Politics, Faith and Identity in the US

POL 210-E: POLITICS, FAITH and IDENTITY in the CONTEMPORARY UNITED STATES Professor Melissa Harris-Perry Spring 2022 Thursdays 3:30-6:00 PM

This course explores intersections of religious faith and personal identity in American politics.

Students will encounter a variety of reading materials, including personal memoirs, quantitative research reports, social science scholarship, and historical analysis in an effort to consider the multiple ways that religious ideas and identities have shaped and continue to shape the landscape of American political life.

Students are expected to read assigned materials thoroughly and be prepared for extensive, detailed conversation about key themes and ideas. This course has a substantial writing component. Students will write both analytic papers and personal reflections throughout the semester.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022

LEARNING OBJECTIVES: Students will critically engage a wide range of texts addressing intersections of religious faith, personal identity, political commitments, American political history and contemporary U.S. politics.

Students will become familiar with broad themes and approaches to these issues in social science research.

Students will develop skills of critical analysis and scholarly reflection.

Students will be introduced to multiple, contested ideas for understanding the role of religion and faith in the development of individual identity, public policy, and political practice.

Students will gain competency with professional and scholarly analysis, speaking, and writing.

You may find it easier to follow the course plan through the course Canvas Site. This version of our syllabus contains the same information. To assist with organization and legibility, it is organized in “chapters.” This is a lot of information! You do not need to memorize all of this. You will receive reminders, nudges, and explanations and have many opportunities to ask questions.

President Joe Biden and Pope Francis Photo Credit: Mindy Schauer / Digital First Media / Getty Images

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TABLE OF CONTENTS

ABOUT YOUR PROFESSOR

Bio, Contact, Office Hours

CLASS MEETINGS SCHEDULE CLASS POLICIES

Expectations, Code of Conduct, Tools, Books

ASSESSMENTS

Assignments, Rubrics, Grade Scale

MODULES MODULE 1

INTRODUCTION

MODULE 2

MEMOIR I

MODULE 3

FOUNDATIONS AND FORMATIONS

MODULE 4

WHITE EVANGELICALS

MODULE 5

WRITING AND REFLECTION I

SPRING BREAK

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MODULE 6

INTERSECTIONS

MODULE 7

WRITING AND REFLECTION II

MODULE 8

MEMOIR III

MODULE 9

EXTRA CREDIT OPPORTUNITIES

MODULE 10

SPEAKER SERIES

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022

ABOUT YOUR PROFESSOR MELISSA HARRIS-PERRY Maya Angelou Presidential Chair Department of Politics and International Affairs Women, Gender, and Sexuality Studies Founder and President, Anna Julia Cooper Center Host and Managing Editor, The Takeaway She, Her, Hers VIRTUAL OFFICE HOURS Weekly: Tuesdays 3:00 PM ET -5:00 PM ET EMAIL POLICY Professor Harris-Perry typically responds to all necessary and appropriate emails directly related to course matters within 3 business days. Professor Harris-Perry does not respond to unsolicited student emails from Friday at 3:00 PM until Monday at 12:00 PM unless specifically designated. Please be aware that Professor Harris-Perry will provide regular updates to the syllabus and various course materials on CANVAS. PRO TIPS ABOUT PROF MHP ● ● ● ●

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How to address me: Professor Harris-Perry, Professor MHP, Prof MHP, Prof are all acceptable.

“Melissa” is not.

I get a lot of email. A lot. If you don't get an immediate response, do not take it personally, I am probably just “doing all the things” and will respond as soon as I can.

If you get stuck about small or big issues, please ask for help!

I love/adore/write about Beyonce. Feel free to illustrate any communications with appropriate Beyonce GIFS. For example, this is how I feel about our semester beginning!

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022

CLASS MEETING SCHEDULE

CLASS MEETINGS

● As of January 1, 2022 this class is scheduled to meet in-person, face-to-face format. ● Class meets once a week on Thursday a ernoon from 3:30 PM-6:00 PM. ● All students are expected to arrive promptly and to stay until the end of class. ● All students and faculty are expected to wear a face covering that covers both nose and mouth at all times during face-to-face classes. ● Some sessions of this class will meet via Zoom. These are noted on the syllabus. ● If it is necessary to shi to remote learning as a result of policy changes by the university or as a result of illness or other unexpected challenges, your professor will clearly communicate all changes in course schedule and expectations. ● This course meets only once a week. Attendance is crucial. Missing more than THREE (3) unexcused classes during the semester will result in a ⅓ grade reduction from the final grade for the course. ● We will host several guest speakers throughout the semester. Most speakers will join the class via Zoom. Some speakers will be scheduled at times that do not coincide with class time.

