All active links are to publicly available materials. Links for materials provided to students under fair use have been disabled and are indicated in bold. Feel free to contact me with questions about any materials.
Pre-Week 1: Course Surveys and Introductions
Respond to course survey(s) on technology access, course design, and need-to-know
Begin exploring course site and Discord
Begin reviewing syllabus
Homework: Complete your slide of Introduction slideshow below; see slideshow for instructions
M 1/11: Course Structure and Topic Overview
Introductions
What this class is about and what we'll be doing
Homework:
Review syllabus
Read #PopJustice Vol. 1 selection: #PopJustice PDF
Post a question or suggestion about the course or syllabus on Discord [D]
Post in #top-hits and #diss-tracks [D]
Session Recording:
W 1/13: What is Pop Culture?
Discuss: What is pop culture? What does it do/ what is it for?
Homework:
Watch video: "Ethics Defined: Ethics": Video link for Ethics overview
Review Google Docs (below) for Participation and Discussion Norms examples, begin thinking about any suggestions you have. Feel free to add to the document or make comments.
Read: Douglas Young, Philosophical Conversation: Link to Young, Philosophical Conversation PDF. This document lists many moves one can make in a philosophical discussion. Ignore the dice rolling bit, but identify one or two moves that you think you could use pretty easily, and try to use them for our discussions.
Session Recording:
F 1/15: Participation, Discussion, Course Goals and What is Ethics?
Collaborate on what will count for participation
Google Doc for Participation Options: Link
Collaborate on norms of discussion
Google Doc for Discussion Norms: Link
Homework:
HW 1: In a short reflection, identify an example of ethics and pop culture intersecting, and say a bit about why you think this is a good example. [D]
Watch the mini-lecture on ethics. In a thread on Discord, share any thoughts or questions you have about what philosophical ethics is, why it's important, or how we're going to be studying/using it in this class: Video link for Ethics Overview
Continue thinking about/discussing participation options.
Session Recording:
M 1/18: NO CLASS--MLK JR. Day
W 1/20: Intersection of Ethics and Pop Culture
Watch Inaugural Poem: Link to Inaugural Poem video and article
Discuss: How does pop culture and ethics intersect and relate? What are ethical issues you see reflected in pop culture? Are there any ethical concerns about the creation and/or consumption of pop culture?
Identify and discuss examples of the intersections we identify--use you homework example as a starting point
Homework:
HW 2: Give a short response to a reflection (your own or a classmate's) from last week's homework, building on today's class discussion. You could respond to or expand on an example, identify a connection between ideas or examples, or explain a new thought or example you have now. [D]
Read: Assignment guides and examples: Syllabus Main Page
Watch: Assignment Overviews: Syllabus Main Page
Prepare for Friday's discussions: Do you have any questions about the assignments? Do you have any changes you'd like to suggest? Review the course goals Google Doc and make comments or suggestions.
Session Recording:
F 1/22: Participation, Course Goals, and Roadmap for the Semester
Finish class discussion/decisions on participation
Review the plan and flow of topics for the semester
Discuss and decide course goals
Discuss the assignments and final project in detail and answer any questions
Discuss any changes that we'd like to make or think might be needed later
Homework:
Watch/listen to the Ugly Duckling: Video link: "The Ugly Duckling"
Read: Tre Johnson, "Black Panther": Link to Tre Johnson article
Explore: Twitter: #WhatBlackPantherMeansToMe: Link to Twitter
Session Recording:
M 1/25: The Importance of Representation
Discuss: Why did we read The Ugly Duckling for a pop culture and ethics course? What ideas about ethics can we find in the story?
Discuss: What are the ethical values and concerns of representation in pop culture? Why is representation important? What counts as "good" representation versus "bad" representation, and how do we decide? We'll use Black Panther as our case example.
