CGG: Culture, Gender,

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CGG Culture, Gender, Global Studies

• How we write
• about ourselves
• and our world

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Preview

• What is CGG?
• What kinds of classes are there?
• What kinds of writing will I be expected to do?
• What is expected of the writing I turn in?
• Student samples from CGG 205.

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What is CGG?

• According to Rosemary Adang, the CGG department
  was created in 1998 to bring womens studies,
  ethnic studies, and global studies together with
  the hope of establishing a campus commitment to
  diversity and globalism.

• CGG is an interdisciplinary department that
  investigates a wide range of areas of study
  post-colonialism, ethnic studies, womens
  studies, art, and the environment.

• All CGG instructors are members of other campus
  departments, which showcases the
  interdisciplinary aspect of all CGG courses.

• All CGG courses meet the D/G requirement and can
  be applied toward Humanities or Social Sciences
  distribution.

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What are some CGG courses?

• 110 Global Studies
• Explores growing world interdependence. Global
  movements of capital, people, jobs, technology,
  diseases, pollution and entertainment.
  
• Social Science distribution
• Spring 2006 The Global Future (Dodd) The
  Global Environment (Delaney)
  
• Winter 2006 The Colonial Legacy (Jones) The
  Global Environment (Delaney)
  

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What are some CGG courses?

• 115 Society and the Arts
• Examination of a theme related to culture, gender
  and global studies through significant works of
  literature, visual art, music and/or film. Focus
  is on expressions of identity and resistance to
  discrimination and stereotyping.
• Humanities Distribution
• Fall 2005 Images of Womens Bodies (Green)
• Spring 2005 Media Images that Hurt (Blades)
• Winter 2005 Women in World Art and Literature
  (Adang)

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What are some CGG courses?

• 135, 136, 137 African American Experience I,
  II, III
  
• 135 1619-1863 slavery and liberatory
  activities family, kinship and voluntary
  associations language religion aesthetic and
  expressive practices identity formation inter-
  and intragroup issues.
• Social Sciences distribution
• Brice

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What are some CGG courses?

• 136 1863-1974 white supremacy and Black
  resistance development of philosophical,
  intellectual, cultural traditions institution
  building African Americans and world
  relationships struggle for equal rights.
• Social Sciences distribution
• Brice

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What are some CGG courses?

• 137 1975-present impact of Vietnam War on
  African American society colorism multiracial
  identity construction hip hop and other
  expressive culture formations economic issues
  aesthetics identity construction gender
  relations inter-group relations African
  Americans in the world system changing U.S.
  demographics AIDS.
• Social Sciences distribution
• Brice

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What are some CGG courses?

• 160 Social Issues
• Examination of a contemporary and/or historical,
  sociocultural issue related to culture, gender
  and global studies.
  
• Social Sciences distribution
• Winter 2006 Immigration Law and the Rights of
  Non-Citizens (Dawson)
  
• Fall 2005 Civil Rights Law
• Summer 2005 Race and Sports (Brice) Sports Law
  (Dawson)
  

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What are some CGG courses?

• 165 The Middle East
• This course is a general introduction to the
  geography, history, politics, and cultures of
  North Africa and Southwest Asia. We will use
  primary source documents, ethnographies, media
  presentations, video documentaries, and fictional
  works in order to gain a comprehensive
  perspective on life in the Middle East region.
• Social Sciences distribution
• Jones

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What are some CGG courses?

• 175 The Latino/a Experience
• Formation and perpetuation of images of
  Latinos/as from the 19th century to the present
  particular emphasis on literature, art,
  television and film images.
• Humanities distribution
• Garcia

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What are some CGG courses?

• 200 Intro to Womens Studies
• Analysis of the social construction and
  enforcement of gender differences and gender
  inequalities in various contexts. Emphasis on the
  intersection of race, ethnicity, class,
  sexuality, and nationality in the lives of
  women. 
• Social Sciences distribution
• Winter 2006 Women and Society (Adang)
• Fall 2004 Intro to Womens Studies (Adang)

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What are some CGG courses?

