ES 329 - Chicanx/Latinx Cultural Production: Activism, Identity, Resistance

Completion of GE Areas A1, A2, A3, and B4 with grade C- (CR) or better.
Possible Instructional Methods: Online Asynchronous.
Grading: A-F or CR/NC (student choice)
Breadth Area(s) Satisfied: GE-UD-C - Upper Division Arts or Humanities, Overlay - Diversity
Course Typically Offered: Fall & Spring


Student Learning Outcomes - Upon successful completion of this course students will be able to:
demonstrate an understanding of and ability to apply the following humanities-based principles, methodologies, value systems, and thought processes: cultural production, close-reading, social critique 

analyze Latinx cultural production as an expression of, or reflection upon, what it means to be human; 

1. demonstrate how the perspectives of the Latinx arts and humanities are used by informed, engaged, and reflective Latinx communities to put forward an alternative to cis-patriarchal, white supremacist, and colonial regimes of power/ knowledge. 
2. describe the historical and contemporary experiences of Latinx communities in the US resilience and agency of Latinx cultural workers; 
3. identify structures of oppression and the diverse efforts and strategies used by Latinx cultural workers to combat the effects of oppressive structures; 
4. analyze the intersection of the categories of race and gender as they affect Latinx communities’ lived realities and/or as they are embodied in Latinx identities and cultural resistance; and 
5. recognize how queer, undocumented, feminist, and variously racialized Latinx cultural workers use cultural production to complicate our understanding of Latinx identities. 

1. demonstrate an understanding of and ability to apply the principles, methodologies, value systems, and thought processes employed in the arts and humanities;
2. analyze cultural production as an expression of, or reflection upon, what it means to be human; and
3. demonstrate how the perspectives of the arts and humanities are used by informed, engaged, and reflective citizens to benefit local and global communities.

1. describe the histories and/or experiences of one or more U. S. cultural groups and the resilience and agency of group members;
2. identify structures of oppression and the diverse efforts and strategies used by groups to combat the effects of oppressive structures;
3. analyze the intersection of the categories of race and gender as they affect cultural group members’ lived realities and/or as they are embodied in personal and collective identities;
4. recognize the way that multiple differences (including, for example, gender, class, sexuality, religion, disability, immigration status, gender expression, color/phenotype, racial mixture, linguistic expression, and/or age) within cultural groups complicate individual and group identities.