Homework:
Read Boboltz and Yam, "Why On-Screen Representation Actually Matters": Boboltz and Yam PDF
Read Klein and Shiffman, excerpt: "Underrepresentation and Symbolic Annihilation of Socially Disenfranchised Groups (“Out Groups”) in Animated Cartoons": Klein and Shiffman PDF
Suggested: Sari-Serye, "What is Symbolic Annihilation?": Video link: Sari-Serye "What is Symbolic Annihilation?"
Watch Christopher Bell, "The Importance of Female Superheroes": Video link: Christopher Bell, "The Importance of Female Superheroes"
Session Recording:
W 1/27: Public Pedagogies and Symbolic Annihilation
Discuss: What are public pedagogies? How do they work and how are they controlled? What is symbolic annihilation? How does it cause harm, and how do we combat it?
Identify and discuss examples of symbolic annihilation in pop culture
Homework:
Watch Aisha Thomas, "Why Representation Really Matters": Link for Aisha Thomas video
HW 3: Write a short reflection to our class conversation this week. Think about how you personally have experienced (or not) representation in pop culture. How has it affected you (emotionally, socially, etc.)? [D]
Session Recording:
F 1/29: Single Stories and Stereotypes
Think Aloud: Brent Staples, "Just Walk on By": Staples PDF
Watch: Chimamanda Adichie, "The Danger of a Single Story": Video Link for Adichie, "The Danger of a Single Story"
Discuss: What is the problem of single stories and how have you encountered them in your own life?
Write: Create a list of single stories people might tell about you. Can you describe an experience that supports one of these stories?
Homework:
Read Iris Marion Young, excerpt: Justice and the Politics of Difference: PDF Link to Young "Five Faces of Oppression" . You will be divided into groups that will be assigned a specific kind of oppression to focus on, though you are encouraged to read more. It is recommended, but not required, that you work together with your groupmates to work through and discuss your section. For Monday's class, groups will have a brief meeting in a breakout group to review their material. Everyone will then be mixed into breakout groups to report on their section and learn about the sections that the other groups handled.
Group Assignments: PDF Link to Group Assignments Young
Suggested:
Readthrough Video: Video Link to Young Ch.1 Readthrough
Overview Handout: PDF Link to Young Handout
Session Recording:
M 2/1: Injustice and the Five Faces of Oppression
Discuss: How does Young define injustice? What are the ethical harms of dominance and oppression? What are the five faces of oppression, and what are some examples of each of these? We will use two rounds of breakouts to discuss the five faces of oppression, where you will be responsible for reviewing your assigned section for your second breakout group, after a brief review session with your assigned groupmates.
Discuss vignette assignment
Homework:
Read Eaton and Szustak, excerpt: "Asexuality: A Philosophical Perspective": PDF Link: Asexuality Excerpts
Begin working on developing one of your single story examples into a short, 1-2 page personal narrative vignette. Due: Saturday, 2/6 by 9:00pm: PDF Link: Vignette Instructions
HW 4: Identify and post some examples of single stories, stereotypes, symbolic annihilation, and/or oppression in pop culture [D]
Respond to poll for group project: Link
Session Recording:
W 2/3: Cultural Imperialism and Single Stories in Pop Culture
Discuss: Continue conversation about Young, focusing particularly on cultural imperialism. We will use the Eaton and Szustak excerpt as a case study of cultural imperialism.
Identify and discuss examples of single stories, stereotypes, symbolic annihilation, and/or oppression in pop culture, using your homework as a starting point.
Continue work on vignettes
Homework:
Read: Gloria Anzaldúa, "La Prieta": PDF Link: "La Prieta" Content Warning: Use of slurs, graphic language and depictions, discussion of assault, sexism, racism, and homophobia. Respect your own limits--if you think you can't read it, don't; you can discuss it with me during drop-in hours.
