Course Format

Lecture & Discussion (In-Person), Films & Exams (Asynchronous)

Course Requirements
Exam 1 20%
Exam 2 20%
Exam 3 20%
Readings Presentation 20%
Discussion Participation 20%

Exams (60%) will be posted online at the beginning of our regular class time on Monday, February 21,
Monday, April 4 and Wednesday, May 11. They will be due Wednesday, February 23, Wednesday,
April 6 and Friday, May 13 respectively, at the beginning of our regularly scheduled class time. You
will be given a choice of two essay questions, each designed to be answered within an hour of in-class
time. We will, however, give you 48 hours to complete your essays. You will be able to use your notes
during the exams. Reviewing your notes and readings, as well as organizing your thoughts about the
course content prior to the posting of the exams will be essential to your success.

Reading Presentations (20%) all students must give one presentation based on the assigned readings
in their discussion sections. Your discussion section instructors will set the parameters for these
presentations and manage the sign-up process.

Discussion Participation (20%) will be evaluated in a variety of ways. Primarily, you will be asked to
participate regularly in your discussion sections. Secondarily, we will create discussion threads on
Brightspace where you may post questions, comments, and/or synthesize a few of your thoughts about
the assigned readings and films. You may also participate in the discussions held during the lectures.
All contributions to discussion should be informed by the readings. Rambling and uninformed speaking
will not be entertained.

Grade Scale
A (94-100) A- (90-93)
B+ (87-89) B (84-86) B- (80-83)
C+ (77-79) C (74-76) C- (70-73)
D+ (67-60) D (64-66) D- (60-63)
F (59 and below)

Evaluation of Exams
An A or A- exam is one that is good enough to read aloud in a class. It is clearly written and well-organized. It
demonstrates that the writer has conducted a close and critical reading of texts, grappled with the issues raised in
the course, synthesized the readings, discussions, and lectures, and formulated a perceptive, compelling, in
dependent argument. The essay is written in a well-integrated manner and organized around building a cohesive
argument rather than simply covering all of the assigned readings one-after-the-other without a guiding logic
and in a format the feels more like bullet points. The argument shows intellectual originality and creativity, is
sensitive to historical context, and is supported by a well-chosen variety of specific examples drawn from the
assigned readings and lectures.

A B+ or B exam demonstrates many aspects of A-level work but falls short of it in either the organization and
clarity of its writing or the formulation and presentation of its argument. Some exams in this category are solid
works containing flashes of insight into many of the issues raised in the course. Others give evidence of
independent thought, but the argument is not presented clearly or convincingly.

A B- exam demonstrates a command of course or research material and understanding of historical context but
provides a less than thorough defense of the writer's independent argument because of weaknesses in writing,
argument, organization, or use of evidence.

A C+, C, or C- exam offers little more than a mere summary of ideas and information covered in the course, is
insensitive to historical context, does not respond to the assignment adequately, suffers from frequent factual
errors, unclear poor writing, poor organization, or inadequate evidence, or presents some combination of these
problems.

Whereas the grading standards for written work between A and C- are concerned with the presentation of
argument and evidence, a paper or exam that belongs to the D or F categories demonstrates inadequate
command of course material.

A D exam demonstrates serious deficiencies or severe flaws in the student's command of course or research
material.

An F exam demonstrates no competence in the course or research materials. It indicates a student's neglect or
lack of effort in the course, or a failure to submit the assignment.

Evaluation of Readings Presentation

A student who receives an A for the readings presentation typically presents a succinct yet thorough and well-
organized summary and key ideas or arguments of the assigned readings. The presentation demonstrates that the
presenter has conducted a close and critical reading of texts, grappled with the key issues raised by the readings,
synthesized the readings in a clear and perceptive way, made connections with key points from the lectures
and/or other assigned readings. The oral presentation is supported by a variety of well-chosen examples drawn
from the assigned readings and is accompanied by a well-organized and easy to follow PowerPoint presentation
that can be shared on Brightspace with the rest of their discussion section as a learning tool.

A student who receives a B for the readings presentation typically demonstrates many aspects of A-level work
but falls short because the presentation lacks organization and clarity, or the ability to connect key ideas within
the assigned readings to key ideas in other readings and/or lectures, or the presentation is not accompanied by
clear and well-organized Powerpoint presentation.

