Essay Prompt:
“It is not a matter of ‘seeing is believing’ but rather, the racialized assumptions the dominant society teaches the oppressed shape how and what they see” (Pyke 2013: 270). And we should also consider how those who are located within the dominate frames of discourse are also ‘taught’ how and what to see when they see themselves and others.
Questions to Consider:
Racialized, gendered and class based assumptions create a context within which we see ourselves and others. What is it that we see when we look at others? How do we interrogate our own way of seeing others? What are the benefits and limitations in considering seeing as evidence of one singular expression of truth? If seeing is a process of multiplicities, however, how do we navigate through competing and contradictory contexts of seeing?
How do we see race? How do we see Native Americans? How are Arab Americans seen in popular culture? How do we view race and class within the context of natural disasters? How do we see women in popular culture, in politics, in sports and in society in general? What are the social, cultural, political and economic values that we wish to uphold and should they be associated with particular gendered/sexed perspectives? How do we think back from what our eyes see to the intellectual context that directs and guides us to see in the first place?
Required Elements:
1. A thesis statement that addresses the essay prompt. What is your main point about ‘seeing’ (visuality) that you want to support and discuss?
2. Review the overarching themes, concepts and ideas covered in the class readings, presentations, and supplementary materials.
3. Review specific examples and case studies covered in the readings and introduced in class discussions and presentations. These include: materials assigned on the syllabus from 3/19-4/16, and materials posted on BB that were used to supplement our class work.
Grading Rubric:
1. Well-developed thesis that clearly responds to the essay prompt.
2. Clear and demonstrated understanding of the assigned materials.
3. Synthesis of information and specific examples drawn from all of the assigned materials. When you are supporting a claim, opinion or main point, draw various examples together to present a well-rounded and fully developed argument. Make connections between the various case studies and examples we used in class. Organize them around your main points.
4. Logical, coherent and well-organized arguments, examples and details supporting your thesis.
5. Proper use of grammar and punctuation. Well-crafted sentences that draw on the concepts, ideas, and themes presented in the readings to deepen your analysis.
6. Use of parenthetical citations that indicate where your information, examples, details and evidence are drawn from. For example: (CNN Unwelcome), (Pyke 2013: 274). Remember, if it is not your own thought or idea, cite it!
Lastly, you don’t have to use the outside of the sources. You can only use the sources that I gave you from the sources list.