Students are required to attend, but have the option to attend asynchronously if the synchronous event conflicts with other obligations.

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PRO TIPS FOR ATTENDING CLASS MEETINGS

● Do the reading and be prepared! ● In Zoom sessions, when possible, please use your camera while on Zoom.

This will help us to build community. ● In Zoom sessions please use your MUTE function when not speaking. ● In Zoom sessions, When possible, use reaction functions to react to other members of the class and to raise your hand.

Health and Wellbeing We are living and learning in the midst of a global pandemic. No assignment, meeting, discussion, or any other aspect of this class is more important than our individual and collective physical, mental, and emotional health.

Please be familiar with and follow the guidelines established by Wake Forest University outlined in Our Way Forward.

Please prioritize your health and the health of others. If any assignments, meetings or expectations of class are likely to negatively impact your health please discuss alternatives with Prof MHP .

PRO TIPS for HEALTH and WELL BEING ● Drink more water than you think you need. ● When possible, take a nap. ● Itʼs a long class! We will take a short break in each class, but always feel free to stand up, leave class briefly, or use the restroom. Just be considerate of others and work to ensure you do not distract the overall learning environment. ● Do you need a bit more support? The Counseling Center is a great place to start. ● Always feel free to make an office hours appointment if you fall behind or just want to discuss ideas or concerns related to class.

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CLASS POLICIES Late Assignment Policy All students have TWO FREE PASSES to be used on any assignments except the final paper.

This means any TWO (2) assignment can be turned in up to 48 hours late with no questions asked and no negative consequences for the grade. A er the two (2) FREE PASSES are used, any assignment submitted late will be subject to the late assignment policy.

Assignments submitted late will lose 1/3 letter grade for any late submission within the first 48 hours. Each additional 24 hours results in another 1/3 letter grade reduction. Exceptions to this policy will only be made for emergencies or health challenges that are documented by a physician, university administrator, or other reasonable source.

If any student or studentʼs family members become ill during the semester, the late assignment policy will be adjusted appropriately to accommodate concerns.

Attendance Policies

Missing more than three (3) unexcused class sessions during the semester will result in 1/3 letter grade reduction from the final grade of the course. However, students can be excused for a variety of valid concerns.

Academic Integrity Plagiarism is a serious violation of ethical conduct and academic integrity. Plagiarism need not be intentional. All cases of plagiarism – the the of words, ideas, sources, and conclusions whether from written, audio, oral, or digital materials –is unacceptable.

At the same time, learning and completing assignments online can make it difficult to discern precisely how to ensure your use of sources, information, images, and ideas is appropriate. Please see the Canvas site for a primer about Academic Integrity and proper citation practices online. And if you are stuck or confused, ask!

COVID-19 Conduct Due to COVID-19 our campus is operating with new Code of Conduct rules and a Student Compact for COVID-19 prevention. Please be aware of these and protect yourself and others.

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Expectations for Classroom Conduct We will each do our very best to be present, prepared, and engaged.

We acknowledge that racism, sexism, heterosexism, classism, ableism, and other forms of interpersonal and institutionalized forms of inequality exist in society. This does not mean we all agree on the causes, consequences, or solutions for these forms of inequality. It does mean we agree to do our best to better understand them, refrain from repeating misinformation, and refrain from personal attack.

No student is expected to have all the answers. Mistakes and questions are welcomed in the spirit of cooperative learning.

We will work to create an atmosphere where: We keep an open mind and listen; Everyone is valued and respected; Everyone can work and learn; Everyone engages in the thoughtful presentation of ideas, shares the floor, and can critically assess each otherʼs ideas; No individual is ridiculed or demeaned for sharing personal experiences and ideas; Personal experiences shared in the context of the classroom remain confidential unless otherwise agreed; No individual is expected to be a representative spokesperson for a given group of people, given there is intra-group diversity of skills, beliefs, attitudes and behaviors.

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Disability and Accommodations Students with disabilities requiring accommodations should contact Professor Harris-Perry no later than February 1, 2022, to ensure appropriate accommodations are available. Be certain to also connect with the Office of Disability Services at Wake Forest.

