newspaper articles, biographies, government reports, or generate your own data through interviews, focus groups, demographic information etc.). Analyze your data critically and consider alternative explanations other than your own personal favorite. Use the data and your analysis to formulate your argument.

Papers must engage with the analytical frameworks of the course or students will fail the assignment. For example, a paper might apply Yashar’s idea of citizenship regimes to the Hong Kong Indigenous movement, or a student might apply the idea of instrumentalist political action (which is often used to explain racial, ethnic and nationalist identity politics) to evaluate the actions of first spouses, or students might assess the rise of Far Right movements by applying Baldez’s framework for explaining women’s movements in democratic transitions. Papers might also compare and contrast these approaches and criticize them.

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Papers should be 12-15 pages in length, double-spaced. Outside sources and class readings are required. Papers that are mostly empirical should have a minimum of 20 sources; papers that are more theoretical are likely to have less (10-15). Include a works cited page (format is up to you, but please be consistent).

All papers must be analytical, not only descriptive. Descriptive writing answers the questions “what,” “when,” “who.” Analytical papers answer the questions “how” and “why.” Do not make lists of facts, people, events, or even ideas. Instead, focus on posing a question that is contestable, provable, and specific, and then seek evidence to answer it.

Students who wish to receive written feedback on the final research paper must request it on the title page of their paper.

Extra CreditStudents may attend one extra credit event during the semester. If you think an event is course related and would like to attend, confirm with the instructor first. If the event is a talk, students should write a one page, single-spaced report of what they learned that includes the question that the student asked at the talk and the speaker's response. The write-up must be turned in via email to the instructor within two weeks of the event. It will count for up to 5 bonus points to be added to one of the student’s posting grades.

Guidelines for readings and assignments: ask questions1. What is the question the author asks in the article? That is, what is the core problem that the author addresses? 2. What is the author’s claim? (How does s/he answer the question in #1?) 3. What evidence does the author present to support her/his claim? What does this evidence tell us? Why is it important for the argument? (this requires you to be familiar with specific examples from the reading).4. What is your evaluation of the article? Are you convinced? What questions or criticisms does the author’s argument or use of evidence raise in your mind? 5. If there are problems or weaknesses, what constructive solution might you offer for resolving the issue or strengthening the argument?

Course PoliciesPlease let the instructor know the name you use, how to pronounce it correctly, and the pronouns you use. Two absences are allowed, no questions asked. Contact someone in the class for what you missed. Do not contact the instructor. If you are going to miss a third class, contact the professor ahead of time (course grade drops ½ letter for the third absence). Four or more classes missed: contact your Association Dean, who can provide advice on your situation and steps to take. No late discussion postings, proposals, or presentations are accepted. No substitutions, no exceptions.

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Late research papers lose 3 points each day for the first two days. Later work will only be accepted as determined by the instructor.Students turn in all written work for this course on Collab.No electronic devices of any kind are to be used during class without instructor permission. Students should ask questions before, during, and after class, and during office hours rather than via email. Face to face communication is best.Do not send the instructor an email with a question that is answered on the syllabus. Use UVa Box to backup your work in real time or on an external hard drive. No extensions for lost work because you will never lose work. Do not eat an entire meal in class. Snacks are fine.Follow the honor code. If you have a question about plagiarism, ask.For information about my research, courses, advising, and letters of recommendation, please consult my website.

ResourcesThe best resource available to you for writing in this course is the UVa Writing Center. Many college writing centers have extensive resources on writing and reading. Here is one example from UNC.

The politics department has its own librarian. Meagan Christensen can purchase resources that you need if they are not in the library. She is also available for individual research consultations and would love to save you hours of time! Contact her by email: mck6n@virginia.edu

If you have (or suspect you have) a learning or other disability that requires academic accommodations, you should contact the Student Disability Access Centeras soon as possible, and at least two to three weeks before any assignments are due. The instructor will by happy to make whatever accommodations students need to be successful in this class.  Please be sure that necessary accommodations are properly documented by the SDAC. Be sure to provide the instructor with enough notice to make appropriate arrangements and be assured that the instructor will happily do so.

If you or someone you know is struggling with gender, sexual, or domestic violence or is a target of a hate crime there are many community and University of Virginia resources available including Just Report It , The Office of the Dean of Students : 434- 924-7133 (after hours and weekends 434-924-7166 for the University Police Department; ask them to refer the issue to the Dean on Call), the UVA Women's Center: 435-982-2361, Sexual Assault Resources Agency (SARA) hotline: 434-977-7273 (24/7), Shelter for Help in Emergency (SHE) hotline: 434-293-8509 (24/7). If you prefer to speak anonymously and confidentially over the phone to UVa student volunteers, call Madison House's HELP Line   (24/7): 434-295-8255.

Required Readings for Purchase

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Linda Nicholson, 2008, Identity Before Identity Politics, Cambridge University Press.

Susan Faludi, 2016, In the Darkroom, Metropolitan Books.

