Ethics Midterm1

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California State University, Bakersfield *

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1208

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Anthropology

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Jan 9, 2024

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Short Answer Questions: Vocabulary 1) Racism a) According to week 3, racism is the belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race. An example of racism is when the Europeans would call or categorize Native Americans as barbarians, savages, or uncivilized according to the PowerPoint in week 3. 2) Stereotype a) According to week 3 PowerPoint, a stereotype is the widely held but fixed and oversimplified image or idea of a particular type of person or thing. It is often unfair and untrue belief that many people have about all people or things with a particular characteristic. This can lead to harmful acts towards others of that group and cause bias in society affecting their normal day-to-day life. In the first reading American Indians: Stereotypes & Realities, I think in the first paragraph, most non-Indians believed that all Indians were the same when it came to their characteristics and personalities which is a form of stereotyping. 3) Ethnic Studies a) According to week 2 PowerPoint Ethnic Studies is an academic discipline that was born in the late 1960’s and 1970’s in California, which later spread across t he U.S. Ethnic Studies curricula includes various hallmarks that are important to create an inclusive curriculum and teaching praxis. Ethnic studies started from a Black student strike at San Francisco State University where the wanted many things ranging from wanting more people of their color at the university whether they were students or faculty, to having more opportunities for black students, and more of their culture represented on campus. 4) Genocide a) According to week 3 and 5, genocide is the act or intent to deliberately and systematically annihilate an entire people. According to week 5, an example of genocide is when it was done culturally against the Native American in California when the missions were making their way in also during the California Gold Rush. 5) Colonization a) According to week 5, colonization is the act of political, physical and intellectual occupation of space by the displacement of Indigenous populations and gives rise to settler-colonialism. For example, the native population in the U.S declined because of colonization and genocide that had taken place where the Native American people were residing across California. 6) Self-Determination a) According to week 6, self-determination is the fundamental right of people to shape their own lives. An example of self-determination is the Black Panther movement, the Black Power movement, and the Chicano Power movement as shown in the PowerPoint in week 6.

Long Answer Questions: Essay 1) Pawnee legal scholar Walter Echo-Hawk argues that with the colonization of the Americas, Native peoples experienced the apocalypse. Other authors from class also explain that colonialism is still prevalent in the experiences of Indigenous peoples today. What is settler colonialism? How does California Indian history illustrate settler colonialism? Provide TWO examples. What is racism? What is genocide? How do the historical periods of the 19th and 20th centuries illustrate racism and genocide towards Native communities? Refer to TWO specific historical experiences, events, programs, legislations, and/or institutions of the 19th and 20th centuries and explain how these are examples of genocide and racism. a) Settler colonialism is a process, a process where one civilization overruns and ousts the established populace to form a new dominion, is exemplified starkly in the annals of California's indigenous societies. Emblematic of such encroachment are acts of aggression, usurpation, and the abrogation of native entitlements. In the tapestry of California's Native American narrative, the Gold Rush era (1848- 1855) was a cataclysmic event, drawing a deluge of European settlers who usurped indigenous territories and commandeered their assets. Furthermore, an array of U.S. edicts, including the Indian Removal Act of 1830 and the inception of Indian boarding schools, aimed to either eradicate or forcibly assimilate Native Americans. Exemplifying this are two poignant instances: the frenzied scramble for gold that not only appropriated lands but also escalated hostilities against Native communities, and the creation of Indian boarding schools as instruments of cultural obliteration, wrenching children from their homes to suppress their linguistic and cultural heritage. Racialism, the credo that champions the supremacy of one race over others, is often underpinned by entrenched stereotypes and biases, which can precipitate discrimination and racially motivated aggression. Genocidal acts, defined by the systematic extermination of a specific ethnic or national collective, are often propelled by racialism, xenophobia, or nationalistic fervor. Reflecting on the 19th and 20th centuries, we discern the manifestations of racialism and genocide against indigenous groups through events such as the Trail of Tears (1838-1839), a harrowing march that epitomized the deleterious outcomes of the Indian Removal Act of 1830, and the establishment of the Indian Child Welfare Act (ICWA) in 1978, which sought to counteract the disintegration of Native American families and the loss of cultural identity. The ICWA, while controversial in some circles, stands as a bastion against the cultural erosion and familial disintegration that Native Americans have faced. In sum, the legacies of settler colonialism, racialism, and genocide have indelibly marred Native American communities throughout the Americas. Acknowledging and understanding these historical chapters is crucial to forging a future that embraces justice and parity for all.