Tutoring and Writing Assistance Wake Forest offers trained peer tutors and effective writing and assignment assistance through The Writing Center @ Wake Forest University. This is a great resource if you need assistance with course assignments.

CLASS COMPUTING TOOLS Canvas - Canvas is the official learning management system of Wake Forest University.

Zoom - Zoom is a simple and powerful video conferencing solution compatible with all major platforms. We will use Zoom independent of Canvas.

Hypothesis - Hypothesis is a conversation layer over the entire web that works everywhere for collaborative annotation. We will use Hypothesis in Canvas.

REQUIRED BOOKS AND ARTICLES Most assigned readings are available through links on our Canvas site. You will need to have the following texts.

You are welcome to have these texts in hard copy or in a digital/ kindle/ebook.

Kathleen Flake. 2004. The Politics of American Religious Identity. The Seating of Senator Reed Smoot, Mormon Apostle. University of North Carolina Press.

Lauren Winner. (2002/2016) Girl Meets Good: On the Path to a Spiritual Life. Algonquin Books. Chapel Hill, NC. Garrard Conley. 2017. Boy Erased: A Memoir of Identity, Faith, and Family. Riverhead Books.

Rev. Dr. Jacqui Lewis. 2021. Fierce Love: A Bold Path to Ferocious Courage and Rule-Breaking Kindness That Can Heal the World . Penguin Random House OR Dr. Yolanda Pierce. 2021. In My Grandmotherʼs House: Black Women, Faith and the Stories We Inherit.

ASSESSMENTS

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Students earn points for various asynchronous and synchronous assignments and activities throughout the semester. Points translate into the following grading scale. NOTE: Prof MHP reserves the right to make changes to point allocations and scale with reasonable notice.

Grading Scale: A

100-93

C+

79.9-77

A-

92.9-90

C

76.9-73

B+

89.9-87

C-

72.9-70

B

86.9-83

D

69.9-60

B-

82.9-80

F

Under 59.5

COURSE ENGAGEMENT: All students are expected to be actively engaged in the course.

ACTIVITY

DESCRIPTION

PERCENT of FINAL GRADE

Class Discussion Leadership

Each week 2 students will prepare discussion questions and will lead the class during the final hour.

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Annotating Assigned Readings using Hypothesis

0= did not annotate 1-5 based on quality of annotations

10

TOTAL PERCENT of FINAL GRADE

20%

SPEAKERS We will host three guest speakers via Zoom. Ideally students will attend the speakers synchronously.

However, students may watch the event recordings at a later date if synchronous attendance is not possible. Students must complete the written reflection for each speaker.

ACTIVITY Politics, Faith and Identity Speaker Series

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DESCRIPTION

PERCENT of FINAL GRADE

Attendance and written reflection.

0= did not attend 1-10 based on quality of reflection

10% per speaker 3 speakers

TOTAL PERCENT of FINAL GRADE

30%

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022

SHORT PAPERS: Students will write three (3) short papers throughout the semester. Each paper will reflect critically on the assigned readings, discussion, and themes of the course. Prompts will be provided, but students can also choose a topic of their own choice with prior approval from the professor.

ACTIVITY

Students will write TWO ANALYTIC PAPERS during the semester.

These papers should be 2000-2500 words (approximately 4-5 double spaced pages) Papers must include full citations and a list of works cited.

DESCRIPTION Rubric for Short Papers Format/Tone: 10% points Text appropriate to upper level college paper Follows requirements of length and tone Uses reasonable fonts, margins, spacing etc.

Clarity of sentences and paragraphs No errors and spelling, grammar and use of language Organization and coherence of ideas Content: 70% All elements of the prompt are addressed Information and ideas presented are sound and coherent Information based on accurate and complete engagements with assigned texts. Coherence of information: specifically, the thesis statement should be clear, the "road map" of the argument should be clear and the conclusions should be clear No opinions are offered without some sort of supporting evidence to explain how the opinion was cra ed The best papers will include some nuance and acknowledge the complexity of historical and political arguments Insight and originality: 10% Assigned for the unique, particular, surprising and original insights References: 10% How effectively the references are used in the essay Soundness of references Consistent style in citations

PERCENT of FINAL GRADE 15% per paper

TOTAL PERCENT of FINAL GRADE

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30%

PERSONAL REFLECTIONS Students will write or record FOUR (4) personal reflections throughout the semester. Each reflection will address intersections of religious/faith beliefs, personal identity, and political attitudes and actions. Assigned memoirs offer models for these reflections and should be referenced.

