Tourism economics and hotel management

Language and Identity - ENH 3252

In this course we will address questions like 'what language(s) shapes your identity?', 'what aspects of your identity are tied to which language(s) you use?', 'does your language(s) matter in how people perceive you and respond to you?', 'how do things like ethnicity, social class, gender, sexuality, etc affect how you learn, choose and use language?', 'what is the connection between power and language?' 

This course will have readings in English language, but class discussions can be done bilingually (Sinhala-English). 

Applied Field Experiences

Applied learning entails gaining knowledge and skills through direct, structured, and applied engagement. This monitored hands-on approach combines in-class and real-world settings, where students (a) learn of theories and concepts on data collection to subsequently conduct direct research; (b) gain skills and abilities necessary for short-term internships; and (c) develop skills, knowledge and disposition necessary to network and plan, organize and implement events.


Youth, Identity and Globalization(TM)

Youth, Identity and globalization

Youth, Identity and Globalization 

Overview

The purpose of this course is to explore the problems of contemporary youth in the age of globalization and make students understand different issues relevant to youth and identity. It aims at providing knowledge with respect to young people’s own individual and collective needs. Special emphasis would be given to Sri Lankan youth who face many challenges owing to the rapid socio-economic changes that Sri Lanka has experienced in recent years. 

The aim of the course is to;

  • Explore the problems of youth in a changing world

  • Provide required knowledge so the young people understand different issues relevant to youth and identity

  • Understand Sri Lankan youth in the context of contemporary socio-economic conditions 


Grading-Labor Contract

This course will be taught on two tracks: background material on the theoretical categories such as youth, globalization and identity will be presented in lecture; discussions will focus on the readings. Attendance in discussions is required. Always bring the relevant text to discussion.

Class Contribution: 20%: This portion of your grade will depend on your contribution to the class environment and will be assessed based on your engagement with lectures and discussion sessions. This means: engagement in discussions, presentations, listening to your peers and incorporating/building off their insights in your own comments, being prepared for class and formulating questions about the readings and lectures.


Reading Response (RR): 30%: Contribute weekly blog reading responses of 300 words (single-spaced) and submitted to the discussion section blog. These will relate to the readings, and may be structured in one of two ways (or a combination).

a. Identify a “golden line” or quotation that you believe is significant and reflects the

author's major point(s). You will then note why it is an important point (contextualize it), and finally raise any comments, questions, or disagreements with the author that you may have.

b. Alternately, you can structure your response around a challenging question, very brief personal story, or a visual that you are reminded of (e.g. photograph). You should show how you understand the author’s main arguments or points, and what you find provocative, challenging, difficult, or affirming. What do the readings and your story, question or visual inspire you to do or think about? 

RRs are preparation for discussion, not freestanding assignments. Always bring the relevant text to discussion. The response needs to engage with the readings and ask an analytical (not yes/no) question. It must end with a question that can generate productive conversations. It is necessary to demonstrate through your response that you have read/watched and understood the material assigned.

Final essay (8-10pp): 50%: CREATE

Collaborate with other 3-5 students on a larger project; collaboratively create a coherent framework to address the “big question” of youth identity, its inner diversity, and global connections, and then focus on your Individual portions of the project. Collaboratively create a platform to communicate your ideas to a wider public.

Possible Projects:

- Online exhibit “Youth in Sri Lanka”

- Timeline of Youth movements in the world

- Young people’s digital cultures; a wiki-page

- a group of 4 to 6 students can pitch an idea to the instructor. 

The Project is broken down in 5 steps. The first 3 steps constitute the core of your Mid-Term essay (20%, letter grade) on which you’ll receive extensive feedback from the instructor. You’ll receive Peer-Review Feedback on Step 4.

Step 1: You’ll begin working as a group elaborating on the theme and a rationale for how your project will address the general prompt question. (outcome: 1000 words, co-authored). 

Step 2: You’ll then move on to the individual aspect of the project, selecting your case studies; as a group you’ll need to ensure country representation (outcome: list of objects or short description of topic, individual).

Step 3: create and shape the context of your cases (outcome: 500 words write-up, individual).