2) Ethnic Studies programs and curriculum emerged out of a specific historical period and with central goals in mind in relation to racialized and minoritized communities in the United States. Ethnic Studies is also comprised of certain pillars that make it an inclusive and culturally responsive curriculum for students. What is the discipline of Ethnic Studies and what factors led to its emergence as a field of study? Refer to the specific period and events leading to its creation. What are the pillars of Ethnic Studies? Provide a brief example for EACH of the pillars of Ethnic Studies or produce and explain one example that illustrates all the pillars of Ethnic Studies. How do Ethnic Studies provide a counter- narrative to mainstream curricula? Illustrate your answer with ONE example from class. Based on a reflection from what you have learned in class, how can Ethnic Studies be understood within the frameworks of anti-racism? a) The academic field of Ethnic Studies originated in the United States during a particular historical era that was marked by racial unrest and the emergence of social justice groups. During the 1960s and 1970s, marginalized communities, particularly African Americans, Chicanos, Native Americans, and Asian Americans, pushed for acknowledgment, representation, and equality in the United States. They were questioning the dominant narrative that had been propagated by traditional curriculum, which had predominantly concentrated on the accomplishments and contributions of white people while suppressing the histories, cultures, and experiences of people of color. These aspirations for social change and equality led to the formation of Ethnic Studies, which tried to address the gaps and biases in traditional curriculum. Ethnic Studies was one response to these calls for social reform and equity. Several significant events and movements, including as the Civil Rights Movement, the passage of the Civil Rights Act of 1964, the anti-Vietnam War movement, and the Chicano and Black Power Movements, were all factors that contributed to the change toward stressing ethnic experiences in academic settings. The Civil Rights Movement, which sought to abolish segregation and discrimination against African Americans, brought to light the systemic racism and oppression that people of color confront in the United States. This movement's goal was to end segregation and discrimination against African Americans. The Civil Rights Act of 1964 was a significant piece of legislation that made it illegal to discriminate or segregate people based on their race, color, religion, sex, or national origin in the legal system. The passage of this Act was a decisive win for the Civil Rights Movement, and it set the path for further advances toward racial equality. The anti-Vietnam War movement was also instrumental in the development of the field of ethnic studies during its formative years. Students of varying racial and ethnic backgrounds came together to form this movement to voice their opposition to the war. This movement was an important focal point for student

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activism. As a result of this activism, the voices of marginalized populations were amplified, and a spirit of solidarity was formed among them. This led to the demand for a curriculum that reflected the experiences and viewpoints of the oppressed communities. In addition, the Chicano and Black Power Movements were important contributors to the process of bringing Ethnic Studies to the forefront of academic debates. These movements fostered a sense of self- determination and love for oneself and empowered and mobilized communities of color. Because of this emphasis on cultural pride and self-identity, further pressure was applied toward the formation of academic programs that concentrated on the histories and cultures of people of color. The establishment of the very first academic programs devoted to Ethnic Studies, such as the black studies program at San Francisco State University and the Native American studies program at the University of California, Berkeley, both played an important part in the growth of the academic field of Ethnic Studies. These programs not only made it possible to study the experiences of ethnic groups in an academic setting, but they also created opportunities for community involvement and empowerment. They were able to provide pupils of color with a sense of belonging and validation, which was previously lacking in conventional educational practices. A discipline known as Ethnic Studies is built on several distinct pillars that together make up its basis. These pillars serve as the foundation for the curriculum and pedagogy of Ethnic Studies, and they are essential to the program's overall goals and objectives. Ethnic Studies is built on a foundation of social justice, self-determination, critical thinking, and community empowerment. These are the four fundamental pillars. The concept of social justice serves as the foundation of Ethnic Studies. Exposing and challenging oppressive structures is one of the goals of this pillar, along with promoting equity and social transformation. During their studies, students of Ethnic Studies frequently investigate the struggles faced by members of marginalized communities and the influence on their daily lives exerted by systemic institutions such as racism, sexism, and classism. Students are encouraged to build an agency sense to address social problems and to critically assess and challenge the underlying causes of societal problems. Ethnic Studies is for this pillar to equip students with the tools necessary to become agents of change and contribute to the development of a society that is more just and equitable. The empowerment of local communities constitutes the second pillar of Ethnic Studies. This pillar emphasizes the significance of bridging the gap between academic learning and community engagement. It acknowledges the capacity of students, through the application of their education, to bring about constructive change in the communities in which they live. Community-based research projects are sometimes a component of Ethnic Studies courses. In these projects, students collaborate with local organizations to find solutions to real-world problems. A sense of responsibility and investment in the communities they are a part of can be cultivated via this hands-on method. Students can build a strong feeling of

