THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2020/2021

Information in the Degree Programme Tables may still be subject to change in response to Covid-19

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DRPS : Course Catalogue : School of Philosophy, Psychology and Language Sciences : Philosophy

Undergraduate Course: The Subordinate Male: Racism, Gendercide, and Savagery in the 20th and 21st Century (PHIL10198)

Course Outline
SchoolSchool of Philosophy, Psychology and Language Sciences CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 10 (Year 4 Undergraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis course investigates the construction and deployment of savagery, femininity, and the rapist in justifications for colonialism, segregation, genocides, and imperial conquest.
Course description This course explores the historical development and contemporary accounts of racialized males throughout 20th and 21st century Europe and America sociology and gender theory. This course aims to analyse the relationship between savagery, racial conquest, feminism, and genocide and the fear of the racialized male. Black, Jewish, and Arab men and boys are of central concern, but various readings will explore the experiences of Armenian, Serbian, and other racial male groups exterminated and sexually assaulted genocidal and colonial events. Texts will introduce students to theories such as: Global South Masculinities, Multiple Masculinities, Social Dominance Theory, Black Male Studies, and Gendercide, to better explain the experiences and lives of racialized males oppressed by white empire.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Students MUST have passed: Mind, Matter and Language (PHIL08014) AND Knowledge and Reality (PHIL08017)
Co-requisites
Prohibited Combinations Other requirements Students studying on MA Cognitive Science (Humanities) are permitted to take this course without having met the pre-requisites of Mind, Matter and Language (PHIL08014) and Knowledge and Reality (PHIL08014). However, it is advisable that students discuss the suitability of the course with their PT and the course organiser before enrolling.
Information for Visiting Students
Pre-requisitesVisiting students should have completed at least 3 Philosophy courses at grade B or above. We will only consider University/College level courses. Applicants should note that, as with other popular courses, meeting the minimum does NOT guarantee admission. These enrolments are managed strictly by the Visiting Student Office, in line with the quotas allocated by the department, and all enquiries to enrol in these courses must be made through the CAHSS Visiting Student Office. It is not appropriate for students to contact the department directly to request additional spaces.
High Demand Course? Yes
Course Delivery Information
Academic year 2020/21, Available to all students (SV1) Quota:  20
Course Start Semester 2
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Seminar/Tutorial Hours 22, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 174 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Midterm Essay (40%) 1,500 words
Final essay (55%) 3,000 words
Participation (5%)
Feedback Guidance will be given in advance of each assignment. This may be in the form of an in-class discussion, a handout, or discussion of a component of the assessed work. Instructor feedback on essay outline and peer feedback provides further formative opportunities ahead of final essay.
No Exam Information
Academic year 2020/21, Part-year visiting students only (VV1) Quota:  1
Course Start Semester 2
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Seminar/Tutorial Hours 22, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 174 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Midterm Essay (40%) 1,500 words
Final essay (55%) 3,000 words
Participation (5%)
Feedback Guidance will be given in advance of each assignment. This may be in the form of an in-class discussion, a handout, or discussion of a component of the assessed work. Instructor feedback on essay outline and peer feedback provides further formative opportunities ahead of final essay.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Explain influential theories concerning the oppression and exploitation of racialized males and patriarchy the world over
  2. Critically assess current arguments concerning patriarchy positions and arguments about gender, drawing their own reasoned conclusions about their defensibility
  3. Explain the relationship between 20th century theories of racial inferiority and contemporary arguments about gender, masculinity, and femininity.
  4. Articulate their own views regarding the colonial history of the racial theories invented by Europe and America and its continuing consequences for humanity in general
  5. Participate meaningfully in societal conversations concerning controversies related to race, gender, and masculinity
Reading List
Representative Readings

Anthony Lemelle Jr., Black Masculinity & Sexual Politics (New York: Routledge, 2010).

Joseph Massad, Desiring Arabs (Chicago: University of Chicago Press, 2007).

Jim Sidanius and Felicia Pratto, ¿Social Dominance Theory: A New Synthesis,¿ in Social Dominance: An Intergroup Theory of Social Hierarchy and Oppression (New York: Cambridge, 1999) 31-57.

Jim Sidinias & Rosemary Veniegas, ¿Race and Sex Discrimination: The Interactive Nature of Discrimination,¿ in S. Oskamp (ed), Reducing Prejudice and Discrimination The Claremont Symposium on Applied Social Psychology (Mahwah, New Jersey: Lawrence Erlbaum Associates, 2000), 47-69.

