This course provides an introductory overview of core theories and concepts that prepare students for successful completion of the Global Studies curriculum. In this half of the Global Studies core course sequence, students will investigate questions pertaining to how representations of the modern world in popular media and academic writing contribute to, reaffirm, and often challenge relations of inequality and division tied to such categories as ethnicity, gender, and race. Drawing on a wide range of interdisciplinary sources including magazines, novels, films, and digital media, these questions may include: How do cultural representations of the Global South reinforce European imperial and colonial projects? What role do mass-market magazines and newspapers have in constructing difference and producing stereotypes that justify imperialist attitudes? How does the development of technologies, from railroads to the internet, affect collective experiences of time and space? How is 'fake news' and intentional misrepresentation a threat to democracy and to the ecological security of the Earth? Students will meet twice a week for lecture and attend a weekly recitation section, with assignments that include short writing exercises and/or weekly Canvas posts and a midterm and final examination. This course will show how the politics of representation and knowledge production relate to changing formations of power, while giving students the conceptual vocabulary and critical skills to prepare for subsequent Global Studies courses. Prereq: soph, jr, or sr

This course provides an introductory overview of core theories and concepts that prepare students for successful completion of the Global Studies curriculum. In this half of the Global Studies core course sequence, students will investigate questions pertaining to how representations of the modern world in popular media and academic writing contribute to, reaffirm, and often challenge relations of inequality and division tied to such categories as ethnicity, gender, and race. Drawing on a wide range of interdisciplinary sources including magazines, novels, films, and digital media, these questions may include: How do cultural representations of the Global South reinforce European imperial and colonial projects? What role do mass-market magazines and newspapers have in constructing difference and producing stereotypes that justify imperialist attitudes? How does the development of technologies, from railroads to the internet, affect collective experiences of time and space? How is 'fake news' and intentional misrepresentation a threat to democracy and to the ecological security of the Earth? Students will meet twice a week for lecture and attend a weekly recitation section with assignments that include short writing exercises and/or weekly Canvas posts and a midterm and final examination. This course will show how the politics of representation and knowledge production relate to changing formations of power, while giving students the conceptual vocabulary and critical skills to prepare for subsequent Global Studies courses. Prereq: Honors soph, jr, or sr

This course provides an introductory overview of core theories and concepts that prepare students for successful completion of the Global Studies curriculum. In this half of the Global Studies core course sequence, students will investigate questions pertaining to the emergence of global modernity, capitalism, and the nation-state, with particular focus on theoretical concepts and institutional forms. Drawing on a wide range of interdisciplinary sources including critical theory, philosophy, and texts from the social sciences, these questions may include: How did reason and culture emerge as key concepts in modernity, and how were they associated with transformations in time and space? How did the nation-state become a dominant political unit in the West, and how do postcolonial African states challenge its structure? What is the relationship between the Western liberal tradition, secularity, and violence? What are the histories and internal dynamics of the capitalist economy? Students will meet twice a week for lecture and attend a weekly recitation section, with assignments that include short writing exercises, a group project, and midterm and final examinations. This course will contextualize and trouble aspects of the global that are easily abstracted and taken for granted, while giving students the conceptual vocabulary and critical skills to prepare for subsequent Global Studies courses. Prereq: soph, jr, or sr Units: 3.00

This course provides an introductory overview of core theories and concepts that prepare students for successful completion of the Global Studies curriculum. In this half of the Global Studies core course sequence, students will investigate questions pertaining to the emergence of global modernity, capitalism, and the nation-state, with particular focus on theoretical concepts and institutional forms. Drawing on a wide range of interdisciplinary sources including critical theory, philosophy, and texts from the social sciences, these questions may include: How did reason and culture emerge as key concepts in modernity, and how were they associated with transformations in time and space? How did the nation-state become a dominant political unit in the West, and how do postcolonial African states challenge its structure? What is the relationship between the Western liberal tradition, secularity, and violence? What are the histories and internal dynamics of the capitalist economy? Students will meet twice a week for lecture and attend a weekly recitation section with assignments that include short writing exercises, a group project, and midterm and final examinations. This course will contextualize and trouble aspects of the global that are easily abstracted and taken for granted, while giving students the conceptual vocabulary and critical skills to prepare for subsequent Global Studies courses. Prereq: Honors soph, jr, or sr Units: 3.00

Inequality in the form of extreme wealth and poverty in our world are major causes of environmental degradation. In addition, development failure as well as certain forms of economic growth always led to environment disasters. This course examines how our world?s economic and political systems and the livelihoods they engender have produced catastrophic local and global environmental conditions. Beyond this, the course explores alternative approaches of achieving sustainable environment and equitable development. prereq: Soph or jr or sr

This class uses a social justice lens to explore the interrelations of scientific discoveries, unequal global economies, and commodification. We will look at practices, new technologies, and policies that are trenchant for the negative impacts they have on environments broadly defined, and for human and non-human populations. We will ask how these practices, technologies, and policies - and the social and economic contexts that produce them - variably impact the health, well being, and valuation of particular populations. In a series of interconnected themes, we will examine what factors produce food insecurity and for whom; where and why pollution of resources such as water happens; the history and current state of antibiotic resistance; climate change and its various effects; and how new technologies can be life-saving and life-denying according to the ways national and global policies determine who gains access and who does not. We will also look at the innovative ways grassroots movements tackle issues confronting particular groups, what constitutes positive social change and by whose definition, and potential ways forward. Final projects focus on website construction or policy documents that have application beyond the classroom. Prereq: soph or jr or sr