A student who receives a C for the readings presentation usually offers little more than a mere summary of some
of the ideas and information by the assigned readings. The presentation does not cover the assigned texts
adequately, is missing some important key points made by the author(s), suffers from poor organization, lacks
connections to key themes of the course, or some combination of these problems.

A D readings presentation demonstrates serious deficiencies or severe flaws in the student's command of the
assigned readings.

An F readings presentation demonstrates no competence in the course readings. It indicates a student's neglect
or lack of effort in the reading and understanding the readings, or a failure to present.

Evaluation of Discussion Participation

A student who receives an A for participation in discussion sections typically comes to every class with
questions about the readings in mind. An 'A' discussant engages others about ideas, respects the opinions of
others, and consistently elevates the level of discussion.

A student who receives a B for participation in discussion attends regularly but typically does not always come
to class with questions about the readings in mind. A 'B' discussant waits passively for others to raise interesting
issues. Some discussants in this category, while courteous and articulate, do not adequately listen to other
participants or relate their comments to the direction of the conversation.

A student who receives a C for discussion in discussion sections attends regularly but typically is an infrequent
or unwilling participant in discussion.

A student who fails to attend discussion sections regularly and to adequately prepare for discussion risks the
grade of D or F.

Please note: Students who feel particularly challenged to participate in discussion section conversations are
encouraged to discuss strategies for overcoming these challenges with the lecture instructor and/or their
discussion section instructors. This is a very common experience that most students experience at one time or
another in their education, which also tends to be quite sociological and not at all an individual problem or
challenged, but rather shaped by race, class and gender dynamics. We have strategies and approaches for
helping you work through that. In addition, students have the option to use the discussion boards on
Brightspace as an alternative or supplementary way to participate or enhance their discussion participation.
Discussion board posts are subject to the same grading criteria as in-class discussion contributions.

Plagiarism
Plagiarism on an assignment results in an automatic F and being reported to the Harpur College Academic
Honesty Committee.

Academic life at Binghamton University is governed by principles of academic integrity. These principles are
well-documented in the 2021-2022 University Bulletin. As documented in the bulletin, we (the faculty and
instructors) “assume that themes, term papers, studio work, results of laboratory experiments, examinations and
computer-generated material submitted by the student represent the student’s own work.” Plagiarism, as
detailed in the bulletin, is:

“Presenting the work of another person as one’s own work (including papers, words, ideas,
information, computer code, data, evidence-organizing principles, or style of presentation of someone
else taken from the Internet, books, periodicals or other sources). Plagiarism includes:
- Quoting, paraphrasing or summarizing without acknowledgment, even a few phrases;
- Failing to acknowledge the source of either a major idea or ordering principle central to one’s
own paper;
- Eelying on another person’s data, evidence or critical method without credit or permission;
- Submitting another person’s work as one’s own;
- Using unacknowledged research sources gathered by someone else.”

Plagiarism in this course, at Harpur College and at Binghamton University, constitutes a violation of the
principles of academic integrity and of The Academic Honesty Code. Plagiarism will result in an automatic
failure of the assignment without exception. Students who plagiarize others’ work will also be reported to the
Harpur College Academic Honesty Committee in accordance with the guidelines established by the Provost of
Binghamton University. To avoid plagiarism, it is imperative that you cite others’ work that you rely on for
ideas by following the guidelines provided by Binghamton University Library. Some basic rules include:

- Another author’s words must be quoted with quotation marks and must be accurately
referenced in the footnote.
- Another author’s words in paraphrase must be referenced in a footnote.
- Facts are facts and do not need to be footnoted. (Example: “The Japanese attacked Pearl
Harbor on 7 December 1941.”)
- Guidance: When in doubt, footnote it!

Critical Reading Practices1

To be successful in this course, we highly recommend that you complete the weekly assigned readings, using
the critical reading practices documented below, prior to attending the lecture in which those readings will be
contextualized and/or discussed, meaning prior to lecture on the day they appear on the syllabus. This will help
you to make better sense of the readings and make better use of the discussion sections as a space in which you
can then focus on raising clarifying questions and gaining an understanding of the deeper connections between
the readings and key themes of the lecture, which are the kinds of connections the exams will ask you to
demonstrate.

We tend to think of reading as something we all learn how to do by becoming literate. Critical and engaged
reading is, however, a skill that we can all learn and develop over time. When you begin the course, you may
feel frustrated that you don’t understand the texts or what to get out of them, but if you follow the advice below
and keep trying, you will leave this class a better reader than you came into it.