• 205, 206 Asian American Experience I and II
• 205 Through Internment. Examines the idea of
  the American, U.S. labor and immigration
  practices, exclusionary laws, citizenship,
  generational conflict and cultural kinship,
  identity formation, inter- and intra-group
  issues, the Hawaiian experience, the Japanese
  American incarceration, gender issues, and issues
  of race and representation.
• Social Sciences distribution
• Matsumoto-Maxfield

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What are some CGG courses?

• 206 Contemporary Issues. Examines the
  development of pan-Asian American social,
  political and cultural movements following the
  Japanese American incarceration and the 1965
  Immigration Act the Model Minority Myth U.S.
  labor and immigration practices anti-Asian
  violence generational conflict the contemporary
  Hawaiian experience gender issues hapas media
  and issues of race and representation.
• Social Sciences distribution
• Matsumoto-Maxfield

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What are some CGG courses?

• 155 Native American Studies
• An interdisciplinary survey of the United States
  contemporary Native American cultures and the
  complex issues confronting them. Study of
  American Indian history, literature, music, and
  film. Particular emphasis upon Native peoples
  historical and contemporary relationships with
  other American ethnic groups, the persistence of
  indigenous languages and traditional cultural
  values, and current political events in Indian
  country.
• 186 Exploring the World
• Explores world culture, gender, and human rights.

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What kinds of writing will I be expected to do?

• CGG 115 Society and the Arts (Adang)

The Course Journal The journal is your place for
informal practice and exploration. Youll often
write to reflect upon the art, literature,
speakers, films, and class discussions to
respond to reading assignments (summary,
analysis, connection with personal experiences,
questions) to assess your own learning process,
the contributions of your peers, and the
effectiveness of the course and instructor
throughout the quarter to creatively address the
art and literature (draw pictures, write poems,
create collages, etc.)
Essay or Creative Response You will be
responsible for writing an essay of your choice
or completing a creative project of your choice.
This essay or project should respond directly to
the major text and make a connection to one or
more of the artists and/or writers we have
studied during that section of the class.
In-class Essay Short Answer Test This will be
open book and notes, but you must complete the
work during the class period.
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What kinds of writing will I be expected to do?

• CGG 200 Introduction to Womens Studies

Course Journal As part of your course work, you
will keep a journal. Ill be looking for
completion of assignments and a high quality of
exploration. 
Individual Project Life of a Woman
Select a woman who interests you to research and
respond to in the following ways research
prepare a creative response such as creative
writing, visual art, performance art write a 3-5
page typed reflective essay on an important issue
in this womans life, making comparisons to both
the course information/ discussions and your own
experience.  Cite at least three sources.
Group Project Teaching/Learning Groups
Each student will become part of a
teaching/learning group to focus on a particular
problem/issue in womens lives. Each group will
research the particular problem/issue. Each
individual will be responsible for a 2-3 page
(typed) report related to their subtopic.
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What kinds of writing will I be expected to do?

• CGG 205 Asian American Studies

Link to CGG 205 Webpage
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What is expected of the writing I turn in?
Most CGG writing will require you to

• respond to literature, film, visual art, music,
  historical texts
  
• identify and define terms, concepts, issues
• provide chronological recountings of historical
  events
  
• describe people, places, events, issues
• evaluate concepts and issues
• analyze the significance and ramifications of
  concepts and issues
  
