Diversity, Disagreement, and Democracy: an Introduction to the Theory and Practice of Dialogue

Professor Vanessa Baird

PSCI 2028-730

Fall 2008

Farrand Craven

Prof. Baird

Office: Ketchum 131D

E-mail: vanessa.baird@colorado.edu

Office Hours: Tuesdays and Thursdays 2:30-4

Class Description

Diversity and disagreement are unavoidable features of contemporary democratic life. Democracies are shared by people marked by racial, cultural, gender, and sexual differences, and by people with divergent political, religious, and moral views. Given all of these differences, how do we make democracy work?

We will explore answers to this question in political theory and political psychology. First, we will look at arguments about the justifications for accepting diversity and pluralism as a part of democracy. Why are diversity and disagreement important in democracies? Are there any limits on the kinds of diversity, or the kinds of views that we can tolerate in a democracy? Second, we will look at studies of political psychology that explain what causes people to be tolerant of differences they find threatening. Under what circumstances are citizens in a democracy more likely to support the rights and liberties of those who are different? Under what circumstances are they more likely to be willing to listen to and learn from divergent positions?

Research has shown that one of the most effective ways to get people to communicate with each other is to engage in dialogue. As a component of this course, students will be trained in practical dialogue skills. We will practice dialogue in the class on a number of controversial issues of diversity and disagreement that are particularly relevant to university life, including affirmative action in college admissions and hate speech on campus. Students will then be asked to identify a controversial issue on campus that is not being effectively discussed in public; they must then design a proposal to initiate dialogue on this issue.

Course Requirements & Grading

Grades will be calculated as follows:

Class Participation 25%

Small papers 25%

Dialogue Proposal 50%

Class Participation

Classes will consist primarily of discussion; there will be no formal lectures for this course. Students’ participation in class discussion should include demonstrating both speaking and listening skills; in other words, students are encouraged to speak and to speak often, but also to listen to their peers and to respond thoughtfully to others’ comments.

Class Preparation

Responsibility for making this course work rests primarily (but not exclusively) with you. This means that throughout the semester, you must do the assigned reading before coming to class, and you must come to class prepared to discuss that reading critically, imaginatively, and insightfully.

Small Papers

You will be required to write a short journal entry and bring it to class once a week. The purpose of the journal is to get used to making arguments and counterarguments, finding holes in your argument and being self critical of your opinion. Each journal should contain an argument and counterarguments related to the reading. I will decide on the day of the class whether to grade it for quality. It can be handwritten and will not be graded for grammar but rather for the rigor of your argument.

Dialogue Proposal

The following intermediate deadlines are designed to help you develop your ideas and receive feedback throughout the process of developing a proposal.

Topic Proposal September 22^nd

Triggers October 13^th

History & Background October 27^th

Class Presentation December 9^th and 11^th

Final Proposal December 15^th

Contacting the Professors

Students are encouraged to drop by during office hours for informal discussion regarding the substance of the course or to discuss concerns about the course or performance on assignments. If office hours do not fit with your schedule, you may request an appointment with either professor at a time outside of regular office hours.

Academic Integrity

All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Additional information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/ . We will submit written assignments to http://turnitin.com to evaluate them for plagiarism. Enrollment in the course constitutes consent to have written assignments submitted to http://turnitin.com.

You will fail the entire course for a single honor code infringement.

Disabled Student Provisions

If you qualify for accommodations because of a disability, please submit a letter to me from Disability Services in a timely manner (i.e. within the first three weeks of the semester) so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, or http://www.colorado.edu/disabilityservices

Religious Observance Provisions

Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, if you wish to request accommodations for religious observance, please come and talk to your professors within the first three weeks of the semester. See policy details at http://www.colorado.edu/policies/fac_relig.html.