• This course is, at times, quantitatively and qualitatively reading intensive. Some weeks you will read over
50 pages per week to prepare for our class discussions. You will be expected to do a lot of thinking and

1
Adopted from Professor Gladys Jimenez-Muñoz.
 speaking about the assigned readings. Please make time in your schedule to complete and process the
readings.

• Every student is responsible for identifying, just what it is they don't understand about the readings. If you
don't understand a word, look it up in a social science dictionary. If you don't know where a particular
country or geographical location is, look it up on a map, preferably a historical map. If you don't know or
haven't heard about a particular author, historical figure, event, or idea, look that up too. Use resources in
the library or whatever on-line historical and social-science information banks you may have access to.

• If you've followed the procedure summarized above and you still don't understand something, then ask your
question in class. It's better to try to get your doubts and questions clarified in time than to wait until later in
the semester to find out that you still don't understand some crucial event, social factor, or historical
process, or concept.

• Annotated Reading Practices: A lot is expected of you in terms of the attention you need to pay to the
reading assignments; the number of different perspectives, experiences and viewpoints of the authors that
you'll be exposed to; and the attention with which the readings should be examined. To make the most of
the readings, which are the basis of class discussion and the exams, we recommend the following annotated
reading practices:

a) Print the reading materials and read the assigned material once, underlining or jotting down what
you think is important, what you had doubts about, what you agreed or disagreed with, etc. The
idea with the annotations is to capture the main idea the author is making. Then go over the
material again, writing down the most important issues of the reading and how you think this ties
into the readings you've already done and the issues we've already discussed in class, key points
raised in the textbook or presented in lecture videos.

b) Take careful notes during class lectures/discussions. The lecture Powepoint presentations will be
posted online as PDFs after class so that you can review all course content. If you miss class, ask
someone to share their lecture notes with you. The Powerpoint presentations will not be a
substitute for notes and you will not be able to make sense of them without knowing what was said
during lecture.

c) Re-reading the course material to re-assess what you learned after discussion and taking careful
notes to document your new understanding of the text after discussing it will be crucial to doing
well in your major writing assignment, where you have to synthesize the course readings and
information.

d) How well you read and critically think about the course material will be verified and evaluated in
two key ways: your contribution to class discussion and your exams.

Class Discussion Guidelines

Class Participation: Mao Zedong is famous for having once said, “No investigation, no right to speak.” While a
bit harsh, it helps to convey the idea that speaking, during class discussions, should be based on having done
your investigative work. For this class, that means you must do the readings and discuss them in an insightful
and informed way during discussion. Informed comments or questions are what is expected of you. They carry
the general discussion forward and help us all learn rather than fill time. They also confirm to everyone that you
know what you are talking about, even if you are simply asking questions. Oftentimes, very intelligent questions
are more important than quick answers because they make people think critically and more carefully, including
the instructors. Making mistakes regarding your understanding of a text does the same thing, often by
compelling others to join in to clarify different understandings of the readings.

If all else fails during class discussions and not enough people are engaging in an informed manner, we reserve
the right to give quizzes throughout the semester which will be factored into the discussion participation grade.
We will decide the % at the end of the semester. You will not be free to ramble and just talk off the top of your
head. We will limit empty rhetoric levels by constantly referring students to the assigned topics and readings.
Rambling doesn’t count towards your discussion participation grade.
We practice progressive stacking when calling on people to participate in class discussion. This means that we
try to give priority to non-white folks, to women, and to shy and quiet people who rarely raise their hands. It
also means that if you are white, male, or someone privileged by the racial and gender structures of our society
to have your voice easily voiced and heard, we will often ask you to hold off on your questions or comments to
give others priority and will come back to you a bit later or at another time. Our experience with this practice is
that within little time, those who feel most privileged to speak begin to take the initiative to hold space for others
who feel less comfortable speaking first, while those who tend to be more silenced in our society grow more
comfortable speaking. As you can imagine, it has tremendous benefits for our society as a whole when we learn
to hold space and listen to others whose voices are typically disregarded and silenced.

Special Needs Accommodations

If you have special needs that affect your performance in lecture, class discussions or exams, please contact me
and your discussion section instructors to ensure that your needs are met. For special testing and classroom
accommodations for students with disabilities, please contact the Office of Service for Students with
Disabilities; phone 777-2686 to get the proper documentation and make testing arrangements.