ACTIVITY

Students will write FOUR (4) PERSONAL REFLECTIONS during the semester.

These reflections must be at least 1000 words and should not exceed 2000 words.

DESCRIPTION

PERCENT of FINAL GRADE

Prompts are provided for each personal reflection throughout the semester. Essays will be assessed based on the thoughtfulness of the response, quality and creativity of the writing, and a clear trajectory of growth over the course of the semester.

5% per reflection

TOTAL PERCENT of FINAL GRADE

20%

EXTRA CREDIT : Professor Harris-Perry will make a variety of experiences available for students to engage issues and ideas raised throughout the course. Students will submit brief reflections (video or written) in response to these experiences.

ACTIVITY

POINTS PER ACTIVITY

MAX POINTS POSSIBLE

Opportunities will be made available for in-person and virtual extra credit throughout the semester. All will be available on Canvas site in the Extra Credit module

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5

TOTAL GENERAL EXTRA CREDIT POINTS POSSIBLE

5

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MODULE 1: INTRODUCTION MODULE 1 Thursday, January 13, 2022

PHOTO CREDIT: Ralph Arvidson/Chicago Sun-Times

Read/Watch/ Before Class Login to the Canvas. Look around to familiarize yourself with the upcoming content, expectations, and tools.

Watch/ Listen to Martin Luther King “Paulʼs Letter to American Christians” (approx 30 min Read Kingʼs “Paulʼs Letter to American Christians” (this is the text of the speech) Read Scofield, Robert James “Be”. "Kingʼs God: The Unknown Faith of Dr. Martin Luther King Jr." Tikkun 24, no. 6 (2009) CLASS MEETING

VIA ZOOM

Assignments Come prepared to discuss the assigned speech by Dr. Martin Luther King, Jr. speech.

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MODULE 2: MEMOIR I MODULE 2 Thursday, January 20, 2022

GIRL MEETS GOD January 20 Read/Watch Before Class Lauren Winner. (2002/2016) Girl Meets Good: On the Path to a Spiritual Life. Algonquin Books.

Chapel Hill, NC. CLASS MEETING IN PERSON Module 2 Assignment Personal Journal 1 PROMPT This week you read a memoir written by a young woman about her unusual journey to form personal identity in the context of seeking religious truths. For your first journal entry, write an abbreviated version (1000-2000 words) of your own “Person meets Divine/Secular'' story. Describe the broad outlines of your religious identity. You may identify strongly with a faith tradition or not. You may feel secure in your beliefs about the Divine (or the nonexistence of the Divine) or you may be unsure about your personal beliefs. You do not need to replicate the 300 page narrative offered by Winner. Simply use this opportunity to describe your own beliefs/ doubts /questions/ assurances about faith and religion and describe if they are central or peripheral to your personal identity. Be sure to refer to Winnerʼs text in some substantive way in your essay.

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MODULE 3: FOUNDATIONS AND FORMATIONS MODULE 3 3.1: Foundations-US Religion and Politics Thursday, January 27 3.2: Foundations- The Mormon Question Thursday, February 3 3.3: Formations- Current US Religious Identities Thursday, February 10

3.1 FOUNDATIONS- US RELIGION AND POLITICS January 27 Read/Watch/Listen Before Class READ AND DIGITALLY ANNOTATE: Owen, J. Judd. “The Struggle between ʻReligion and Nonreligionʼ: Jefferson, Backus, and the Dissonance of Americaʼs Founding Principles.” The American Political Science Review 101, no. 3 (2007): 493–503.

READ AND DIGITALLY ANNOTATE Irwin, Lee. “Freedom, Law, and Prophecy: A Brief History of Native American Religious Resistance.” American Indian Quarterly 21, no. 1 (1997): 35–55.

READ AND DIGITALLY ANNOTATE Dennis Wiedman. “Upholding Indigenous Freedoms of Religion and Medicine: Peyotists at the 1906–1908 Oklahoma Constitutional Convention and First Legislature.” American Indian Quarterly 36, no. 2 (2012): 215–46. https://doi.org/10.5250/amerindiquar.36.2.0215.

LISTEN Thomas Jefferson, Notes on the State of Virginia, Query 17 (Approx 13 min) READ Chapter 1. Religion in the American Colonies in 1770. From The Faiths of the Founding Fathers. David L Homes. Oxford University Press. 2006. 1-33.