These books are on reserve in Clemons Library and have been ordered through the UVa bookstore. All other readings are on Collab or can be located by clicking the hyperlinks on the syllabus.

*Occasional changes to the syllabus are possible and will be announced in advance.

Course OutlinePart I. Identity

Class 1 (Aug. 25): IdentityWhat is identity?Discussion of the syllabus, assignments

Be prepared to share a research interest related to identity politics with the class.

James D. Fearon. 1999. “What is Identity (As We Now Use the Word)?” Unpublished.

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Class 2 (Sept. 1): The History of Identity Politics Where did identity politics come from? CANCELLED. I will be at the annual American Political Science Association Conference.

Come to Class 3 prepared to discuss Nicholson’s entire book.

Linda Nicholson, 2008, Identity Before Identity Politics, Cambridge University Press: Ch. 1-3.

Class 3 (Sept. 8) The Rise of Identity PoliticsWhat brings identity politics to the fore? What are the advantages and limits of identity politics?

Linda Nicholson, 2008, Identity Before Identity Politics, Cambridge University Press: Ch. 4-Epilogue.

Class 4 (Sept. 15): Approaches to Analyzing Identity*

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Are identities pre-ordained? Made by big structures beyond individual control? Made by individuals seeking their own aims? Are they the product of several of these factors?

Donald L. Horowitz. 2002. “The Primordialists.” In Daniele Conversi, ed. Ethnonationalism in the Contemporary World: Walker Connor and the Study of Nationalism: Ch. 4 (72-81).

Rogers Brubaker. 1992. Citizenship and Nationhood in France and Germany. Cambridge: Harvard University Press: Introduction (1-21).

Paul Brass, 1997, Theft of an Idol: Text and Context in the Representation of Collective Violence, Princeton University Press: Ch.3.

Daniel Posner. 2005. Institutions and Ethnic Politics in Africa. Cambridge: Cambridge University Press: Ch. 1 (1-25).

Part II. Identity FormationClass 5 (Sept. 22): Class*What makes a class?Immanuel Ness, 2016, Southern Insurgency: The Coming of the Global Working Class, Pluto Press: Ch. 1

Hagen Koo. 2001. Korean Workers: The Culture and Politics of Class Formation, Cornell University Press: Ch. 1 and Ch. 6.

Sanford F. Schram, 2015, The Return of Ordinary Capitalism: Neoliberalism, Precarity, Occupy, Oxford University Press: Ch. 1 and 2 (ebook on Virgo and also on Collab).

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Recommended: Review Symposium, 2016, “The Politics of Precarity: A Discussion of Sanford Schram’s The Return of Ordinary Capitalism: Neoliberalism, Precarity, Occupy,” Perspectives on Politics 14(2): 474-485.

Class 6 (Sept. 29): Gender and Sexuality*What makes a woman? What makes a sexuality?Simone de Beauvoir. Translation by Constance Borde and Sheila Mulvaney-Chevallier. 2009 [1949]. The Second Sex. New York: Alfred K. Knopf: Introduction (3-21).

Lisa Baldez. 2003. “Women’s Movements and Democratic Transition in Chile, Brazil, East Germany and Poland.” Comparative Politics 35 (3): 253-272.

Jeffrey Weeks. 2014. Sex, Politics and Society: The Regulations of Sexuality Since 1800. Routledge: Ch. 6.

Zein Murib, 2015, “Transgender: Examining an Emerging Political Identity Using Three Political Processes,” Politics, Groups and Identities 3 (3): 381-397.

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Class 7 (Oct. 6): Race*What makes a race?W.E.B. Du Bois. 1995. “The Conservation of Races” [1897] and “Of Our Spiritual Strivings” [1903]. In David Levering Lewis, ed. W.E.B. Du Bois: A Reader. Henry Holt and Company: 20-33.

Anthony Marx. 1996. “Race-Making and the Nation-State.” World Politics 48 (2): 180-208.

Tali Mendelberg. 2001. The Race Card: Campaign Strategy, Implicit Messages and the Norm of Equality. Princeton: Princeton University Press: Ch. 1 (3-28).

Melissa Nobles. 2000. Shades of Citizenship: Race and the Census in Modern Politics. Stanford: Stanford University Press. Ch. 1 (1-24).

Class 8 (Oct. 13): Indigeneity* What makes an indigenous people?

Clifford Geertz, 1974, “From the Native’s Point of View: On the Nature of Anthropological Understanding,” Bulletin of the American Academy of Arts and Sciences 28 (1): 26-45.

Deborah Yashar, 2005, Contesting Citizenship in Latin America: The Rise of Indigenous Movements, Cambridge University Press, Ch. 1 and 2.

Courtney Jung, The Moral Force of Indigenous Politics: Critical Liberalism and the Zapatistas, Cambridge University Press, 1-11 and Ch. 4

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Class 9 (Oct. 20): Nation*What makes a nation?

Ernest Renan. 1994. “Qu’est-ce qu’une nation? (What is a Nation?)” In J. Hutchinson and A. D. Smith (eds.) Nationalism. Oxford University Press: 17-18

Max Weber. 1994. “The Nation.” In J. Hutchinson and A. D. Smith, eds. Nationalism. Oxford University Press: 18-21.