Discrimination and Sexual Harassment

The University of Colorado at Boulder policy on Discrimination and Harassment (http://www.colorado.edu/policies/discrimination.html), the University of Colorado policy on Sexual Harassment and the University of Colorado policy on Amorous Relationships applies to all students, staff and faculty. Any student, staff or faculty member who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age, disability, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the ODH and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://www.colorado.edu/odh

Classroom Behavior

Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which they and their students express opinions. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender variance, and nationalities. Class rosters are provided to the instructor with the student's legal name. We will gladly honor your request to address you by an alternate name or gender pronoun. Please advise us of this preference early in the semester so that we may make appropriate changes to our records. See polices at http://www.colorado.edu/policies/classbehavior.html and at

http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code

Reading Materials

Diana Mutz, Hearing the Other Side, (Cambridge, 2006)

Reading Assignments & Course Schedule

I. Introduction

August 26: Introduction: Difficult Conversations: Be curious and acknowledge

August 28: In-Class TV Show: 30 Days: Pro-Choice/Pro-Life

• Come to class with an example of a difficult conversation with someone who sees things differently from you: Bonus: have that conversation and report back to class.
• Reading: http://en.wikipedia.org/wiki/How_to_Win_Friends_and_Influence_People

II. Diversity and Disagreement: The Problem of Being Human

September 2: What causes disagreement to be such a problem? (Or: Who are we?)

• Excerpt from Rousseau’s Discourse on the Origin of Inequality , Part I

September 4: What causes disagreement to be such a problem? (Or: Who are we?), continued

• Excerpt from Rousseau’s Discourse on the Origin of Inequality , Part II

September 9: What is the relationship between identity and perceptions of justice?

• Linda Skitka, “Accessible Identity Model of Justice Reasoning”

In class: an introduction to readings that report statistical analysis

September 11: What is the relationship between social identity and perceptions of justice?

• Y.J. Huo, H.J. Smith, T.R. Tyler, & E.A. Lind. “Superordinate identification, subgroup identification, and justice concerns: Is separatism the problem?; Is assimilation the answer?”

September 16: What has been the traditional solution to the problem that human beings disagree about justice?

· Hobbes, Leviathan, Chapters 13 and 14

September 18: Why is it important to give voice to those who disagree?

• Iris Marion Young, Five Faces of Oppression

September 20^th SPECIAL SATURDAY SESSION Queen Noor: Dialogue on World Leadership ; Place: Macky Auditorium, September 20^th, Time TBA

September 23: Discussion about world leadership conference

No reading

September 25: How can we disagree without undermining democracy?

• Iris Marion Young, Social Movements and the Politics of Difference

III. Diversity and Disagreement: The Problem of Dealing with Other Humans

September 30: What are the advantages to engaging in dialogue with those who are different?

• Diana Mutz, Hearing the Other Side, chs. 1 & 3

October 2: What are the disadvantages to engaging in dialogue with those who are different?

• Diana Mutz, Hearing the Other Side, ch. 4

October 9: How can we become better social citizens?

• Diana Mutz, Hearing the Other Side, ch 5

October 14: University Sponsored Dialogue about Election: Place UMC 457- Dennis Small Cultural Center; Time: class time

October 16: International Conflict Resolution Day on October 16, 2008

• Attend an event; places and times TBA

October 21: Discussion of International Conflict Resolution Day, Election dialogue

October 28: What do we want out of politics?

• John R. Hibbing and Elizabeth Theiss-Morse, Stealth Democracy, chs. 7-8

November 4: What is wrong with being right?

• Vanessa Baird, What is Wrong with Being Right?

November 6: Let’s talk about Race: An interview with Beverly Tatum, the author of, Why are all the Black Kids Sitting Together in the Cafeteria?

http://www.nsdc.org/library/publications/jsd/tatum254.cfm

IV. Affirmative Action: The Limits of Diversity

November 11, 13, 18: Affirmative Action

• Iris Marion Young, “Affirmative Action and the Myth of Merit”
• David A. Strauss, “The Myth of Colorblindness”
• Richard Posner, “The DeFunis Case and the Constitutionality of Preferential Treatment of Racial Minorities”

V. Hate Speech: The Limits of Disagreement

November 20, December 2, 4: Hate Speech Regulations on College Campuses

• Charles R. Lawrence III, “If He Hollers Let Him Go: Regulating Racist Speech on Campus”
• James L. Gibson, “The political freedom of African-Americans: a contextual analysis of racial attitudes, political tolerance, and individual liberty”
• Kent Greenawalt, “Campus Speech Codes and Workplace Harassment”

VI. Proposal Presentations

December 9-11