Learning Together in Pandemic Times

• Masks: As mandated by Binghamton University, everyone must wear a mask indoors, regardless of
vaccination status. As a commitment to our collective well-being and out of a sense of collective social
responsibility, the Sociology Department will provide masks in all of its classes. Should you need one for
any reason, please see one of the course instructors. Should any students refuse to wear a mask in class, we
will cancel class, collectively exit the lecture hall, then email the class with details about how we will
proceed. Because of the highly contagious nature of the Omicron variant, Binghamton University
recommends the N95 masks.

• Feeling Sick: If you are feeling unwell, either because you might be coming down with a cold or because
you have become sick, please do us all the favor of staying home to minimize the risk of spreading
whatever illness you might have, Covid-19 or otherwise, to others. Our classrooms do not have the capacity
for proper social distancing, making it very easy to contaminate others.

• Missed Lectures: Assuming there are no glitches in the technology, all lectures will be recorded and posted
to Brightspace the afternoon after they are delivered in-person. They will record the PowerPoint slides for
the lecture as well as the lecturer’s voice. Captions will also be activated for hearing impaired students.

Disclaimer
This syllabus is a work in progress and subject to change at any time by the instructor, including readings,
requirements, assignments and due dates.

COURSE SCHEDULE

All texts and links to films, documentaries and podcasts will be made available on Brightspace unless otherwise
noted or announced by the instructor.

I : INTRODUCTION

Jan 26 (W) Syllabus, expectations, requirements, course reserves

- What is sociology?
- Challenges of learning together in Covid times

Jan 28 (F) Discussion Sections

- Activity: Dolores Huerta Privilege Walk Activity
- Video: Good Morning America, “Dolores Huerta Is the Fearless Labor Activist Who
Coined the Positive Protest Slogan 'Si Se Puede'”, March 20, 2020
II : THE BIRTH OF SOCIOLOGY

Jan 31 (M) Thinking Sociologically

- C. Wright Mills (1959). “The Promise,” in The Sociological Imagination. Oxford
University Press. Pp. 3-8.
- Elsa Barkley Brown (1992). “What Has Happened Here”: The politics of difference in
women’s history and feminist politics,” Feminist Studies 18:2 (Summer): 295-312.
- [Optional Reading] Karen Sternheimer (2020), “The Sociological Imagination and Personal
Crises,” Everyday Sociology Reader. New York: W.W. Norton & Company Inc. Pp. 15-16.

Feb 2 (W) The Enlightenment, the Birth of Sociology and Their Limits
- Peter Hamilton (2007), “The Enlightenment and the Birth of Social Science,” in
Modernity: An Introduction to Modern Societies, edited by Stuart Hall, David Held, Don
Hubert and Kenneth Thompson. Malden, MA: Blackwell Publishing. Pp. 20-27
(selection)
- Olympe de Gouges, “The Declaration of the Rights of Woman” (1791)
- “Timeline of Scientific Racism,” Haunted Files, Asia/Pacific/American Institute at NYU.
(please explore some links and see what you discover about early scientific racism
projects)
- Laurent Dubois, “Atlantic Freedoms: Haiti, Not the US or France, Was Where the
Assertion of Human Rights Reached its Defining Climax in the Age of Revolution,”
aeon, November 7, 2016.

Feb 4 (F) Discussion Sections

III: SOCIAL STRUCTURES: RACE

Feb 7 (M) Race Lecture (part 1): Colonialism, Slavery & Racial Capitalism
- Drop/add deadline 11:59pm
- Video: Stuart Hall, “Race: The Floating Signifier” (excerpt)
- Robin D. G. Kelley, “What Did Cedric Robinson Mean by Racial Capitalism,” Boston
Review, January 12, 2017
- Sven Beckert, “Slavery and Capitalism,” The Chronicle of Higher Education, December
12, 2014
- [Optional] Aníbal Quijano, “Americanity as a Concept, or the Americas in the Modern
World System,” International Social Science Journal (1992), 549-557.
- [Optional] Walter Rodney, “Africa’s Contribution to the Economy and Beliefs of Early
Capitalist Europe,” How Europe Underdeveloped Africa (1972), pp. 82-90.
- [Optional] Julia Ott, “Slaves: The Capital That Made Capitalism,” Public Seminar,
August 20, 2015