This course introduces students to the theoretical and historical foundations of environmental racism and environmental inequality more broadly. We will examine and interrogate both the social scientific evidence concerning these phenomena and the efforts by community residents, activists, workers, and governments to combat it. We will consider the social forces that create environmental inequalities so that we may understand their causes, consequences, and the possibilities for achieving environmental justice prereq: SOC 1001 recommended

This course introduces students to the theoretical and historical foundations of environmental racism and environmental inequality more broadly. We will examine and interrogate both the social scientific evidence concerning these phenomena and the efforts by community residents, activists, workers, and governments to combat it. We will consider the social forces that create environmental inequalities so that we may understand their causes, consequences, and the possibilities for achieving environmental justice prereq: SOC 1001 recommended

Students in the Global Studies program study not only the powerful political institutions and economic processes that shape our world, they also acquire the skills to perceive and investigate their own place and identities, and to interpret creative work that express different ways of being. In GLOS 3143 'Place, Community, Culture' students will explore their own locations, identities, and experiences in the context of our fraught and ethically complex times. The emphasis is on practice, on seeing one's own life as something to be enriched by seeing and feeling the world in new ways. Students will encounter a mix of philosophical works, artistic texts (novels, films, poetry, painting, music, and other forms of media) and scholarly texts that together will help students expand their ingrained and conditioned ways of seeing the world. Class themes might include self and other, community and alienation, place and placelessness, home and homelessness. Students will examine the place of ethics and politics in the negotiation of their identities and experiences. Assignments might include essays that ask students to interpret artistic works that present different avenues of insight, or creative assignments that ask you to reflect on your own experiences in relation to course readings and themes. Students will conclude the class more confident of their ability to notice and negotiate the dilemmas they will encounter in their personal and professional lives.

'Globalization' and 'Culture' are both terms that have been defined and understood in a variety of ways and the significance of which continues to be debated to the present, both inside and outside the academy. Globalization has been talked about both as an irresistible historical force, tending toward the creation of an increasingly interconnected, or, as is sometimes claimed, an increasingly homogeneous world, and as a set of processes, the outcome of which remains open-ended and uncertain, as likely to produce new kinds of differences as universal sameness. Culture meanwhile has been variously defined as that which distinguishes humans from other species (and which all humans therefore share) and as that which divides communities of humans from one another on the basis of different beliefs, customs, values etc. This course reflects on some of the possible meanings of both "Globalization" and "Culture" and asks what we can learn by considering them in relation to one another. How do the phenomena associated with globalization, such as increasing flows of people, capital, goods and information across increasing distances challenge our understandings of culture, including the idea that the world is composed of so many discrete and bounded "cultures"? At the same time, does culture and its associated expressive forms, including narrative fiction, poetry and film, furnish us with new possibilities for thinking about globalization? Does global interconnection produce a single, unified world, or multiple worlds? Are the movements of people, goods, ideas and information across distances associated with new developments caused by contemporary globalization, or have they been going on for centuries or even millennia? Might contemporary debates about climate change and environmental crisis compel us to consider these phenomena in new ways? The course addresses these questions as they have been discussed by scholars from a variety of disciplines and as they have been imagined by artists, poets, novelists and filmmakers. In doing so, it considers whether the distinctiveness of present day globalization is to be sought in part in the new forms of imagining and creative expression to which it has given rise.

How do emerging and postcolonial nations enlist fiction in their claims to sovereignty and autonomy? How do the novel's literary techniques and strategies perform a unique brand of political and social critique vis a vis nations and nationalisms? We will focus on novels from a variety of national contexts from the Global North and South to show how literary analysis can be a companion to the social sciences in illuminating the historical and social contexts of the nation-state. In addition, we will consider the function of literature in allowing stateless nations to imagine a shared connection. We will also focus on the inner workings of the novel in order to understand the conventions and mechanisms of the genre and how it interconnects with related forms such as cinema, performance, and the visual arts.

POL 3833 teaches students about the politics of the global economy with a focus on the role the United States plays within it. The class covers a variety of topics in international political economy, including international trade, international investment, and international finance. Students will learn about the factors that drive politicians' decision-making, interest-group stances, and citizens' preferences over such salient issues as tariffs and other forms of trade protection, trade and investment agreements, central banking, interest rates, international migration, and more. No background in economics is required or assumed.

From the jeans you buy online to the place mats you purchase at Target, most of the items we consume are made somewhere else. Global production networks link consumers of fresh green beans in Britain with growers, pickers, and packers in Zambia. And it isn't only products that move around the globe; so do people. Thanks to immense economic inequalities, wealthy families in the global North enjoy the cheap labor of Eastern European, Filipino, and Honduran nannies, house cleaners, and gardeners. How did this global economy come to be, how has it impacted workers, consumers, and ecosystems, and what are its ethical and political implications? This course focuses on the changes that have occurred over the last 70 years in the realms of labor, consumption, and the environment. We'll examine the movement away from regulated national economies to an integrated global economy; changing patterns and organization of production, distribution, consumption, and waste disposal; and new forms of capital-labor-state relations. Some of the topics we explore include the global trade in body parts; the rise of shareholder capitalism; the new "platform" economy; the growing insecurity of work; and the environmental changes global capitalism has wrought. We end by considering alternatives to the "business-as-usual" (BAU) economy.