Step 4: incorporate the feedback you have received from the Mid-Term and complete the write-up of your analysis (outcome: 1200 words write-up, individual); now your projects will go through a peer-review process; please remember that your submission for Step 4 peer-review should be as close possible to being a polished draft. This is not an opportunity to brain-storm, rather to finalize your work. You will have to write a reflective response to the feedback you have received.

Step 5: complete the group project’s platform

Diversity and Inclusion

Building an inclusive and respectful learning community is at the center of this course. Our diverse backgrounds and perspectives enrich our conversations. I am committed to providing an atmosphere for learning that respects our diversity and life experiences. While working together to build this community in the lecture hall and discussion sections, I ask all members to:

• Share their unique experiences, values and beliefs

• Be open to the views of others

• Honor each other’s uniqueness

• Appreciate the opportunity that we have to learn from each other in this

community

• Value each other’s opinions and communicate in a respectful manner

• Keep confidential discussions that the community has of a personal (or

professional) nature

Course Schedule (Subject to Modification)

Week 01: Distribution of syllabi and introduction to the course.

Watch: Danger of a Single Story  

https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en (Links to an external site.)

Week 02: How identity is created? 

Buckingham, David. 2008. Introducing Identity. In Youth, Identity and Digital Media. MA: The MIT Press. Pp.1-22.

Week 03: Identity Formation and Youth 

Lecture Continued-

Week 04 (Jan 24/26): Globalization and its Impact on Youth

Lukose, Ritty. 2005. Consuming Globalization: Youth and Gender in Kerala, India. Journal of Social History , Vol. 38, No. 4, Globalization and Childhood. Pp. 915-935

Gidley, Jennifer. 2001. Globalization and Its Impact on Youth. Journal of Futures Studies, Vol. 6(1). Pp. 89-106

Tomlinson, John. Globalization and Cultural Identity 

Featherstone, Mike. 1990. Global Culture: An Introduction. Theory, Culture and Society. Vol. 7:1-2. Pp.1-14.

Featherstone, Mike. 1990. Perspectives on Consumer Culture. Sociology. Vol. 24:1. Pp.5-22. 

Yon, D. A. 2000. The Discursive Space of Schooling. In Elusive Culture: Schooling, Race, and Identity in Global Times. Albany.Pp.29-45. NY: State University of New York Press.

Week 05: Youth Insurrection in Sri Lanka 

Kearney, Robert N. 1980. Youth Protest in the Politics of Sri Lanka. Sociological Focus. Vol. 13 (3). Pp. 293-313.

Arasaratnam,  S.  Autumn  1972.  “The  Ceylon  Insurrection  of  April  1971:  Some  Causes and Consequences.” Pacific Affairs 45 (3): 356–371.

Week 06: Digital Protest 

Bonilla and Rosa. 2015. #Ferguson: Digital Protest

Week 07:  Dangers of social media (In Class) 

Watch: The Social Dilemma

Week 08: Youth activism 

O'Brien, Karen., et.al. 2018. Exploring youth activism on climate change: dutiful, disruptive, and dangerous dissent. 

Week 09: Sri Lankan youth: Education and employment

Week 10: Identity, Colonialism and Global Cultural Flows

Appadurai, Arjun.1990. Disjuncture and Difference in the Global Cultural Economy. Theory Culture Society 7:295-310.

Kottak, Conrad. 2017. The World System, Colonialism, and Inequality. In Cultural Anthropology: Appreciating Cultural Diversity. Seventeenth Edition.  New York: McGrow Hill Publishers.

Taussig, Michael T.1987.Culture of Terror, Space of Death. In Shamanism, colonialism, and the wild man: a study in terror and healing. Pp.3-34. Chicago: University of Chicago Press.

Greenhouse, Carol J. ed. 2012. Introduction. In Ethnographies of Neoliberalism. Pp.1-12. US: University of Pennsylvania Press.

Goldstein, D.M., 2005. Flexible justice: neoliberal violence and ‘self-help’ security in Bolivia. Critique of Anthropology 25(4):389-411.


Consumer Studies and Marketing

Poverty & Social Integration in Sri Lanka(SM/EM)

Name of Lecturer(s) : Ms. S N K Mallikahewa

Tourism Economics and Hotel Management(EM)

Name of Lecturer(s) : Dr. D A C Silva

Tourism Economics and Hotel Management(SM)

Name of Lecturer(s) : Dr. D A C Silva