Before/while you read "La Prieta", review the reading guide: PDF Link: "La Prieta" Reading Guide
Suggested: "La Prieta" Readthrough: Video Link: "La Prieta Readthrough"
Read: Blake and Ábrego, "An Interview with Gloria Anzaldúa"
Watch: Kimberlé Crenshaw, "The Urgency of Intersectionality": Video link for Crenshaw, "The Urgency of Intersectionality"
Continue work on vignette
Session Recording:
F 2/5: Intersectionality
Set up and discuss group project: Intersections in Pop Culture. Groups will meet, introduce themselves, and decide how they want to start working on the project: Link
Discuss: What is intersectionality, and what role does it play in ethics? Why is it important to recognize and respond to intersectionality? What are the ways we see (or don't) intersectionality in pop culture? What are the ways it affects everyday life? We will use "La Prieta" as our primary example.
Homework:
Vignette due Saturday 1/6 at 9:00 pm : Submit Here
Begin work on group project
Suggested: Listen to UnMute podcast, Myisha Cherry and Paul C. Taylor: Link to UnMute podcast, Paul C. Taylor
M 2/8: Group Project
Group work
Homework: Reflection 1 will be due on Saturday, 2/13 at 9:00pm
W 2/10: Group Project
Group work
F 2/12: Group Project
Class check-in on group project: How's it going? Are you experiencing any challenges or successes? Is there anything you've learned/discovered that you think is exceptional and needs to be shared immediately?
Group work
Submit Self and Group Evaluation: Link
M 2/15: Group Project
Group work
Homework: Analysis Paper 1 will be due Saturday, 2/27 at 9:00pm
W 2/17: Catch-up Day
Discuss analysis paper assignment, new grading scale
We will use today to catch up on any missing assignments (homeworks, vignettes, and short reflection 1). If you are up-to-date on your work, you may work ahead on upcoming assignments (analysis paper 1), on your group project, or have a freeform discussion with other students who are up-to-date. I will be available to answer questions or discuss your progress with you.
F 2/19: Group Project
Group work
Homework:
Analysis Paper 1 will be due Saturday, 2/27 at 9:00pm
Web Link: The Nib, "Lighten Up" or PDF Link: Wimberly, "Lighten Up" (I recommend reading on the webpage, but if you need to download the pdf is a copy).
M 2/22: Group Project
Group work
Homework: Submit Self and Group Evaluation: Link
W 2/24: Group Project Presentations
Each group will give a short (5 min max) presentation of the outcomes of their group work, followed by Q&A
Session Recording:
F 2/26: Group Project Presentations con't.
The remaining groups will give a short (5 min max) presentation of the outcomes of their group work, followed by Q&A.
Reflection: How was your experience of the group project? Did you learn anything that surprised, angered, or inspired you? Were there any connections we noticed between the different projects, or to earlier class discussions or topics?
Homework:
HW 5: Write a short reflection about another group's project. This could be something you learned, something that intrigued you, a question you have, or a connection you thought of to another idea or example. [D]
In the HW 5 thread, add or indicate topics that you would like to continue to discuss in class on Monday. [D]
Suggested: Materials for Online Learning Success:
Analysis Paper 1 due Saturday 2/27 at 9:00pm: Submit Here
Session Recording:
M 3/1: Group Presentation Discussion and Mixtape Work Time
Discuss: Continue discussions from the presentation discussions and HW 5 thread.
Work: You will have the option to work quietly on items for your mixtape final project (such as choosing some items, deciding on a theme, or outlining liner notes) or to discuss your progress and ideas with classmates in small groups. I will also be available to answer questions and give feedback.
Homework:
Read: deirdre-t, "Supernatural’s Legacy: The Trauma of Silence": deirdre-t, Supernatural's Legacy PDF
Read: Nicole Mason, "Supernatural and Queerbaiting": Mason, Supernatural and Queerbaiting PDF
Suggested: Skim "The CW's Representation": The CW's Representation Google Doc (a ongoing record of misrepresentation by CW shows compiled by Twitter users) ; Browse: Twitter #theysilencedyou ; and explore some links in : CW's "Representation" Articles, Videos, and Tweets" Google Doc
Session Recording:
W 3/3: Case Study: Supernatural and Misrepresentation
TV show Supernatural has long faced severe criticism for a variety of representation issues, including racism, sexism, and queerbaiting. A recent surge of backlash came after the final three episodes of the season, igniting social media campaigns from fans against the show's network, the CW. We'll be using this show as a case study for identifying and analyzing specific examples of ethical harms in pop culture, with particular focus on how everyday people are effected, and discussing why representation is so important from the perspective of lived experience.