From the jeans you buy online to the place mats you purchase at Target, most of the items we consume are made somewhere else. Global production networks link consumers of fresh green beans in Britain with growers, pickers, and packers in Zambia. And it isn't only products that move around the globe; so do people. Thanks to immense economic inequalities, wealthy families in the global North enjoy the cheap labor of Eastern European, Filipino, and Honduran nannies, house cleaners, and gardeners. How did this global economy come to be, how has it impacted workers, consumers, and ecosystems, and what are its ethical and political implications? This course focuses on the changes that have occurred over the last 70 years in the realms of labor, consumption, and the environment. We'll examine the movement away from regulated national economies to an integrated global economy; changing patterns and organization of production, distribution, consumption, and waste disposal; and new forms of capital-labor-state relations. Some of the topics we explore include the global trade in body parts; the rise of shareholder capitalism; the new "platform" economy; the growing insecurity of work; and the environmental changes global capitalism has wrought. We end by considering alternatives to the "business-as-usual" (BAU) economy.

Causes of economic inequities in contemporary world. Long-term economic developments in cases taken from Africa, Asia, Europe, and North/South America. Various theoretical approaches to study of economic development. Introduction to key concepts.

Geographical distribution of resources affecting development. Location of agriculture, industry, services. Agglomeration of economic activities, urbanization, regional growth. International trade. Changing global development inequalities. Impact on nations, regions, cities.

An invisible, not-quite-dead, not-quite-alive entity?the coronavirus?forced us, rudely and tragically, to reckon with space. As we try and maintain social distance from other bodies, wear masks to disrupt the virus? pathways of diffusion, confront shortages in grocery stores, home supply outlets, and car dealerships, adjust to interruptions in many services, and either choose to, or are forced to stay at home, in our cities, in our countries, we are thinking and acting spatially. And we are reminded that ?stuff??food, medicines, toilet paper?reaches us often through geographically extensive and logistically intricate webs of economic production and distribution. We will learn what it means to think geographically about the capitalist economy as a spatial, relational formation. In doing so, we will challenge dominant ways of understanding and analyzing the economy, and of what counts as economic. We will also examine two simultaneous aspects of the world economy?fixity and flow. On the one hand, the economy propels and is propelled by flows?of goods, of services, of people, of labor, and of finance. On the other hand, physical infrastructures are rooted in place on the earth. After all, even the digital worlds of Facebook, Google, and Amazon are enabled by vast server farms. The course will also highlight the production and proliferation of inequalities?between social groups, states, countries, and regions?in and by the world economy. In fact, we will ask: Is economic unevenness a mere byproduct of capitalist economic growth, or the condition of possibility for it? Finally, we will discuss the relationships between global phenomena and local events. Crises like global climate change, overflows of waste matter, COVID19, and the 2008 financial meltdown make it clear that the global and the local are intimately entangled. Not only do global events impact individual livelihoods, including yours and mine, but economic jitters in one place can escalate, sending shockwaves across the world.

This course will introduce students to some of the world's most powerful global institutions -- such as the World Bank (IBRD), the International Monetary Fund (IMF), the World Trade Organization (WTO), the United Nations, and affiliated agencies such as UNHCR (for refugee support). We will follow their efforts to promote a style of global development practices -- large-scale capital lending and global expertise building -- that has crystallized into a common understanding of how global north-south dynamics should progress. Cases pursued in class may include their lending and debt policies, dam building and energy projects, climate resilience and water loans, and the ways they mediate free trade agreements among competing countries. We will also hear from the multitude of voices, theories, and practices that offer alternative visions as to how peoples strive to produce a more just, socially equitable, and climate-safe world. We will use books, articles, films, in-class debates, case study exploration, small-group projects, and guest speakers to create a lively discussion-based classroom environment.

This course will introduce students to some of the world's most powerful global institutions -- such as the World Bank (IBRD), the International Monetary Fund (IMF), the World Trade Organization (WTO), the United Nations, and affiliated agencies such as UNHCR (for refugee support). We will follow their efforts to promote a style of global development practices -- large-scale capital lending and global expertise building -- that has crystallized into a common understanding of how global north-south dynamics should progress. Cases pursued in class may include their lending and debt policies, dam building and energy projects, climate resilience and water loans, and the ways they mediate free trade agreements among competing countries. We will also hear from the multitude of voices, theories, and practices that offer alternative visions as to how people strive to produce a more just, socially equitable, and climate-safe world. We will use books, articles, films, in-class debates, case study exploration, small-group projects, and guest speakers to create a lively discussion-based classroom environment.