Benedict Anderson. 1983. Imagined Communities: Reflections on the Origins and Spread of Nationalism. New York: Verso: Ch. 1-3(1-46).

Rogers Brubaker, Margit Feischmidt, Jon Fox, Liana Grancea. 2006. Nationalist Politics and Everyday Ethnicity in a Transylvanian Town. Princeton University Press: Introduction and Ch. 12.

Part III. Relationships among Identities Class 10 (Oct. 27): Cross-cutting, Intersecting and Integrated*What relationships exist among identities? How are identities the same? How are they different?

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David Roediger.1990. The Wages of Whiteness: Race and the Making of the American Working Class. New York: Verso: Ch. 7 (133-167).

Laura Ann Stoler, 1989, "Making Empire Respectable," American Ethnologist 16 (4): 634-660.

Sarah Radcliffe, 2015, Dilemmas of Difference: Indigenous Women and the Limits of Postcolonial Development Policy. Duke University Press: pp. 1-5 and Ch. 6.

Rogers Brubaker. 2015a. “The Dolezal Affair: Race, Gender, and the Micropolitics of Identity,” Ethnic and Racial Studies 39 (3): 414-448.

Class 11 (Nov. 3): Religion, Gender and Nation*What makes a religious identity? What is the relationship between religion, women’s rights, and the nation?

Yuval-Davis, 2011, The Politics of Belonging: Intersectional Contestations. London: Sage: Ch. 4.

Saba Mahmood, 2016, Religious Difference in a Secular Age: A Minority Report. Princeton: Princeton University Press: Ch. 3.

Mala Htun and Laurel Weldon, 2015, “Religious Power, the State, Women’s Rights and Family Law,” Politics & Gender 11(3): 451-477.

Kimberly Morgan, “Gender, Right-Wing Populism, and Immigrant Integration Policies in France, 1989-2012” Western European Politics, forthcoming.

Recommended:

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Online discussion of Mahmood’s book, on the SSRC blog, “Immanent Frame: Secularism, Religion, and the Public Sphere”

Class 12 (Nov. 10): Election 2016Rothwell, Jonathan and Pablo Diego-Rosell. 2016 Draft. “Explaining Nationalist Political Views: The Case of Donald Trump,” only pp. 1-5; p. 11 “Ideology of Trump supporters;” and p. 19 “Conclusions.”

T. Pettigrew and L. Tropp. 2011. When Groups Meet: the Dynamics of Intergroup Contact (Psychology Press, 2011) Ch. 1 “The Origins of Intergroup Contact Theory,” on Google books.

Jennifer Lawless, 2009, “Sexism and Gender Bias in Election 2008: A More Complex Path for Women in Politics.” Politics & Gender 5 (1): 70-80.

Karen Beckwith, 2014, “Narratives of Defeat: Explaining the Effects of Loss in Social Movements,” The Journal of Politics 77(1).

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Class 13 (Nov. 17) Transgender, Gender, Religion and NationWhat is the relationship among transgender identity, feminism, religion and the nation? Has the Far Right captured identity politics?

Susan Faludi, 2016, In the Darkroom, Metropolitan Books: Ch. 1, 5-8; 12-14, 16, 20 (up to p. 347) and 24 (up to 395).

*Thanksgiving Break: November 23-November 27**Research paper proposals due on Collab, Nov. 25 by 5pm.

What makes a good research question? What is the logic for case studies in political science?

Suggested Readings.Brooke Ackerly and Jacqui True, 2010, Doing Feminist Research in Political Science and Social Science, Ch. 4.

Alexander L. George and Andrew Bennett, 2005, Case Studies and Theory Development in the Social Sciences, Belfer Center for Science and International Affairs: Ch. 4 and 5.

Tips: A good research question is contestable, supportable and specific. Read about how to do a research paper and how to narrow your research

topic. For general tips browse this site ; and check out this for strategies on how to

make a convincing argument. Click here for a parody of Mary Kate Olson on the difference between reasons

and evidence, and here for a clip from the TV show “Mythbusters” on evidence.

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Class 14 (Dec. 1) Mock Conference The instructor will use the research paper proposals to group student papers with shared themes into panels for the last class. All students will present a 5 minute powerpoint with the following content: research paper question, list of 4-5 big ideas in the literature related to the student’s topic, select evidence thus far that answers the question, a tentative claim, and bibliography to date.

Presentations will proceed in a panel format comprised of 3-4 presenters each. Each panel will be followed by a 5 minute Q&A from the class. Bonus points on the research paper will be awarded to the two students with the best questions and feedback for the presenters.

*RESEARCH PAPERS DUE* by Dec. 12 at noon, as an attached file on Collab*Writing is thinking, and papers require several (many!) drafts. For suggestions on how to revise your research paper see “Rewriting or Revising.” Also see the Writing Tips folder under the Resources tab on Collab.

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