READ Chapter 4: The Founding Fathers and Deism. From The Faiths of the Founding Fathers.

David L Homes. Oxford University Press. 2006. 49-52.

CLASS MEETING IN PERSON 3.1 Assignments Be prepared to discuss all assigned readings during class.

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3.2 FOUNDATIONS- THE MORMON QUESTION February 3 Read/Watch/Listen Before Class READ Kathleen Flake. 2004. The Politics of American Religious Identity. The Seating of Senator Reed Smoot, Mormon Apostle. University of North Carolina Press. *NOTE THIS IS A BOOK YOU NEED TO BUY AS PRINT OR ELECTRONICALLY* READ AND DIGITALLY ANNOTATE Medhurst, Martin J. “Mitt Romney, ʻFaith in America,ʼ and the Dance of Religion and Politics in American Culture.” Rhetoric and Public Affairs 12, no. 2 (2009): 195–221.

WATCH Romneyʼs Mormon Faith Takes Center Stage. Wall Street Journal. August 2012 (Approx 13 min) CLASS MEETING IN PERSON 3.2 Assignments Be prepared to discuss all assigned readings during class.

Presidential Candidate Mitt Romney. 2012 Conservative Political Action Conference.

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3.3 FORMATIONS- US RELIGION AND POLITICS February 10 Read/Watch/Listen Before Class READ AND DIGITALLY ANNOTATE Campbell, David E., Geoffrey C. Layman, John C. Green, and Nathanael G. Sumaktoyo. “Putting Politics First: The Impact of Politics on American Religious and Secular Orientations.” American Journal of Political Science 62, no. 3 (2018): 551–65. .

READ AND DIGITALLY ANNOTATE Driskell, Robyn, Elizabeth Embry, and Larry Lyon. “Faith and Politics: The Influence of Religious Beliefs on Political Participation.” Social Science Quarterly 89, no. 2 (2008): 294–314.

READ AND DIGITALLY ANNOTATE McKenzie, Brian D., and Stella M. Rouse. “Shades of Faith: Religious Foundations of Political Attitudes among African Americans, Latinos, and Whites.” American Journal of Political Science 57, no. 1 (2013): 218–35.

READ The rise of the liberal Latter-day Saints - The Washington Post. September 27, 2021.

READ About Three in Ten US Adults are Now Religiously Unaffiliated. Pew Research Forum.

December 2021.

READ Muslims Are a Growing Presence in the US But Still Face Negative Views From the Public.

Pew ResearchForum. December 2021.

CLASS MEETING IN PERSON 3.2 Assignment Be prepared to discuss all assigned readings during class.

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MODULE 4: WHITE EVANGELICALS MODULE 4 4.1: Contemporary Politics of White Evangelicals Thursday, February 17 4.2: Memoir II: Boy Erased Thursday, February 24

4.1 Contemporary Politics of White Evangelicals February 17 Read/Watch/Listen Before Class READ Gushee, David P. “Evangelicals and Politics: A Rethinking.” Journal of Law and Religion 23, no. 1 (2007): 1–14. http://www.jstor.org/stable/27639079.

READ Berggren, D. Jason, and Nicol C. Rae. “Jimmy Carter and George W. Bush: Faith, Foreign Policy, and an Evangelical Presidential Style.” Presidential Studies Quarterly 36, no. 4 (2006): 606–32. http://www.jstor.org/stable/27552257.

READ AND DIGITALLY ANNOTATE Pelz, Mikael L., and Corwin E. Smidt. “Generational Conversion? The Role of Religiosity in the Politics of Evangelicals.” Journal for the Scientific Study of Religion 54, no. 2 (2015): 380–401. http://www.jstor.org/stable/24644347.

READ AND DIGITALLY ANNOTATE DICK, HANNAH. “Not Without Precedent: Populist White Evangelical Support for Trump.” Berkeley Journal of Sociology 61 (2017): 26–31. http://www.jstor.org/stable/45221640.

READ ʻIdentity crisisʼ: will the USʼs largest evangelical denomination move even further right?

The Guardian June 2021 CLASS MEETING IN PERSON 4.1 Assignment PAPER 1 DUE MONDAY, FEBRUARY 21, 6:00 PM PROMPT: Consider the following in light of the assigned materials, lectures, and discussions thus far in the class. Does American history and the continuing American experiment in self-governance demonstrate that religious faith is a solid basis for democracy or are the successes of American democracy a result of carefully containing religious faith so that it has a limited influence in politics and political life?