From the city streets of Bangalore to the high plateaus of La Paz to the trading floors of New York City, people from around the world are becoming increasingly interdependent, creating new and revitalizing old forms of power and opportunity, exploitation and politics, social organizing and social justice. This course offers an overview of the processes that are forcing and encouraging people?s lives to intertwine economically, politically, and culturally. prereq: Soc majors/minors must register A-F

From the city streets of Bangalore to the high plateaus of La Paz to the trading floors of New York City, people from around the world are becoming increasingly interdependent, creating new and revitalizing old forms of power and opportunity, exploitation and politics, social organizing and social justice. This course offers an overview of the processes that are forcing and encouraging people?s lives to intertwine economically, politically, and culturally. prereq: Soc majors/minors must register A-F

This course presents an introductory overview of the idea of human rights, its social and legal foundations and contemporary global issues. In the class, students will learn about the laws and procedures designed to protect the human rights of individuals and groups, with a special focus on the United Nations system. The course explores the conceptual underpinnings of human rights such as who is eligible to have rights, where those rights come from and who is responsible for guaranteeing them. Students will learn about how international laws are made and interpreted, and will consider the geo-political context which shapes human rights laws and procedures. Because of the evolving nature of the laws and issues in this field, students are encouraged to think analytically and ethically about how to address the many human rights challenges in the world today. The course will cover current human rights issues, including the right to health care, housing and other economic and social rights; and the right to life, freedom from torture and other civil and political rights. The course is writing intensive. The required paper for the class is a model complaint to the United Nations about a country and issue of the student's choosing. The class invites discussion and uses class exercises to engage students in the course material by shaping arguments for various legal fora.

Course explores debates about equality. Equality has many dimensions--e.g.: economic, social, political. These forms cannot be reconciled. Liberal democracies affirm the principle of political equality but defend, even in principle, social and economic inequalities. Animal rights add another wrinkle: very few of those who fight for these rights would claim political equality for animals.

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes, and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes, and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

Course focuses on the social repercussions and political consequences of large-scale political violence, such as genocide, war crimes, and crimes against humanity. Students learn how communities and states balance the demands for justice and memory with the need for peace and reconciliation and addresses cases from around the globe and different historical settings. prereq: SOC 1001 or 1011V recommended, A-F required for Majors/Minors.

Introduction to cities and suburbs as unique crossroads of cultural, social, and political processes. Competing/conflicting visions of city life, cultural diversity, and justice. Focuses on the American city.

Students in the Global Studies program study not only the powerful political institutions and economic processes that shape our world, they also acquire the skills to perceive and investigate their own place and identities, and to interpret creative work that express different ways of being. In GLOS 3143 'Place, Community, Culture' students will explore their own locations, identities, and experiences in the context of our fraught and ethically complex times. The emphasis is on practice, on seeing one's own life as something to be enriched by seeing and feeling the world in new ways. Students will encounter a mix of philosophical works, artistic texts (novels, films, poetry, painting, music, and other forms of media) and scholarly texts that together will help students expand their ingrained and conditioned ways of seeing the world. Class themes might include self and other, community and alienation, place and placelessness, home and homelessness. Students will examine the place of ethics and politics in the negotiation of their identities and experiences. Assignments might include essays that ask students to interpret artistic works that present different avenues of insight, or creative assignments that ask you to reflect on your own experiences in relation to course readings and themes. Students will conclude the class more confident of their ability to notice and negotiate the dilemmas they will encounter in their personal and professional lives.

This is a liberal education course that emphasizes particular learning outcomes while developing students? historical and global perspectives. The purpose of HIST 3415 is dispel the impression, common among students, that North America is in some sense unique in its long history of international migrations. The course examines a history of human mobility that stretches from the earliest days of human life on earth down to the present and that begins in Africa before extending to case studies of migrants living and adapting to new social, cultural, and physical environments in every part of the world. Along the way, it introduces students to the intersection of history, humanities and social sciences as ways of knowing about the past and analyzing the present and encourages students to encounter, evaluate, and interpret the past through the use of primary sources.

History of births, deaths, migration, population size, and population characteristics. Evidence from Europe, the United States, and Latin America with comparative material from Africa and Asia. Methods of historical population analysis and research of historical population data.

Comparative analysis and explanation of trends in fertility, mortality, internal and international migration in different parts of the world; world population problems; population policies; theories of population growth; impact of population growth on food supply and the environment.

This class is an introduction to the contemporary issues that accompany such dramatic population change, including fertility change, disease experiences, migration as opportunity and challenge and human-environment conflict. Further, we will examine the roles of global organizations, national governments, and culture in shaping and reshaping populations. prereq: [SOC 1001] recommended, Sociology majors/minors must register A-F

This class is an introduction to the contemporary issues that accompany such dramatic population change, including fertility change, disease experiences, migration as opportunity and challenge and human-environment conflict. Further, we will examine the roles of global organizations, national governments, and culture in shaping and reshaping populations. Additional special assignments will be discussed with honors participants who seek to earn honors credit toward the end of our first class session. Students will also be expected to meet as a group and individually with the professor four times during the course semester. Examples of additional requirements may include: · Sign up and prepare 3-4 discussion questions in advance of at least one class session. · Work with professor and TA on other small leadership tasks (class discussion, paper exchange, tour). · Write two brief (1-page) reflection papers on current news, or a two-page critique of a class reading · Attend a presentation, workshop, or seminar on a related topic for this class and write a 2-page maximum reflective paper. · Interview a current Sociology graduate student and present briefly in class or write a reflective piece, not more than 2 pages in length, to be submitted to the Professor. prereq: [SOC 1001] recommended, Sociology majors/minors must register A-F

Socioeconomic, political, and cultural development in Africa, from abolition of trans-Atlantic slave trade through postcolonial era.