• develop solutions to societal issues

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Responding to the Visual
Consider the following cartoon by S.A.M. artist
Tak Toyoshima. Based on the cartoon, what AAPI
issues is Toyoshima addressing? What are his
opinions toward these issues? Explain your ideas
clearly. 
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Responding to the Visual
How do we know he feels confident?
In the S.A.M. cartoon, the character is preparing
to go to an interview. He feels very confidant
and even arrives ten minutes early. Upon
arrival, he is mistaken by the man at the front
desk for what it seems like him being the
take-out delivery boy. I believe Tak feels that
Caucasians only see Asian Americans a certain
way, and they are surrounded by the stereotypes
of Asian American so they are not educated enough
about Asian Americans.
What are the stereotypes of Asian Americans? How
are these stereotypes being portrayed in the
cartoon?
So people have stereotypes because they arent
educated enough?
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Responding to the Visual
How is Toyoshima showing that AAPIs are not taken
seriously and cannot be professionals?
Toyoshima is saying that Asians/Asian Americans
cannot be taken seriously and are just not meant
to be businessmen. Toyoshima also shows that the
Asian delivery boy stereotype is in place. He
also shows that people are ignorant because
S.A.M. is in a suit and tie. Not in delivery
uniform. The other cartoon jumped to the
conclusion with the delivery boy stereotype. His
feelings toward these issues are that hes sad.
S.A.M. is confident, and on time and upon his
arrival hes immediately shut down.
How?
This is it? Hes sad? Why? What is giving you
this impression?
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Responding to the Visual
Good. What else gives you this impression?
In this cartoon it seems like S.A.M. is doing
everything he can to get a job (like being 10
minutes early). They make it seem like if this
guy is Asian and he might not be as qualified for
this job because he looks a certain way or talks
a certain way. When he goes up to say hes here
for an interview, the white male right away is
assuming that hes here for another reason.
Toyoshima is addressing that people judge AAPIs
by the way they look, they think theyre all the
same.
How does he look and talk in this situation?
Youre on to something here, but make the
connection greater.
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Responding to Short Answer Prompts
Explain what happened to Vincent Chin and the
significance of his death to the Asian American
community.
Legally, what happened afterward? Go further.
Vincent was brutally beaten to death with a
baseball bat by two Caucasian men. After
Vincents death the Asian community began to get
involved a lot more and after the two Caucasian
men were tried as not guilty the Asian community
went crazy. Vincents mother never stopped and
kept on trying to give her son justice.
Involved how? Describe.
What do you mean went crazy? Discuss in more
detail.
His mother, yes. What about the AAPI community?
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Responding to Short Answer Prompts
Explain cultural memory. Offer examples.
Cultural memory is something that happens that
becomes part of the cultural group legacy. The
examples Ive come up with are not on the happy
side. My first example is the Japanese-Americans.
They have the memory of the internment camps
and the bombing of Pearl Harbor. Another example
would be the murder of Vincent Chin. His death
affected not only the Chinese, but all Asian
Americans as well.
Alright, but this is not necessarily the
definition of cultural memory.
Explain how the Incarceration and Pearl Harbor
become part of the cultural memory, and why.
And this makes it a cultural memory how?
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Responding to Essay Prompts
Compare the concerns of second wave Asian
immigrants to the concerns of the descendents of
the first wave immigrants who have now been in
the U.S. for several generations.
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Responding to Essay Prompts
Who were the first wave immigrants? When did
they arrive?
Intro, body, conclusion?
One concern of the first wave Asian immigrants
was if they would be able to stay in America or
be sent back to where they came from. Some were
concerned about their jobs and if they would make
enough money to go back to their homeland or to
send back to their families. They had accents
and didnt know much English. Marrying out was
also a concern for some Asian immigrants because
it wasnt allowed. Only certain groups were
given the picture bride system like the Japanese.
The concerns of the second wave of immigrants
were similar in certain ways. Asian now are also
coming to America to make a living and to have
better education. They also have to deal with
the stereotypes that the first wave of immigrants
have portrayed in the past. They too have the
concern of fitting in, but not as much as the
first wave did. Asians are still discriminated
against, which is a huge concern for them. They
