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Vincent M. Mugisha. PhD Student/GTA, . Educational Leadership and Policy Studies. Essentialism . Vs. Social constructionism. Essentialism. a belief that certain . phenomena e.g. race, gender, sexuality . Sander L. Gilman, “Black Bodies, White Bodies: Toward an Iconography of Female Sexuality in Late Nineteenth-Century Art, Medicine, and Literature. ”. Anne McClintock,. “’Massa’ and Maids: Power and Desire in the Imperial Metropolis”. Andrew Scholtz, . Fall 2013. Agenda. Next Class …. Sophocles’ . Antigone. – Antigone’s heroism? Creon’s villainy?. Problems …. Gender, Sexuality, Values, Ideology. Shape of Course. Where, When, What, How. Dr Max Price. Vice-Chancellor. University of Cape Town. OUTLINE. Examine trends post-apartheid (since 1994). Income inequality. Overall, by race, by gender. Poverty . Overall, by race, by gender. Composition of income and impact of social grants. Sexuality, Ethnicity, Masculinity. Agenda. Adventures in Critical . Thinking. What Does Halperin Say?. Recap and Update. Definitions, Theories, Practices. Pederasty. Concepts and Terms. Choose Your Lenses. Socialization. Learning Culture,. Building . I. dentity. AND. Stratification and Inequality. Examining the Implications of. Class, Race, and Gender. Socialization. Socialization. The life-long process of learning culture. Andrew Scholtz, . Fall 2013. Agenda. Next Class …. Sophocles’ . Antigone. – Antigone’s heroism? Creon’s villainy?. Problems …. Gender, Sexuality, Values, Ideology. Shape of Course. Where, When, What, How. Identity Power?. Thought Experiment. Classical Athenian (500-300 BCE) . Facebook Signup. Your Comments. lot’s of terminology. suggestive of different ways of viewing. masc. /feminine roles maybe not so different today. Outline. The trouble we are in. The social construction of . difference . Privilege. Power and the matrix of domination . The Trouble We Are In. There are deep social inequalities go against our common ideals for society. . This text for race and ethnic relations courses is written by three leading scholars and reflects a very contemporary way of looking at race, minorities, and intergroup relations. Older texts use a categorical approach and feature a series of chapters that examine one minority group at a time (African Americans, Latino/a Americans, Asian Americans, Native Americans, etc.). Newer texts designed within the last 5-10 years are more likely to be organized topically, discuss various racial and ethnic minorities within the context of these topics, and use the most current theories and perspectives in this field.The Matrix of Race is built around these core ideas: -Race is a both a social construction and a social institution -Race is intersectional--it is embedded within other statuses (such as gender, social class, sexuality) -Concepts of race change over time and as we move from one physical location to another -We are all active agents in upholding, reproducing, or resisting constructions of race The chapters in Part I introduce basic concepts about race and racism, describe the Matrix approach to studying race, and narrate the history of race in the Americas from its colonial beginnings to the early founding of the United States. Part II is a series of chapters that examine how race operates within the major institutions that structure our social lives: families, the legal and criminal justice system, work and the economy, the health care system, education, media, sports, and the military. In each chapter in Part II, the authors resume the historical narrative about race and examine that institution from the Matrix perspective. Borrowing from Lee Anne Bell\'s popularStorytelling for Social Justice book, the authors tell four different kinds of stories about race throughout that give personal voices to ideas: -Stock stories told by the dominant group and encoded in law, policy, history, and culture -Concealed stories that look critically at stock stories and offer a different understanding of race -Resistance stories that show individuals struggling to challenge and overturn stock stories -Transforming stories that offer a new vision of racial justice and social change. How do social statuses intersect to shape our identities and produce inequalities? In the updated Third Edition of this bestseller, Susan Ferguson has carefully selected readings that open your eyes to the ways that social statuses shape your experiences and impact your life chances. You will hear from leading experts in the field about the many approaches used to understand this important and evolving subject. This anthology also gives you the tools you need to enact social change that will lessen injustices in our society. Praised for the its intersectional approach, Race, Gender, Sexuality, and Social Class is organized around broad topics (Identity, Power and Privilege, Social Institutions, etc.), to underscore a key fundamental insight: race, class, gender, and sexuality do not exist in isolation they often intersect with one another to produce social inequalities and form the bases of our identities in society. Revised edition of: Race, gender, sexuality, & social class: dimensions of inequality, published in 2013. How do categories of people come to be seen as different? How does being different affect people\'s lives? What does difference mean at the level of the individual, social institutions, or society? What difference does difference make? The Meaning of Difference offers a conceptual structure and up-to-date readings on the differences distinctive to American life--differences of race and ethnicity, sex and gender, social class, sexuality, and disability. This best-selling anthology surveys how and why the categories of race, class, gender, and sexuality are constructed, maintained, experienced, and transformed. The Social Construction of Difference and Inequality then moves beyond simply discussing various forms of stratification and the impact of these on members of marginalized groups by providing a thorough discussion of how such systems of stratification are formed, perpetuated, and interconnected. Readers are then challenged at the end of each reading with critical thinking questions to relate content to their lives and understand how their own attitudes, actions, and perspectives may serve to perpetuate a stratified system.