Survey of modern African history from early 19th century to present. Focuses on socioeconomic, political, and cultural development in Africa, from abolition of trans-Atlantic slave trade through postcolonial era.

Major socio-economic challenges that confront post-independence sub-Saharan African countries in quest for sustainable economic development/growth. Causes of persistent poverty/inequality, role of institutions/multinational agencies. Growth in 21st century. prereq: APEC 1101 or ECON 1101

Major socio-economic challenges that confront post-independence sub-Saharan African countries in quest for sustainable economic development/growth. Causes of persistent poverty/inequality, role of institutions/multinational agencies. Growth in 21st century. prereq: 1101 or ECON 1101

At the core, this class is about the interaction between the assertion of and challenge to political authority in Africa. Who should have the right to make decisions that structure people's lives? To what extent is "might" an important source of political authority? How, in turn, do people respond to these different means of establishing political authority? Using these questions as a springboard, this class will examine some broader themes relating to colonialism, state building, conflict, and development in Africa. Politics in Africa, just as in any other place in the world, is complex and for that reason, the objective of the class is not to give you answers, but to have you think critically about the issues we cover. Towards this end, this class will draw on different sources ranging from novels to manifestos so as to illustrate both the mundane and extraordinary events that have helped shape the political landscape of the continent.

At the core, this class is about the interaction between the assertion of and challenge to political authority in Africa. Who should have the right to make decisions that structure people's lives? To what extent is "might" an important source of political authority? How, in turn, do people respond to these different means of establishing political authority? Using these questions as a springboard, this class will examine some broader themes relating to colonialism, state building, conflict and development in Africa. Politics in Africa, just as in any other place in the world, is complex and for that reason, the objective of the class is not to give you answers, but to have you think critically about the issues we cover. Towards this end, this class will draw on different sources ranging from novels to manifestos so as to illustrate both the mundane and extraordinary events that have helped shape the political landscape of the continent.

Comparative survey of early history of China, Japan, Korea, and Vietnam; early Chinese thought; diffusion of Confucianism, Buddhism, and other values throughout East Asia; political and social history of region to 1600.

Comparative survey of early history of China, Japan, Korea, and Vietnam. Early Chinese thought. Diffusion of Confucianism, Buddhism, and other values throughout East Asia. Political and social history of region to 1600.

How Asian states, societies, economies, and cultures linked with one another and with European powers. How period's historical effects still resonate. Covers India, China, Japan, Korea, and Indochina.

How Asian states, societies, economies, cultures linked with one another/European powers. Historical effects. Covers India, China, Japan, Korea, Indochina.

How Asian states, societies, economies, and cultures linked with one another and with European powers. How period's historical effects still resonate. Covers India, China, Japan, Korea, and Indochina.

How Asian states, societies, economies, cultures linked with one another/European powers. Historical effects. Covers India, China, Japan, Korea, Indochina.

Rise of East Asian Economies, 1930-Present.

Rise of East Asian Economies, 1930-Present. prereq: Grad student

This course explores some of the forms of human imagining (literary, artistic, political, social scientific) engendered by the notoriously hard to define entity known as "Europe." It does so by focusing on regions and populations that have been thought of at various times as marking Europe's inner and outer cultural and/or geographical limits. Topics addressed include: the relationship between physical geography, cultural memory, and the formation (or subversion) of identity claims; the reconfigured political landscapes of post-socialism and European integration; immigration, refugee flows, and the rise of far-right ethno-nationalisms; and the effects of pandemics past and present. prereq: One course in [ANTH or GLOS]

This course explores some of the forms of human imagining (literary, artistic, political, social scientific) engendered by the notoriously hard to define entity known as "Europe." It does so by focusing on regions and populations that have been thought of at various times as marking Europe's inner and outer cultural and/or geographical limits. Topics addressed include: the relationship between physical geography, cultural memory, and the formation (or subversion) of identity claims; the reconfigured political landscapes of post-socialism and European integration; immigration, refugee flows, and the rise of far-right ethno-nationalisms; and the effects of pandemics past and present. prereq: One course in [ANTH or GLOS]

It is impossible to think about the contemporary world without the lasting impact Europe has had on it. But what are the deeper reasons for Europe to emerge as a dominant region from the late Middle Ages onwards? Why has Europe recently found itself in profound economic and political, even existential crisis? Historical geography provides answers. Divided by landscape, language, religion, and war, European empires imposed the state-form, capitalism, and their cultures on the rest of the world. European societies even became the supposed standard for how all humanity is meant to live. But there have always been cracks in this success story. The project of the European Union promised peace and prosperity for half a billion people but faces unprecedented challenges, from Brexit, the Ukraine war, and the return of state racism to climate change and covid. This course will guide you through Europe?s general historical characteristics to understand how it shaped globalization.

