Critical Migration Studies / CRES 190 / Fall 2020
Class Meetings: F 9am-12pm
Office Hours: T 8am-10am [link, password ‘cats’]
Instructor: Neel Ahuja (neel@ucsc.edu)

COURSE DESCRIPTION

This is a senior research seminar for majors in Critical Race and Ethnic Studies. Students will spend the quarter researching and writing a 14-page research paper that critically analyzes public representations of migration. Exploring key scholarship in migration and diaspora studies, including recent writings on ‘border crises,’ students will develop an individual research project exploring a controversy, archive, cultural text, or historical debate in research on a specific migrant or diasporic group. Our focus throughout the quarter will be on key learning outcomes of humanistic research and writing: developing a method for studying migration attentive to critical race analysis; identifying objects and fields of study, formulating research questions, organizing an appropriately narrow thesis, identifying and critiquing sources, and completing well-structured written argumentation.

ASSIGNMENTS

• Research project:
  • Initial Proposal (5%)
  • Outline with sources (5%)
  • 5p draft (10%, required to advance)
  • 10p draft (10%, required to advance)
  • Peer review exercises (5%)
  • Oral presentation (5%)
  • Final 14p paper (50%)
• Informed oral participation in discussion (10%)

POLICIES

• Attendance. Students are allowed a maximum of 2 absences regardless of the reason for your absence; 3+ absences = F for course.
• Participation. Complete readings/viewings before the assigned date and contribute informed questions and thoughts in each session. Please be respectful of others in discussion and speak frequently.
• Late papers. Each paper draft – 5p, 10p, 14p – must be submitted on time. Because this is a writing workshop, it is critical that students complete drafts on time for peer reviews to happen. If you have known challenges to writing, such as writing anxiety, I can break up the assignments into smaller parts. But you must meet with me in office hours far in advance of the due date so we can work out a plan together.
• Universal Access: I strive to make the classroom accessible to all students regardless of disability status, illness, language background, or gender identity. Students who require a specific support/accommodation (notetaker, interpreter, audio support, etc.) should contact the Disability Resource Center and/or the instructor as appropriate. Feel free to contact me if I can facilitate or enhance your participation in any way.

RESOURCES