Feb 9 (W) Race Lecture (part 2): The Birth of Black Radical Sociology in the Era of Jim Crow
- Ida B. Wells. 1970. “Lynching at the curve” in Crusade for Justice: The Autobiography
of Ida B. Wells, edited by Alfred M. Duster (Chicago: University of Chicago Press), 47–
51. (Written in 1892).
- W. E. B. Du Bois, “Our Spiritual Strivings”, The Souls of Black Folk (1903)
- W. E. B. Du Bois, “The Souls of White Folk,” in Darkwater (1920)
- [Optional] Crystal Feimster, “Ida B. Wells and the Lynching of Black Women,” The New
York Times, April 28, 2018
- [Optional] Soraya McDonald, “ ‘The Rape of Recy Taylor’ Explores the Little-known
Terror Campaign Against Black Women,” The Undefeated, December 14, 2017
- [Optional] Deneen L. Brown, “ ‘It Was a Modern-Day Lynching’: Violent Deaths Reflect
a Brutal American Legacy”, National Geographic, June 4, 2020

Feb 11 (F) Discussion Sections

Feb 14 (M) Race Lecture (part 3): Policing the Black Body
 - James Baldwin, “My Dungeon Shook: Letter to My Nephew on the One-Hundredth
Anniversary of Emancipation”, pp. 3-10 in The Fire Next Time
- Sylvia Wynter, “No Humans Involved: An Open Letter to My Colleagues”, Voices of the
African Diaspora, VIII:2
- Film: 13TH

Feb 16 (W) Race Lecture (part 4): Struggles for Abolition & Liberation
- [Podcast] “Ruth Wilson Gilmore Makes the Case for Abolition,” The Intercept, June 10,
2020,
- [Podcast] “Scholar Robin D.G. Kelley on How Today’s Abolitionist Movement Can
Fundamentally Change the Country,” The Intercept, June 27, 2020,
- Deborah Douglas, Angelique Chrisafis, Aamna Mohdin, “One Year On, How George
Floyd’s Murder Has Changed the World”, The Guardian, May 22, 2021

Feb 18 (F) Discussion Sections

Feb 21 (M) Exam 1 (Due Feb 23)

IV: SOCIAL STRUCTURES: CLASS

Feb 23 (W) Film Day

- Jacob Kornbluth, “Inequality for All” (2013)

Feb 25 (F) No Discussion Sections

Feb 28 (M) The Making of the Working Class (lecture)

- Karl Marx & Friedrich Engels. “Bourgeois and Proletarians”
- Peter Linebaugh, “The Incomplete, True, Authentic and Wonderful History of May Day”

Mar 2 (W) The Wages of Whiteness (part 1) (lecture)

- Mari Uyehara, “The Anti-Asian Roots of Today’s Anti-Immigrant Politics,” August 9,
2021
- Jennifer Mittelstadt, “Reimagining the Welfare State,” Jacobin, July 23, 2015,

Mar 4 (F) Discussion Sections

Mar 7 (M) Film Day

- “The Last Truck: Closing of a GM Plant” (2009)
- “American Factory” (2019)

Mar 9 (W) Class Lecture (part 3): Globalization and Expanding Informality
- Derek Thompson, “The Missing Men,” The Atlantic, June 27, 2016
- Victor Tan Chen, “All Hollowed Out: The Lonely Poverty of America’s White Working
Class,” The Nation, June 16, 2016

Mar 11 (F) Discussion Sections

Mar 12-20 Spring Break – No Classes

V: SOCIAL STRUCTURES: GENDER & SEXUALITY

Mar 21 (M) Capitalism, Accumulation and Reproductive Labor (lecture)

- “Before Europeans Forced Gender Roles, Native Americans Recognize Five Genders,”
Peace Quarters, May 8, 2017.
- Maria Mies, “Colonization and Housewifization,” in M. Mies, Patriarchy and
Accumulation on a World-Scale, pp. 90-96, 100, 103-07.
 - [Optional] Silvia Federici (2018), “Witches and Class Struggle,” Jacobin Magazine,
October 31, 2018.
- [Optional] Mariarosa Dalla Costa and Selma James (2017), The Power of Women and the
Subversion of the Community
- Angela Davis, women in slavery

Mar 23 (W) The Triple Oppression of Black Women (lecture)

- Sojourner Truth, “Ain’t I a Woman,” delivered at the Women’s Rights Convention in the
Old Stone Church of Akron, Ohio (1851)
- Claudia Jones, “And End to the Neglect of the Problems of the Negro Woman” (1949)
- “The Combahee River Collective Statement” (1977) https://www.blackpast.org/african-
american-history/combahee-river-collective-statement-1977/
- [Optional] Brown. Elsa Barkley. 1992. “What Has Happened Here”: The politics of
difference in women’s history and feminist politics,” Feminist Studies 18:2 (Summer):
295-312.
- [Optional] Keeanga-Yamahtta Taylor, “Until Black Women Are Free, None Of Us Will
Be Free,” The New Yorker, July 20, 2020