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4.2 MEMOIR II: Boy Erased February 24 Read/Watch/Listen Before Class READ Garrard Conley. 2017. Boy Erased: A Memoir of Identity, Faith, and Family. Riverhead Books. **NOTE: This is a book you need to purchase as print or electronically** READ Oswald, Ramona Faith. “Religion, Family, and Ritual: The Production of Gay, Lesbian, Bisexual, and Transgender Outsiders-Within.” Review of Religious Research 43, no. 1 (2001): 39–50..

CLASS MEETING IN PERSON 4.2 Assignments Be prepared to discuss all assigned readings during class.

Scene from 2018 film, Boy Erased

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MODULE 5 : WRITING and REFLECTION

MODULE 5: WRITING AND REFLECTION Thursday, March 3 Read/Watch/Listen Before Class No new materials for todayʼs meeting CLASS MEETING No meeting during regular class time this week.

MODULE 5: Assignment Personal Journal 2 DUE FRIDAY MARCH 4, by 6:00 PM PROMPT For this personal reflection you have an opportunity to think about your familyʼs relation to religion and social/ political. You may write this essay in one of two ways.

1. Interview a member of your family.

2. Write from your own recollection and experiences Tell the story of the faith and identity in your family. Address some of these key questions.

How does your family define its religious/ faith identity?

Has faith been a source of shared identity or an interpersonal or intergenerational conflict?

How has your familyʼs social, civic, or political identity been impacted by faith?

How does your familyʼs story fit into the larger story of religion in American political life?

*** SPRING BREAK***

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MODULE 6: INTERSECTIONS 6.1: Faith and Racial Justice WATCH FILM 6.2: Faith and Immigration 6.3: Faith and Feminism

Thursday, March 17 Thursday, March 24 Thursday, March 31 Thursday, April 7

6.1: Faith and Racial Justice Thursday, March 17 Read/Watch/Listen Before Class READ and DIGITALLY ANNOTATE. Samuel L. Perry, Andrew L. Whitehead. Racialized Religion and Judicial Injustice: How Whiteness and Biblicist Christianity Intersect to Promote a Preference for (Unjust) Punishment. Journal for the Scientific Study of Religion. Volume 60, Issue1 March 2021 READ and DIGITALLY ANNOTATE. Opposing Racism a key part of faith for Black Americans.

October 2021, Pew Research Center.

READ and DIGITALLY ANNOTATE. Faith Among Black Americans. Pew Research Center. February 2021.

READ Wright, Bradley R. E., Christopher M. Donnelly, Michael Wallace, Stacy Missari, Annie Scola Wisnesky, and Christine Zozula. “Religion, Race, and Discrimination: A Field Experiment of How American Churches Welcome Newcomers.” Journal for the Scientific Study of Religion 54, no. 2 (2015): 185–204. http://www.jstor.org/stable/24644336.

READ Chapter 2: An Analysis of Catholic Social Teachings on Race. Massingale, Bryan N. Racial Justice and the Catholic Church . Maryknoll, N.Y: Orbis Books, 2010. Print.

READ Chapter 1. The Cross and the Lynching Tree in the Black Experience. James Cone. The Cross and the Lynching Tree. Orbis; 2011..

WATCH Jewish Ritual and Activism for Racial Justice. October 2020. Berkeley Center for Religion, Peace and World Affairs. (Approx 1 hour) CLASS MEETING IN PERSON 6.1 Assignment Be prepared to discuss all assigned readings during class.

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FILM March 24 WATCH: Nuns, Faith, and Politics from Moyers and Company DESCRIPTION: Weeks before Paul Ryan was selected to run for vice president, Sister Simone Campbell—who heads NETWORK, a Catholic social justice lobby—hit the road to protest the “Ryan budget” recently passed by the House of Representatives.

Film available via ZSR Library CLASS MEETING: No class, watch film independently ASSIGNMENT: Film Summary DUE Friday March 25 5pm Write 700-1200 word summary, analysis and personal reaction to the film

Photo Credit: /Lisa Johnston, St. Louis Review

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6.2: Faith and Immigration Thursday, March 31 Read/Watch/Listen Before Class READ and DIGITALLY ANNOTATE. R. Brown, R. Khari, and Ronald E. Brown. "Race, religion, and immigration policy attitudes." Race and Social Problems 9, no. 1 (2017): 4-18.