Social, economic, political, and cultural impacts of WWII upon Europe. Division of Europe. Communist regimes in Eastern Europe, cooperation in Western Europe. Impacts of modernization. End of Cold War.

Social, political, and cultural changes/conflicts. Background to WWI, its impact. Revolution, failure of interwar stability. Fascism. WWII, its consequences.

The devastation of Europe through two World Wars put the deadly results of ultra-nationalism on full display. To avoid such destruction again, a group of European technocrats and leaders embarked on a mission of incrementally deepening economic and later, social partnerships between an ever-expanding number of European countries. These efforts culminated in the birth of the European Union in the late 20th Century. From its inception, the Union has found obstacles in the forms of a weak institutional structure and authority, deep skepticism of a central European authority, financial crisis, ethnic anxiety, and resurgent nationalism. Yet, the continuation and strengthening of the Union is seen as the antidote to the rise of anti-democratic and authoritarian tendencies on the continent. Some of the key questions that we will engage in are: What are the ideological and historical roots of the European Union? What are the structural flaws of the Union? What are the obstacles to a stronger Union? Is the Union still or even more essential than ever? What are the ways the Union could collapse from within and from the intervention of outside forces?

This course will introduce you to three major topics that shape European social and political life today: 1) the struggle over what makes for a national/European identity: how contested national identities matter to European democratic politics and to the new populist movements, and the historical role of Islam in shaping European identities 2) the role of institutions in shaping popular representation and citizen agency; 3) European Union policies: dealing with immigration, the single currency and foreign and security policy especially in regard to Eastern/Central Europe and Russia. Each section will conclude with a comparative class debate, led by students, on the way contested historical interpretations and identities, institutions and policies matter also to US political and civic life. This is a writing intensive course and you will be asked to write a 12-15 page research essay on a European country of your choice. Several assignments, preceded by a writing workshop, will help you complete your final essay. The course will consist of lectures with PPTs, class discussions and group work, and at least one guest lecturer working in a local business connected with Europe. Indeed this course aims at preparing you to live and work in a deeply interconnected world, with special attention to the historical, social, political and economic ties between the US and Europe. Small changes will be made to the syllabus if current events or unexpected class needs require it, but the main themes, most readings and the assignments will remain as indicated in the syllabus. prereq: 1054 or 3051 or non-pol sci grad or instr consent

This course is a brief survey of the religion and civilization of Islam. It introduces students to 1) Islamic history from its inception in the seventh century CE to the present, with emphasis on the life of the Prophet Muhammad and the early Caliphate; 2) The authoritative texts of Islam, i.e. the Quran and Prophetic traditions (Hadith); 3) The institutions and discourses characteristic of Islamic civilization; and 4) The transformation of Muslim life and thought in the modern period. By taking this course, students become familiar with the chief ideas, characters, narratives, rites, localities, and movements associated with Islam. prereq: Soph or jr or sr

This course is a brief survey of the religion and civilization of Islam. It introduces students to 1) Islamic history from its inception in the seventh century CE to the present, with emphasis on the life of the Prophet Muhammad and the early Caliphate; 2) The authoritative texts of Islam, i.e. the Quran and Prophetic traditions (Hadith); 3) The institutions and discourses characteristic of Islamic civilization; and 4) The transformation of Muslim life and thought in the modern period. By taking this course, students become familiar with the chief ideas, characters, narratives, rites, localities, and movements associated with Islam. prereq: Soph or jr or sr

This course is a brief survey of the religion and civilization of Islam. It introduces students to 1) Islamic history from its inception in the seventh century CE to the present, with emphasis on the life of the Prophet Muhammad and the early Caliphate; 2) The authoritative texts of Islam, i.e. the Quran and Prophetic traditions (Hadith); 3) The institutions and discourses characteristic of Islamic civilization; and 4) The transformation of Muslim life and thought in the modern period. By taking this course, students become familiar with the chief ideas, characters, narratives, rites, localities, and movements associated with Islam. prereq: Soph or jr or sr

The Islamic World is an overarching course on the Muslim world that addresses the following intellectual concerns: 1. Islam and its contribution to the emergence of the modern world 2. Medieval Muslim civilization and their contribution to human culture 3. The relationship between Islam and gender roles in different Muslim cultures 4. The Muslim community?s struggle against colonialism and post-colonialism 5. Islam?s role in the struggle for Democracy and Development in the Muslim World 6. The relationships between Islam and the environment 7. The relationships between Islam and human rights 8. The relations between the West?s war on terror and the terror of War in the Muslim World

The Islamic World is an overarching course on the Muslim world that addresses the following intellectual concerns: 1. Islam and its contribution to the emergence of the modern world 2. Medieval Muslim civilization and their contribution to human culture 3. The relationship between Islam and gender roles in different Muslim cultures 4. The Muslim community?s struggle against colonialism and post-colonialism 5. Islam?s role in the struggle for Democracy and Development in the Muslim World 6. The relationships between Islam and the environment 7. The relationships between Islam and human rights 8. The relations between the West?s war on terror and the terror of War in the Muslim World

Cultural/intellectual trends that have defined fundamental differences between Islam and the West. Development of historical, philosophical, and intellectual mindset of both spheres. Factors in tension, anxiety, and hatred between Muslim world and Europe and the United States.