purpose and fulfillment in their lives by being involved in their communities and making use of their academic skills to make a difference in the world. Critical thinking constitutes the third and final pillar of Ethnic Studies. Students will be encouraged to question established narratives as part of this pillar's effort to foster the development of a critical consciousness. Ethnic Studies has as one of its primaries focuses the examination and refutation of Eurocentric viewpoints that have long been prevalent in the classrooms of educational institutions. Instead, it gives students alternate opinions from underrepresented areas to encourage critical thinking about the world in which they find themselves. Ethnic Studies strives to break away from the one-sided narrative frequently provided in mainstream curriculum to foster several points of view and encourage diversity through this pillar. Self-determination makes up the third and last pillar of Ethnic Studies. This pillar acknowledges the significance of students developing a positive sense of self-identity, self-love, and cultural pride to achieve academic achievement and personal growth. Courses in Ethnic Studies combine culturally appropriate materials and methodology that put the experiences and points of view of communities of color at the center of the learning experience. Students cultivate a healthy sense of self and an active resistance to erasing their experiences by actively researching their own histories, cultures, and traditions. This pillar also encourages a sense of belonging and affirmation among students of color, which contributes to the development of a constructive and emancipatory educational setting. The incorporation of ethnic studies courses into the curriculum of elementary, middle, and high schools is one example that exemplifies all the core components of ethnic studies. In the state of California, an organization known as the Movement for Ethnic Studies (MES) has been lobbying for the inclusion of an Ethnic Studies program in the state's public schools. The Multicultural Education Service (MES) is of the opinion that including Ethnic Studies in the curriculum of K-12 schools will help kids of color achieve academic achievement, foster cultural pride, and advance social justice. The first pillar of social justice is the critical analysis of historical events and social structures that have contributed to the marginalization of communities of color. This is accomplished by addressing the issue of historical events and social structures. Students would have the opportunity to learn about the struggles faced by African Americans, Chicanos, Native Americans, and Asian Americans throughout American history, as well as the contributions made by these groups, with an emphasis on their resiliency and resistance to oppression. Students would get a more sophisticated and empathic awareness of the challenges that communities of color confront because of this education, and it would drive them to work toward social justice and equity. The incorporation of Ethnic Studies into the educational system from kindergarten through high school helps to meet the second pillar of community empowerment. Students would have the chance to participate in community-based projects, applying what they have learned to problems in their own communities grounded in the real world. Students would

develop a sense of responsibility and investment in the process of bringing about positive change because of this, which would encourage them to become actively involved in the communities in which they live. The third pillar of critical thinking plays an essential role in the incorporation of Ethnic Studies into the curriculum of K-12 schools. Students in grades K-12 would no longer be taught the one-sided, Eurocentric perspective that is typical of most traditional curriculum; instead, they would be exposed to a variety of historical narratives and points of view. Students would be encouraged to think critically about the world around them, calling into question the prevalent narratives, and gaining a more thorough grasp of history because of this. In conclusion, the concept of self- determination would be addressed within the context of the curriculum through the utilization of teaching methods and materials that are culturally significant. Students would acquire a healthy sense of self and a robust feeling of cultural pride if they learned about the histories and traditions that are unique to their own communities. Students of color would experience a sense of belonging and validation, which would be beneficial to their academic performance and personal development.. In conclusion, the academic field of Ethnic Studies came into being as a reaction to the need for social justice and equity for populations that had been historically disenfranchised. Its curriculum and methodology are guided by its pillars of social justice, community empowerment, critical thinking, and self- determination, making it an inclusive and culturally responsive field of study. Ethnic Studies provides a counter-narrative to mainstream curriculum and creates a more inclusive and accurate view of history and society. This is accomplished by the focus that is placed on a variety of perspectives, the challenge of prevailing narratives, and the promotion of a sense of self-determination and community empowerment. Ethnic Studies can be understood within the frameworks of anti- racism, and because it centers the experiences and viewpoints of people of color, it actively works towards undoing systems of oppression and fostering a society that is more just and equitable.

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Ethics Midterm1

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