Homework:
Read: Savas Abadsidis, "Supernatural’ Fans Start ‘The Castiel Project’ To Raise Money for The Trevor Project": Link to Abadsidis, "The Castiel Project"
Browse:
Suggested: Anthony D'Alessandro, "‘Walker’: How Detention Of Children At U.S.-Mexico Border Served As Jumping-Off Point For CW Reboot" and RAICES Fundraiser
Session Recording:
F 3/5: Case Study: Supernatural and social media activism
Discuss: We will continue our case study of Supernatural, focusing today on how fans turned their post-finale outrage into activism, and how this case is a microcosm of the issue of representation in the media at large.
Discuss: What are ways that pop culture (including social media) can connect with and affect social justice movements? Should pop culture be utilized for social justice, and if so, how? What ethical considerations are important to take into account?
Homework:
Read: Cherríe Moraga, "A 'Holla' from the West Side": PDF Link
Read: Marisol Adame, "History has its Eyes on Us", PDF Link
HW 6: Post a short reflection in response to this week's case studies and conversation. You might talk about how it made you react, identify other examples of pop culture or social media activism that relate, or draw a connection to other ideas we've discussed this semester so far. [D]
Suggested: Watch: Link to "When We All Vote";
Listen: Lin Manuel Miranda's Hamilton Influence Playlist Link to Spotify: "Rise Up Eyes Up Wise Up" ; Hamilton Soundtrack: Link to Spotify: Hamilton Soundtrack
HIGHLY Suggested: PDF Link: Michael Harriot, "I grew up in a cancel culture" or Link to Michael Harriot Twitter Thread (This isn't specifically related to Monday's topic, but it does relate and it's a fantastic connection to our unit on Representation.)
Session Recording:
M 3/8: Hamilton and the power of pop culture
Discuss: How Hamilton has intersected with or been used for social justice movements. Why have people connected the show so strongly with social justice, and why is it's use so effective?
Discuss: How and why pop culture (in particular, artistic mediums such as visual art, music, theatre, dance, etc.) is so impactful. What are ways that we are influenced by art in everyday life? What does that suggest about the ethics of how art should be created and used?
Additional Readings: Jewelle Gomez, "Not a Moment but a Movement": PDF Link ; Viet Thahn Nguyen, "A Time to Demand the Impossible": PDF Link
Homework:
Watch Hamilton, "The Hamilton Mixtape: Immigrants (We Get the Job Done)": Video link for Hamilton Mixtape: Immigrants ; PDF Link: Lyrics and Translations
Watch: Hasan Minaj, "Hasan Minaj Fought His Dad Over Death Threats": Video link for Hasan Minaj
As you watch these videos, think about (and perhaps take notes on) how these artists are using their art to comment on society. What messages are they sending, and how are they achieving that through their stories, lyrics, and videos? Are these effective means commenting on society? How does this compare to more traditional means of communication/activism, such as writing articles or giving speeches?
Suggested: Watch: Riz Ahmed, "I Miss You": Video link for Riz Ahmed "I Miss You"
Session recording:
W 3/10: Social Commentary: Immigration
Analyze and discuss Mixtape and Minaj videos, homework prompt
Homework: HW 7: Find and share an example of a pop culture item that provides social commentary. [D]
Session Recording:
F 3/12: Social Commentary: Student Examples
Share and discuss examples posted for homework
Discuss ethical considerations of pop culture as social commentary
Check-in: Mixtape progress and questions
Homework:
Submit three (3) items for your mixtape project: Submit Here or through email
Read: #HashtagActivism Ch. 1: PDF Link; Reading Guide
Suggested: #HashtagActivism Introduction: PDF Link
M 3/15: Hashtag Feminism
Reading/Discussion Guide: #HashtagActivism Ch. 1 Reading Guide
Homework:
Read: Audre Lorde, "The Master's Tools Will Never Dismantle the Master's House": PDF Link: Audre Lorde, "The Master's Tools..."