Cultural/intellectual trends that have defined differences between Islam and the West. Development of historical, philosophical, and intellectual mindset of both spheres. Factors in tension, anxiety, and hatred between Muslim world and Europe and the United States.

This course explores the experiences of Muslim women and Muslim families from a historical and comparative perspective. Expanding the discussion on Muslim women's lives and experiences beyond the Middle East, by also centralizing on the experiences of Muslim women and families outside of this geographical area highlights the complex and diverse everyday experiences of Muslim women around the world. This wider lens exposes the limitations intrinsic in the stereotypical representation of Muslims in general and Muslim women in particular. We will explore the intricate web of gender and family power relations, and how these are contested and negotiated in these societies. Some of the themes the course explores include the debates on Muslim women and colonial representations, sexual politics, family, education and health, women and paid work, gender and human rights, and Islamic feminisms debates. prereq: At least soph; 1001 recommended

This course explores the experiences of Muslim women and Muslim families from a historical and comparative perspective. Expanding the discussion on Muslim women's lives and experiences beyond the Middle East, by also centralizing on the experiences of Muslim women and families outside of this geographical area highlights the complex and diverse everyday experiences of Muslim women around the world. This wider lens exposes the limitations intrinsic in the stereotypical representation of Muslims in general and Muslim women in particular. We will explore the intricate web of gender and family power relations, and how these are contested and negotiated in these societies. Some of the themes the course explores include the debates on Muslim women and colonial representations, sexual politics, family, education and health, women and paid work, gender and human rights, and Islamic feminisms debates. prereq: At least soph; 1001 recommended

This course explores the experiences of Muslim women and Muslim families from a historical and comparative perspective. Expanding the discussion on Muslim women's lives and experiences beyond the Middle East, by also centralizing on the experiences of Muslim women and families outside of this geographical area highlights the complex and diverse everyday experiences of Muslim women around the world. This wider lens exposes the limitations intrinsic in the stereotypical representation of Muslims in general and Muslim women in particular. We will explore the intricate web of gender and family power relations, and how these are contested and negotiated in these societies. Some of the themes the course explores include the debates on Muslim women and colonial representations, sexual politics, family, education and health, women and paid work, gender and human rights, and Islamic feminisms debates. prereq: At least soph; 1001 recommended

This course explores the experiences of Muslim women and Muslim families from a historical and comparative perspective. Expanding the discussion on Muslim women's lives and experiences beyond the Middle East, by also centralizing on the experiences of Muslim women and families outside of this geographical area highlights the complex and diverse everyday experiences of Muslim women around the world. This wider lens exposes the limitations intrinsic in the stereotypical representation of Muslims in general and Muslim women in particular. We will explore the intricate web of gender and family power relations, and how these are contested and negotiated in these societies. Some of the themes the course explores include the debates on Muslim women and colonial representations, sexual politics, family, education and health, women and paid work, gender and human rights, and Islamic feminisms debates. prereq: At least soph; 1001 recommended

Economic evolution in Latin America since 1950. Trade liberalization, poverty, inflation, development strategies in selected Latin American countries. Theory/applications of important issues. prereq: [MATH 1271, ECON 1101, ECON 1102] or equiv

Societies of Americas, Spain, and Portugal before contact. Interactions among Native Americans, African slaves, and Europeans, from colonization through independence. Religion, resistance, labor, gender, race. Primary sources, historical scholarship.

Societies of Americas, Spain, and Portugal before contact. Interactions among Native Americans, African slaves, and Europeans, from colonization through independence. Religion, resistance, labor, gender, race. Primary sources, historical scholarship.

National and contemporary period 1825 to present, with emphasis on social, cultural, political, and economic change.

National and contemporary period 1825 to present. Social, cultural, political, and economic change.

The conquest and colonization of Latin America is a complex issue, which demands an interdisciplinary approach to achieve a better understanding of this multidimensional social conflict. The course examines the role of colonial discourse as producer of the epistemic colonial difference and explores the legacies of colonialism. Students will be expected to focus on and to think about the organizational mechanisms through which aural and visual practices mediate reality in Colonial Latin America. Furthermore, students will learn to be critical readers by considering how cultural texts may be historically determined and by exploring how individuals may shape a particular cultural theme in a variety of manners. The course will focus on critical readings and discussion of cultural artifacts, literary texts, and documents of Colonial Latin America. Studies will include material pertaining to the aural and visual production of the period, including European and indigenous accounts of the conquest, as well as indigenous, African, criollo, mestizo and women writings during the colony from an interdisciplinary perspective. Concentration will center on the textual strategies, topics, world views, motivations, projects, and expectations explicit or implicit in the texts, their significance at the time, and their importance for understanding the formation of what we know as Latin America today. The course also is devoted to the conquest of Latin America by analyzing the role of colonial discourse and the legacies of colonialism in the region. With cultural artifacts, texts and documents, students will deal with different theoretical approaches deriving from the humanities and the social sciences. Such interdisciplinary method will provide the tools, concepts, and strategic visions to carry on analytical tasks in class. All the work for the course, except for certain supplementary readings, will be in Spanish. Requirements will include preparation of assigned readings, presentation of analytical and comprehensive tasks, class discussions, and a research project. The course provides training in analytical thinking and cultural critique of colonial society in Latin America, bringing a global perspective to our curriculum. Pre-req: A grade of C- or better in SPAN 3104W or SPAN 3104V or TLDO 3104W or ARGN 3104W or SPAN 3105W or SPAN 3105V or TLDO 3105W or SPAN 3107W or SPAN 3107V or TLDO 3107W