READ and DIGITALLY ANNOTATE. INTRODUCTION in Lin, Tony Tian-Ren. 2020. Prosperity Gospel Latinos and Their American Dream. Chapel Hill: University of North Carolina Press. Accessed January 1, 2022. ProQuest Ebook Central.

READ and DIGITALLY ANNOTATE. Nagel, Caroline, and Patricia Ehrkamp. “Deserving Welcome?

Immigrants, Christian Faith Communities, and the Contentious Politics of Belonging in the US South.” Antipode 48, no. 4 (2016): 1040–1058.

READ Knoll, Benjamin R. “ʻAnd Who Is My Neighbor?ʼ Religion and Immigration Policy Attitudes.”

Journal for the Scientific Study of Religion 48, no. 2 (2009): 313–31. http://www.jstor.org/stable/40405619.

READ Coddou, Marion. “An Institutional Approach to Collective Action: Evidence from Faith-Based Latino Mobilization in the 2006 Immigrant Rights Protests.” Social Problems 63, no. 1 (2016): 127–50. http://www.jstor.org/stable/44014898.

CLASS MEETING IN PERSON 6.2 Assignment Be prepared to discuss all assigned readings during class.

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6.3: Faith and Feminism Thursday, April 7 Read/Watch/Listen Before Class READ AND DIGITALLY ANNOTATE Johnson, Alison Gise. "Dancing Redemption's Song, Across Generations: An Interview with Katie G. Cannon." Journal of Feminist Studies in Religion 34, no. 2 (2018): 75-88. muse.jhu.edu/article/703390 READ AND DIGITALLY ANNOTATE Ali SR, Mahmood A, Moel J, Hudson C, Leathers L. A qualitative investigation of Muslim and Christian women's views of religion and feminism in their lives. Cultur Divers Ethnic Minor Psychol. 2008 Jan;14(1):38-46. doi: 10.1037/1099-9809.14.1.38. PMID: 18229999.

READ AND DIGITALLY ANNOTATE Chapter 5 Brettschneider, Marla. Jewish Feminism and Intersectionality, State University of New York Press, 2016. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/wfu/detail.action?docID=4528788.

READ Terman, Rochelle. “Islamophobia, Feminism and the Politics of Critique.” Theory, Culture & Society 33, no. 2 (March 2016): 77–102. https://doi.org/10.1177/0263276415590236.

READ Chapter 6 Brettschneider, Marla. Jewish Feminism and Intersectionality, State University of New York Press, 2016. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/wfu/detail.action?docID=4528788.

READ Barnes, Sandra L. “Whosoever Will Let Her Come: Social Activism and Gender Inclusivity in the Black Church.” Journal for the Scientific Study of Religion 45, no. 3 (2006): 371–87. http://www.jstor.org/stable/3838290.

READ Azim, Katharina A, and Alison Happel-Parkins. “Veiled Aggression: Saudi Women International Studentsʼ Experiences of Microcolonization in the United States.” International journal of qualitative studies in education 32, no. 1 (2019): 1–20.

CLASS MEETING

VIA ZOOM

6.3 Assignment

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PERSONAL REFLECTION 3 DUE, Friday April 8, 6:00 PM PROMPT: Choose a public issue on which there is meaningful public disagreement. (policing, abortion, incarceration, partisanship, covid vaccinations, environmental issues, etc) Describe your own position on this issue clearly. Explain how your position is situated within broader public discussion on this issue. Describe the extent to which your own religious beliefs or faith claims are connected to your position or not. Draw on the readings from this module to connect your personal positions to larger frameworks of how faith and identity are associated with meaningful social issues.

A church service in Woodville, Georgia, in October 1941. Photo Credit: Jack Delano Getty Images

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022

MODULE 7: WRITING AND REFLECTION

MODULE 7 Thursday April 14

Read/Watch/Listen Before Class No new assigned materials for this week.

CLASS No Regular Class Meeting - Good Friday Observance begins MODULE 7 Assignment NONE

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022

MODULE 8: MEMOIR III 8.1 Memoir III: Choose your Memoir Fierce Love or In My Grandmotherʼs House Thursday, April 21 CHOOSE ONE OF THESE TWO BOOKS READ Rev. Dr. Jacqui Lewis. 2021. Fierce Love: A Bold Path to Ferocious Courage and Rule-Breaking Kindness That Can Heal the World . Penguin Random House *** NOTE: This is a book you must purchase in print or electronic edition*** OR READ Dr. Yolanda Pierce. 2021. In My Grandmotherʼs House: Black Women, Faith and the Stories We Inherit. *** NOTE: This is a book you must purchase in print or electronic edition*** CLASS MEETING In Person 8.1 Assignment Be prepared to discuss assigned readings during class.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022

MODULE 9: FINAL REFLECTIONS

MODULE 9 Thursday April 28

Read/Watch/Listen Before Class No new assigned materials for this week.

