Power, Privilege, and Place Project: In this course, we will also investigate how friendships (re)produce social structures of class, race, etc., and the power and privileges that are associated with particular types of friendships or friendship networks. While culturally we think of friendships as purely positive and relatively innocuous, scholars have written about our proclivity to have friends similar in both values and social constructs and also written of the impact of friendships on social mobility.
Additionally, friendships are the places where we learn much about our social world, including gender structures and expectations. In discussing this aspect, we can unpack and problematize the biases and power in the conceptualizations of same sex (e.g., “old boys network,” mean girls) and cross sex friendships, as well as the heteronormativity associated with both. (Much scholarship has been written on all of these issues from a variety of disciplines.) Because friendships, on the surface, are voluntary relationships and seem like places of inclusion and equality, they provide a great context to push students to see the covert power of social structures and the injustices of these structures in terms of a variety of issues, including social class, gendered norms, and sexuality.
For this project, you will
1. Identify one such mediated or cultural example or context where friendships highlight (overt or covert) power, privilege and social place. For example, you might examine a favorite documentary or how governmental systems define friendships. Regardless of the artifact you choose, focus on one or two friendships max.
2. Critically analyze the artifact as it relates to same-sex, cross-sex, cross-race, or the dark side of friendships. You will unpack and analyze the role these friendships play in power, privilege, and place and examine how these structures may be challenged in different ways in this context. I recommend you have one main point that focuses on power, one main point on privilege, one main point on place. Your fourth point should focus on your own perceptions and reflections of friendships after everything you learned in the course. How could you challenge social structures? How have you contributed to these social structures? Your points will likely be about 1-1:30 minute(s) in length.
3. You will also incorporate at least 6 sources (3 scholarly and 3 popular press) into a detailed presentation outline (you can use up to two sources from our course readings as scholarly. You may use more than two sources from course readings, but you still need at least four outside sources).
The main thesis for this outline will be “The Challenges of Male Friendships” so if can focus on this that would be great! I will be making a 6-8 minute video on this outline for my class as well.
The outline that you turn in needs to be detailed and fully developed and in correct outline format (e.g., Roman Numerals, sub points, etc). I would suggest that all of the points on your outline should be full sentences. Assume that the person who reads your outline will not hear your presentation so you need to make sure everything that is important to cover is fully integrated into the outline.You also need to incorporate sources into your outline (with in text citations in APA style) and include a reference page.
SAMPLE PREPARATION OUTLINE
INTRODUCTION
I. Attention-Arousing Material: gains the attention of the audience.
II. Appeal to Credility (Why should we listen to you?).
III. Thesis Statement: central purpose and theme of presentation.
IV. Relevance Statement: defines the ways in which this presentation relates to this audience.
V. Preview of Main Points: Tell the audience what you are going to tell them.
[Transition into Main Point I of the body of speech]
BODY
I. Main Point I: the first statement supporting the thesis or reason the thesis is true.1
A. Subpoint A: supports the main point.
1. Evidence Point (if needed): supporting material to develop the subpoint. (Include Author’s Name, Publication, Year of Publication) 2
2. Evidence Point (if needed): supporting material to develop the subpoint (Include Author’s Name, Publication, Year of Publication)
B. Subpoint B: supports the main point. (necessary if there is a subpoint A)
1. Evidence Point (if needed): supporting material to develop the subpoint. (Include Author’s Name, Publication, Year of Publication)
2. Evidence Point (if needed): supporting material to develop the subpoint (Include Author’s Name, Publication, Year of Publication)
[Transition into Main Point II]
II. Main Point II: the second statement supporting the thesis or reason the thesis is true.
A. Subpoint A: supports the main point.
1. Evidence Point (if needed): supporting material to develop the subpoint. (Include Author’s Name, Publication, Year of Publication)
2. Evidence Point (if needed): supporting material to develop the subpoint (Include Author’s Name, Publication, Year of Publication)
B. Subpoint B: supports the main point. (necessary if there is a subpoint A)
1. Evidence Point (if needed): supporting material to develop the subpoint. (Include Author’s Name, Publication, Year of Publication)
2. Evidence Point (if needed): supporting material to develop the subpoint (Include Author’s Name, Publication, Year of Publication)
[Transition into Conclusion]
CONCLUSION
I. Summary of Main Points, provide an overview of the main points in your speech.
II. Thesis Statement (exactly as it was above)
III. Concluding Statement
WORKS CITED
Thank you so much for your help on this!
If you have any other questions please let me know!
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