Watch: YouTube: "What is Consent?"
W 3/17: The Personal is Political
Discuss: We will finish our discussion of the #HashtagActivism Ch. 1 reading guide questions.
Review: Audre Lorde, additional ethical concepts
Homework: Read Audre Lorde, "The Uses of the Erotic": PDF Link: Lorde, "Uses of the Erotic"
Read: Hozier/Stallion Analysis
Suggested:
Susan Brison, Excerpt, "Pornography and Harm" : PDF Link
Anita Superson, Excerpt, "Sexual Harassment": PDF Link
Sheila Lintott and Sherri Irvin, "Sex Objects and Sexy Subjects: A Feminist Reclamation of Sexiness": PDF Link
F 3/19: Flex Day:
Discuss: We will continue the group project empowerment discussion, using additional concepts from the homework materials to inform our discussion.
Homework:
Read #HashtagActivism Ch. 2: PDF Link
Reading Guide: Link to Google Doc Reading Guide. I have provided this reading guide as a shared Google Doc. Feel free to collaborate on this reading guide-build on each other's answers and insights to develop comprehensive responses so we have this as a shared resource for Monday's discussion.
Suggested:
Listen: Intersectionality Matters with Kimberlé Crenshaw podcast: Link: #SayHerName Episode, Link: When They See Her: The Story of Michelle Cusseaux Episode
Reflection 2 will be due Saturday, 3/20 at 9:00pm.
Take a break from ethics and enjoy spring break!
M 3/29: #SayHerName
Discuss: We will begin our discussion of #SayHerName, intersectionality, and Black Feminism by reviewing the reading guide.
Homework:
Read #HashtagActivism Ch. 2: PDF Link
Reading Guide: Google Doc Reading Guide. I have provided this reading guide as a shared Google Doc. Feel free to collaborate on this reading guide-build on each other's answers and insights to develop comprehensive responses so we have this as a shared resource for Wednesday's discussion.
Read: Kristie Dotson, "Inheriting Patricia Hill Collins's Black Feminist epistemology": PDF Link: Dotson, "Inheriting PHC's Black Feminist epistemology"
Browse: Twitter, #SayHerName: Link to Twitter Search, #SayHerName
Suggested:
Read: African American Policy Forum (AAPF) #SayHerName Primer: Link: AAPF #SayHerName
Read: Donna M. Owens, "Breonna Taylor...": Link: Owens, "#SayHerName Movement"
W 3/31: Black Feminism
Discuss: We will continue our discussion on Black Feminism, intersectionality, and #SayHerName, focusing today on how the #SayHerName movement represents and utilizes key ideas from Black Feminism.
Homework: Proposal for creative work due by 9:00 pm CST: Submit Here
Prepare for Friday's discussion: review course materials and begin thinking about the questions listed below.
F 4/2: Meta-reflection: Ways of Knowing
Today we are going to stop and reflect on the kinds of materials we have been working from and the kinds of knowledge they provide. Most of our materials are not academic works; even fewer are from philosophers, but they have all contributed to our philosophical exploration in this class. Why is it important to seek knowledge from multiple perspectives, methods, and materials? What might we miss if we only use academic or other "legitimate" sources of knowledge and methods of producing knowledge? What ethical considerations are involved in decolonizing and expanding what counts as knowledge or how to gain knowledge?