CLASS Dinner at home of Professor Harris-Perry MODULE 9 Assignment Personal Reflection 4 Due April 28 6:00PM Prompt Use this final reflection to discuss what you learned about yourself this semester. Have any of your ideas about religion, faith, or politics changed? Have you become more committed to ideas and beliefs you held previously? What has been surprising? What has been upsetting or what has been exciting? Are you planning to continue exploring any of these ideas or topics in the future? Just use this as an opportunity to a full reflection across the past several months.

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MODULE 10: EXTRA CREDIT OPPORTUNITIES MORE OPPORTUNITIES WILL BE MADE AVAILABLE on the CANVAS SITE You may earn extra credit for participating in any portion of this event.

US Poet Laureate Joy Harjo will be on campus January 25-27, 2022.

She will lead the fourth installment of our interdisciplinary writing workshop for students, and on January 26 in Wait Chapel, she will present a public poetry performance and commentary for campus and the broader community. Writing workshop spots are filling up fast, if you are interested, please register The one credit hour, three-day writing workshop will take place the evenings of Jan. 25 -27 from 4-7 pm (with Jan. 26 including the public lecture).

Undergraduate and graduate students of all disciplines are welcome to participate. Those interested can sign up through this form by January 10, 2022 and will be contacted with more specific information regarding registration on WIN Prior to her visit, faculty, staff and students are invited to a reading group. Those interested can sign up through this form by December 15, 2021 and will be contacted with more specific information once the group is formed. During her visit, we have built into her schedule a discussion with reading group members on January 27 (midday, place TBD). We will be reading her memoir Poet Warrior If you have any questions regarding the writing workshop or reading group, please contact Dr. Lucas Johnston (johnstlf@wfu.edu).

“Muslim Girl” in America: 20 Years A er 9/11" A conversation for The Takeaway featuring media titan and founder of Muslim Girl Amani and activist, journalist, & author Mona Eltahwy.

Hosted by Melissa Harris-Perry This conversation covers cultural, social, and political context for Muslim women during the past 20 years. https://fb.watch/afocYgMBsM/

Faith and Feminism Podcast Listen to any TWO (2) episodes of the Faith and Feminism Podcast.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022

MODULE 11: POLITICS, FAITH AND IDENTITY SPEAKERS SERIES Throughout the semester our class will have an opportunity to engage with a series of speakers connected with our readings and discussions. All students must attend at least THREE (3) speaker events. Ideally students will attend the live, synchronous events. However, if the events conflict with student schedules, students can watch the recorded event at a later date.

All speaker events are free and open to the general public via Zoom Webinar and Anna Julia Cooper Center Facebook Page live streaming.

A er each speaker, students must complete a Speaker Reflection. All reflections are due 14 days a er the live event.

GUIDELINES FOR SPEAKER EVENT REFLECTION For each speaker write an essay of about 1000 words. Each essay should be organized into three main parts. You need not be rigid in your response, use these prompts as a guide.

However, the best responses will explicitly address the three main themes of summary, connection to course readings, and reflection on personal learning outcomes.

1. Brief summary/description of the event. Who was the speaker? What is their title? What is their work and their significant contributions? Be sure to do a bit of background research to ensure you have a clear understanding of these individuals. Situate the speaker within the event. What were the stated goals of the discussion? Give a description that is meaningful and gives the reader of your brief essay a clear sense of the event.

2. Connect the event to the assigned readings of the course. What broad themes and specific examples from the assigned readings are relevant and tied to this speakerʼs presentation?

Use clear citations. Link the lessons/arguments/ themes/claims of the authors in our course to the event. Did your experience reinforce or contradict the claims made in the assigned texts? How would you adjudicate contradictions? Why are these connections valuable?

3. Reflect on your own learning outcomes. Do you believe something different than you believed before the event? Are you more certain of your existing beliefs? Are you surprised, distressed, or excited by some aspect of the experience? What lasting lessons will you likely carry with you? Was the experience valuable? How might you connect it to other learning experiences you have had?

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2022