Mar 25 (F) Discussion Sections

Mar 28 (M) Film Day

- Audre Lorde, The Berlin Years 1984-1992 (2012)

Mar 30 (W) “Women Are Powerful and Dangerous” (lecture)

- Keeanga-Yamahtta Taylor, “Until Black Women Are Free, None of Us Will Be Free,”
The New Yorker, July 20, 2020
- Audre Lorde, “The Transformation of Silence into Language and Action”
- Audre Lorde, “The Uses of Anger: Women Responding to Racism” (1981)
- Audre Lorde, “Uses of the Erotic: The Erotic as Power” (1978)
- [Optional] “The Audre Lorde Questionnaire to Oneself”

Apr 1 (F) Discussion Sections & Course withdrawal deadline

Apr 4 (M) Exam 2 (Due Apr 6)

VI : THE MODERN STATE

Apr 6 (W) Film Day

- John Pilger, “The Coming War on China” (2016)

Apr 8 (F) No Discussion Sections

Apr 11 (M) War Making As State Making: The Case of American Empire (lecture)
- Charles Tilly, “War Making and State Making as Organized Crime,” in P. B. Evans, D.
Rueschemeyer & T. Skocpol (eds.), Bringing the State Back In, pp. 169-91.
- [Optional] David Held, “The Development of the Modern State,” Modernity: An
Introduction to Modern Societies (1996), 55-89.
- David Vine, United States of War and Base Nation (excerpts)

Apr 13 (W) Discussion Sections – Friday Classes Meet

Apr 15-18 Passover/Easter Break – No Classes

VII: COLONIALISM & UNDERDEVELOPMENT

Apr 19 (Tu) Monday Classes Meet – Film Day

 - “Caravans of Gold”

Apr 20 (W) How Europe Underdeveloped Africa (Lecture)

- King Leopold’s Ghost - Introduction and Prologue (pp. 1-18) ; Chapter 1 (pp. 21-32) ;
Chapter 4 (pp. 61-74) ; Chapter 5 (pp. 84-87); Chapter 8 (pp. 115-139) ; Chapter 9 (pp.
140-149) ; Chapter 10 (pp. 164-166)

Apr 22 (F) Discussion Sections

VIII: WORK FROM FORDISM TO POST-FORDISM

Apr 25 (M) Work From Fordism to Post-Fordism (lecture)

- Film: Charlie Chaplin, “Modern Times”
- John Allen, “Fordism and Modern Industry” (1995): selection
- John Allen, “Post-Industrialism/Post-Fordism,” (1995): 534-536, 546-553.

Apr 27 (W) Migration & Labor in the Era of Global Capitalism (lecture)
- Hein de Haas, Stephen Castles, Mark J. Miller, “Introduction,” Age of Migration (2020),
pp. 1-15
- Film: Year of the Dog: Inside the World’s Largest Human Migration (2018)
- Film: Why the U.S. Has So Many Filipino Nurses (2020)
- Film: Tale of a Journey (2015)

Apr 29 (F) Discussion Sections

May 2 (M) Freedom & Unfreedom Across the Global Commodity Chain
- Mahua Sarkar (2017), “Constrained Labour as Instituted Process: Transnational Contract
Work and Circular Migration in Late Capitalism.” European Journal of
Sociology/Archives Européennes de Sociologie, (58:1): 171-204.
- Film: Supermarket Slave Trail (2015)
- Film: Seafood Slaves (2016)

May 4 (W) Frontiers of Labor: Robots, Automation & Reproduction (lecture)

- Film: Outsourcing Surrogacy (2015)
- Neha Thirani Bagri/Anand, “A Controversial Ban on Commercial Surrogacy Could Leave
Women in India With Even Fewer Choices,” Time (2021)
- Adrian Chen, “The Laborers Who Keep…” Wired (2014)
- Film: How Robots Will Change the World (2013)
- Alana Semuels, “Millions of Americans Have Lost Jobs in the Pandemic…” Time (2020)

May 6 (F) Discussion Sections

May 9 (M) Course Conclusion

May 11 (W) Exam 3 (Due May 13)