Communication and Culture | Seminar in Cross-Cultural Communication (Barbed Wire Enclosed Spaces and Places: Immigration, Ethnic Conflict and Globalization)
C727 | 28178 | Calloway-Thomas, C


CMCL-C 727: Seminar in Cross-Cultural Communication
(Topic: Barbed Wire Enclosed Spaces and Places: Immigration, Ethnic
Conflict and Globalization)
Class Number: 28178

M, 1:00 PM-3:30 PM, C2 272

Meets with AAAD-A 697
Open to Graduates Only!

Instructor: Carolyn Calloway-Thomas
E-Mail: calloway@indiana.edu
Office: C2 249
Phone: 855-0524

In World on Fire, Amy Chua tells a riveting story about the death of
her Aunt Leona, a Chinese Filipino who was killed by her chauffer,
Nilo Abique.  The motive given for the murder was “revenge.”  Chua
writes that “My aunt’s killing was just a pinprick in a world more
violent than most of us ever imagined.”  The value of Chua’s story
lies not necessarily in the violence that occurred as a result of
the murder   of  her Aunt Leona.  Rather, the story signifies a
resurgence of ethnic conflict worldwide.  In Arizona,   tension
exists over issues of immigration, and recently, France returned
Roma migrants back   to Romania, creating   much discord between
France and the European Union.  On October 4, in Amsterdam, a Dutch
politician went on trial for hate speech against Muslims.  These
events have unleashed intense debate over the role and place of
immigrants in a highly globalized world.

This seminar explores the nature, sources and effects of discourses
about racial and ethnic conflict within the context of
globalization.  The course will stress how discourses influence both
the production and consumption of ideologies that lead to ethnic
conflict.  The course also takes into account how values,
immigration, ethnonationalism,   human capital and free market
democracy fuel ethnic hatred globally.  Together, these sobering
forces raise   the following questions:  How does rhetoric function
to incorporate migrants into receiving societies?    To what extent
do differences in sets of skills, knowledge, and other forms of
human capital foster conflict among ethnic groups?    What role
do “market dominant” minorities play in unleashing suppressed ethnic
hatred?    The key issue is whether communication can substitute for
ethnic conflict and hatred in creating cultural change.  What should
an intercultural agenda for change   be and do?  We will focus on
ethnic conflicts in the United States, Rwanda, France, and the
Middle East.  Ethnic conflict in other places (e.g. Georgia and
Kenya) will also be highlighted.  The writings of scholars such as
R. Alba, J. Bhagwati, I. Berlin, L. Coser, J. Diamond,   P. Gilroy,
H. Gans,  S.I. Griffiths, U. Hannerz, F. Fukuyama, S. Huntington, A.
Hourani,  M. Nussbaum,  E. Said, T. Sowell  and other scholars will
be used to understand and explain the origins and workings of ethnic
conflict against the backdrop of globalization.




Finally, we will wrestle with rhetorical and communication
strategies and solutions that might offer ways out of barbed wire
enclosed spaces and places.

Course Format:  Although the class will be taught in a seminar
atmosphere, some sessions will begin with a mini-lecture by the
instructor, which will contextualize the particular topic or
approach taken in the assigned readings.  At   each session students
will give short presentations (10-20 minutes) on the assigned
readings  and will prepare and hand out a list of questions intended
to facilitate class discussion of the readings.
Course Requirements:  Students are expected to attend classes,
participate in class discussions and complete assigned readings.
Additional requirements include the following :
1.	One Paper.  You are required to write a 15-20 page paper
which will incorporate your readings and draw upon the knowledge
that you gained throughout the semester.  The paper may relate to a
particular ethnic conflict, or it may address any topic or issue
relevant to immigration, ethnic conflict and globalization.  The end
product of the paper should be a theoretical/practical explanatory
mode for social and cultural change.  Include in your paper the role
of discourse, cultural values and attitudes as obstacles   or
facilitators of change that have been largely ignored by scholars,
government and social agencies.  For example, do nongovernmental
organizations (NGOs) foster ethnic conflict?  To what   extent  do
foreign and international charity workers  see aid from the
perspective of  recipients?  To what extent is there social value in
constructing a paradigm that incorporates the   view  points  of
recipients?  If yes, what should the model do and be?

Your paper should be driven by rhetorical and intercultural
dynamics.  In other words, the centerpiece of your paper should be
the relationship between meanings, messages and people.

2.	 Two short (3-4) reaction papers and two sets of discussion
questions.  Twice during the semester each student will be required
to hand in a short paper which reacts to the week’s reading and
discussion questions designed to facilitate discussions of that
reading.  These are not summaries, but rather papers which raise
questions and criticisms, and make connections with previous
readings.  The readings will be assigned collectively and the short
reaction papers will be due on the day of your presentations.

Course Evaluation
20%   Class participation
30%   Reaction papers & oral presentations
50 %   Research paper
100%