may look and act different, but theyre still the
same as any other person.
Whats the picture bride system? Why only the
Japanese?
Which ones? What were the laws?
Who are the second wave? When did they arrive?
What stereotypes?
Why not?
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Responding to Essay Prompts
Discuss whether AAPIs can ever truly be
assimilated and considered Americans.
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Responding to Essay Prompts
Intro, body, conclusion?
Can Asian Americans/Pacific Islanders ever be
truly assimilated and considered Americans? I
say no, there will always be oppressors in this
world no matter what. Look at the Neo-Nazis and
skinheads, more than 50 years since the fall of
the Nazi regime and yet they are still around
trying to create another one. Im trying to get
the point across that no matter what people are
still going to have a natural fear of the
unknown. It is the most powerful human emotion
as well as the most instinctive. People fear
what they do not know, and many do not know much
about Asian cultures at all. There are people
who will never try to break down that barrier,
this fear, and try to learn about other cultures.
They are? How? Also, this is a pretty standard
comparison. Cant you do anything more?
Perhaps bring up some soc theories here?
Aronson? Said?
Conclusion?
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Responding to Essay Prompts
Discuss the film Better Luck Tomorrow in regard
to its portrayal of contemporary AAPI youth. Is
the film a step forward in bringing AAPIs to the
mainstream or does it take a step backward? Why
or why not?
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Responding to Essay Prompts
Intro, body, conclusion?
Summary?
In the film Better Luck Tomorrow, it is the first
movie that actually shows a lot of truth behind
all Asian American. The movie in a way brings
Asian Americans a step forward because its movie
that shows everyone about the life of an Asian
American, and has lots of stereotypes but it
really shows a lot of truth. At the same time,
its just showing others more stereotypes about
Asian Americans and how they can do things and
get away with it because they are Asian. They
really tried to emphasize two characters in the
movie, Ben the good guy always doing the right
thing, has good intentions and Derek who is known
as a good boy like Ben, but really is a badass
and cheats, sells drugs, and all that but managed
to succeed in all aspects. I believe the movie
has taken Asian Americans a step forward but it
has also opened up stereotypes as well, so its a
good as well as bad at the same time.
What stereotypes? How are they depicted in the
film?
What truth?
Examples?
How? Explain.
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Responding to Essay Prompts
Intro, body, conclusion?
In the film Better Luck Tomorrow, the Asian
American youth are portrayed in different ways.
Theres the model minority, the tennis player,
the pretty girl, the gangsta/thug, the rich Asian
kid, and the funny/humorous Asian kid. In a way,
it is bringing the Asian American/Pacific
Islanders into the mainstream. Even though these
stereotypes are seen widely throughout the media
and are played out, this movie is just all about
the stereotypes. And along with the played out
stereotypes, in this movie theres the message of
breaking the chain. In the scene where Ben and
Steve are talking and Steve said that he has
everything already. Even though this movie makes
all the main characters the model minority, it
also shows them as the troublemakers, under
cover. Again, it goes with the theme of breaking
the chain, or in this case, the stereotype.
Hopefully in the future we will see more Asian
males as the tough guys and not only as the puny
nerd on the kung fu masters.
Good, but whos who?
How? Explain.
What does this have to do with breaking the
chain?
What is this and how does the film show the
characters as model minorities?
Why? Does this happen in this film?
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Responding to Research Assignments

• For research, peer reviewed journals seem to work
  best. HCCs Library has research databases that
  are geared toward topics covered in many CGG
  courses.

CQ Researcher
Alt-Press Watch
Ethnic NewsWatch
Culture Grams
Contemporary Authors
J-Stor
Environmental Encyclopedia

• HCCs Library also has weblinks for
• Art resources
• Multicultural resources
• Womens Studies resources

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Responding to Researched Assignments

• Citation styles required will depend on the CGG
  course.

• M.L.A. Style is used for the Fine Arts and
  Humanities.
  
• HCC Librarys M.L.A. resource page

• A.P.A. Style is used for the Social Sciences.
• HCC Librarys A.P.A. resource page

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Review

• Unfortunately, because of the interdisciplinary
  aspect of CGG courses, there is not one type of
  writing that is required in the classes.

• Whats worse, you may be writing social sciences
  papers or humanities papers.

• So, identify, describe, evaluate, analyze,
  explain, give examples, apply concepts with as
  much detail as you can.