Homework:
HW 8: Post a short reflection based on our class conversation. I encourage you in particular to think about these ideas in connection with your own major or with a class that you are currently in. Is what counts as knowledge restricted in some way? Can you identify or imagine a way that a non-traditional source could enhance the work being done or improve the field for underrepresented folk? [D]
Watch: Janelle Monae, "Hell You Talmbout": YouTube Link: Janelle Monae, "Hell You Talmbout" (Monae originated this song, but it isn't available on Spotify)
Listen: Explore Ms. S's Spotify playlist for Pop Ethics, focusing on examples of protest music. Make sure you specifically listen to (on Spotify, YouTube, or elsewhere) the first 5 songs: "Hell You Talmbout", "Sinnerman", "Get By", "Mississippi Goddam", and "Nina Cried Power". I recommend looking at the lyrics as well: Spotify Link: Ms. S's Mix
Contribute to the Class Collaboration Spotify Playlist with examples of protest music. Make sure you check out what others have posted as well: Spotify Link: Pop Ethics Class Collaboration
M 4/5: Nina Cried Power
Analyze and discuss examples of protest music, starting with Nina Simone's "Mississippi Goddam" and Janelle Monae's "Hell You Talmbout". We will also look at offshoots from Nina Simone's music: sampling in contemporary hip hop and protest music, and connections to other works in pop culture including Alvin Ailey's Revelations.
Homework:
HW 9: Post an example of a work of visual art (street art, poster, painting, etc.) that was created for protest and/or social commentary. [D]
W 4/7: In the Streets: Visual Art as Protest
Analyze and discuss examples of street art and public art used for protest and social commentary.
Homework:
Watch: Beyoncé, "Formation": Video link for Beyoncé's "Formation"
Watch: SNL, "The Day Beyoncé Turned Black": Video link to SNL
Read: Syreeta McFadden, "Beyoncé's Formation reclaims black America's narrative from the margins": Link: McFadden, "Beyoncé's Formation" or PDF Link: McFadden, "Beyoncé's Formation"
F 4/9: Beyoncé is Black
Analyze and discuss Beyoncé's "Formation" video and performance, its message and connections to issues of racism and police brutality, and the effects of Beyoncé's transition to social commentary and protest in her music.
Homework:
Read: #HashtagActivism Ch. 5
Sign up for individual conference slot for Week 14: Sign Up
M 4/12: Today we will start our discussion of the Movement for Black Lives by thinking about our own knowledge and experience of the movement and how BLM is present in pop culture.
Read: #HashtagActivism Ch. 5, PDF Link Focus on p. 126-128 (in the box) and p. 145-152, "Shaping Change For Black Lives".
Read: Khan-Cullors and Bandele, excerpt, When They Call You a Terrorist: A Black Lives Matter Memoir, Intro, Ch. 11, and Ch. 13: PDF Link
W 4/14: Today's discussion will focus on how pop culture and social media activism can be used for justice, using BLM as our focused case study. We will also keep in mind the scope of knowledge and observation--from the global and national levels of an entire movement to the personal stories of individuals involved in organizing and protesting.
F 4/16: We will continue our discussion of the Movement for Black Lives as we consider how it connects with other ethical issues and concepts from this semester.
Homework:
Creative Work is due Saturday, 4/17 at 9:00pm
An outline and six (6) items for your mixtape are due next week 24 hours before your scheduled individual conference with me. We will use the conference to discuss your project and progress.
Short Reflection 3 is due Saturday, 4/24 at 9:00pm
M 4/19: NO CLASS--Individual Conferences
W 4/21: NO CLASS--Individual Conferences
F 4/23: NO CLASS--Individual Conferences
Homework: Reflection 3 is due Saturday, 4/24 at 9:00pm
M 4/26: We will use this week to work on assignments in class. This will involve check-ins and some discussion, so attendance is still necessary. Those students who have indicated a preference to cover another topic instead of working on their mixtape will have an option that we will decide together.
W 4/28: Continue working on mixtapes
Homework:
HW10: Write a short reflection looking back on your experience in this class this semester. Some questions to consider: What did you find most challenging and why? What did you find most valuable? (How) has this class changed how you think about or approach _____ (a topic, learning, philosophy, etc.)? If you could change anything about the class, what would it be and why? You can post this on Discord if you like, but I also recognize this could be something personal enough to not share openly, so I invite you to email your responses as well.
F 4/30: Continue working on mixtapes
Final Mixtape Project is due Friday, 5/7 at 9:00pm
Schedule is subject to change at instructor's discretion.