Melissa McDonald, Carlos D. Navarrete, and Jim Sidanius, ¿Developing a Theory of Gendered Prejudice: An Evolutionary and Social Dominance Perspective,¿ in Social Cognition, Social Identity, and Intergroup Relations, Roderick Kramer, Geoffrey Leonardelli, and Robert Livingston, eds., (New York: Psychology Press, 2011), 189-220.

Adam Jones, ¿Gendercide and Genocide,¿ Journal of Genocide Studies 2.2. (2000):185-211.

Adam Jones, ¿Genocide and humanitarian intervention: Incorporating the Gender Variable,¿ in Gender Inclusive: Essays on Violence, Men, and Feminist International Relations (New York: Routledge, 2009), 255-282.

Tommy J. Curry, ¿Thinking through the Silence: Theorizing the Rape of Jewish Males during the Holocaust through Survivor Testimonies,¿ Holocaust Studies (forthcoming).

Chris Dolan, ¿Men who are Victims,¿ The Oxford Handbook of Gender and Conflict, eds. Fionnuala Ní Aoláin, Naomi Cahn, Dina Francesca Haynes, Nahla Valji, (New York: Oxford University Press, 2018), 86-104.

Marysia Zalewski, ¿Provocations in Debates about Sexual Violence against Men,¿ in Sexual Violence against Men in Global Politics, eds. Marysia Zalewski, Paula Drumond, Elisabeth Prugl, Maria Stern (New York: Routledge, 2018), 25-42

Frantz Fanon, ¿The Fact of Blackness¿ (pp.109-140), and ¿The Negro and Psychopathology¿ (pp.141-209) in Black Skin, White Masks (New York: Grove Press, 2008).

E. Franklin Frazier, "The Pathology of Race Prejudice," The Forum (1927):856-861.

Tommy J. Curry, ¿Eschatological Dilemmas: Anti-Black Male Death, Rape, and the Inability to Perceive Black Males¿ Sexual Vulnerability under Racism,¿ in The Man-Not: Race, Class, Genre, and the Dilemmas of Black Manhood (Philadelphia: Temple University Press, 2017), 137-164.

Sylvia Wynter, ¿No Humans Involved,¿ Voices of the African Diaspora, The CMS Research Review 8.2 (1992): 13-16.

Colin Holbrook et al., ¿Looming large in others' eyes: racial stereotypes illuminate dual adaptations for representing threat versus prestige as physical size,¿ Evolution and Human Behavior 37 (2016): 67-78.

James Stewart & Joseph W. Scott, ¿The Institutional Decimation of Black American Males,¿ Western Journal of Black Studies 2.2 (1978): 82-92.

Valerie Purdie-Vaughns and Richard P. Eibach, ¿Intersectional Invisibility: The Distinctive Advantages and Disadvantages of Multiple Subordinate-Group Identities,¿ Sex Roles 59.5 (2008): 377-391

Peter Glick and Susan T. Fiske, ¿The Ambivalent Sexism Inventory: Differentiating Hostile and Benevolent Sexism,¿ Journal of Personality and Social Psychology 70.3 (1996): 491-512.

Jean M. McMahon & Kimberly Barsamian Kahn, ¿When Sexism Leads to Racism: Threat, Protecting Women, and Racial Bias,¿ Sex Roles 78 (2018):591¿605.

Clyde Franklin, ¿White Racism as ·the Cause of Black Male-Black Female Conflict: A. Critique,¿ Journal of Black Studies 15.2 (1984): 139-154.

Black Male-white Male Perceptual Conflict,¿ The Western Journal of Black Studies 6.1 (1982): 2-9.
Ulf Hannerz, Soulside: Inquiries Into Ghetto Culture and Community (Chicago: University of Chicago Press, 2014).

Patricia Moran, and Allan Barclay, "Effects of Father's Absence on Delinquent Boys: Dependency and Hypermasculinity." Psychological Reports 62 (1988): 115-121.

¿Conceptual and Logical Issues in Theory and Research Related to Black Masculinity,¿ Western Journal of Black Studies 10.4 (1986): 161-166.
Additional Information
Graduate Attributes and Skills Mindsets: Enquiry and lifelong learning; Aspiration and personal development
Skill groups: Personal and intellectual autonomy; Personal effectiveness
KeywordsNot entered
Contacts
Course organiserProf Tommy Curry
Tel: (0131 6)51 3083
Email: T.J.Curry@ed.ac.uk
Course secretaryMiss Ann-Marie Cowe
Tel: (0131 6)50 3961
Email: Annmarie.Cowe@ed.ac.uk
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