The aim of this course is to organize a discussion around the issues of nation building and modernization in Latin America through the study of representative 19th- century authors. The selected materials are essential documents of their times, and often influential statements about the history, identity, and culture of the region. Through a close examination of essays, novels, short stories, poems, and other texts students can appreciate their cultural legacy and understand the socio-historical context and the intellectual forces that shaped Modern Latin America. Concentration will center on the textual strategies, topics, world views, motivations, projects, and expectations explicit or implicit in the texts, their significance at the time, and their importance for understanding the formation of what we know as Latin America today. The course also examines Modern Latin America by analyzing the role of political discourse and the legacies of colonialism in the region. With literary texts and documents, students will deal with different theoretical approaches deriving from the humanities and the social sciences. Such interdisciplinary method will provide the tools, concepts, and strategic visions to carry on analytical tasks in class. All the work for the course, except for certain supplementary readings, will be in Spanish. Requirements will include preparation of assigned readings, presentation of analytical and comprehensive tasks, class discussions, and a research project. The course provides training in analytical thinking and cultural critique of Modern Latin America, bringing a global perspective to our curriculum. prereq: A grade of C- or better in SPAN 3104W or SPAN 3104V or TLDO 3104W or ARGN 3104W or SPAN 3105W or SPAN 3105V or TLDO 3105W or SPAN 3107W or SPAN 3107V or TLDO 3107W

Span 3512, conducted entirely in Spanish, will consider some of the relations between daily life and symbolic production in modern Latin America. We will begin by exploring the emergence of ways of naming and mapping the hemisphere: where/what is Latin America? What is the history of cultures and the movement of peoples that have given rise to what we imagine as Latin America today? What do we mean by such names as America, Hispanic, Latino, etc.? What is the relation between Latin America and Latino? What are different ways to explore cultural manifestations and products? Using film, documentaries, production of soap operas, the web, and other resources, we will go on to examine a series of topics from a historical perspective, including education, modernity, modernization, and identity formation. Prereq: A grade of C- or better in SPAN 3104W or SPAN 3104V or TLDO 3104W or ARGN 3104W or SPAN 3105W or SPAN 3105V or TLDO 3105W or SPAN 3107W or SPAN 3107V or TLDO 3107W

Human rights movement. International law of human rights and the justice system. Focuses on human rights cases in the Americas and on cultural practices related to human rights.

This course offers an introduction to the political history and contemporary politics of Latin America, along with some of the main concepts and theories used by social scientists to explain the region?s political dynamics. Through a comparative, historical approach, the course aims to help students understand the continued challenges faced by countries in the region-- to the establishment of security, the rule of law and rights protection, to the stability and quality of democracy, and to sustainable and equitable economic growth?and how these interact. The objective of the course is not only to help students understand the similarities and differences in outcomes in Latin America over time, but also to reflect on what the region?s experiences can teach us about the requirements of and barriers to meaningful democracy and sustainable and equitable development around the world, including ?north of the border.? In other words, the course seeks not just to provide students? knowledge about Latin America, but to help them learn from Latin America.

This course examines, from various angles, how law and justice function in contemporary Latin America, highlighting similarities and differences within and between countries and issue areas. Students reflect on and debate the causes behind the varied outcomes, as well as the effectiveness, actual and potential, of the different institutional and social change efforts that have been underway in the region since the 1980s. Specific topics addressed include accountability for past and present mass violence; origins of and responses to crime, from "mano dura" policies to criminal justice reform and anti-corruption initiatives; and advances and limitations in equal rights protection. Special attention is paid across the course to issues of indigeneity, race, class, gender, and sexuality. Throughout, students compare situations within Latin America, which is by no means a monolith, as well as consider parallels between Latin America and the United States, where, despite great differences in wealth, history and culture, similar problems of law and justice can be found. The course aims thus not only to teach students about Latin America but also to get students to think about what we might learn from Latin America.

This course examines, from various angles, how law and justice function in contemporary Latin America, highlighting similarities and differences within and between countries and issue areas. Students reflect on and debate the causes behind the varied outcomes, as well as the effectiveness, actual and potential, of the different institutional and social change efforts that have been underway in the region since the 1980s. Specific topics addressed include accountability for past and present mass violence; origins of and responses to crime, from "mano dura" policies to criminal justice reform and anti-corruption initiatives; and advances and limitations in equal rights protection. Special attention is paid across the course to issues of indigeneity, race, class, gender, and sexuality. Throughout, students compare situations within Latin America, which is by no means a monolith, as well as consider parallels between Latin America and the United States, where, despite great differences in wealth, history and culture, similar problems of law and justice can be found. The course aims thus not only to teach students about Latin America but also to get students to think about what we might learn from Latin America.

Political history of Middle East in modern era. Socio-economic/intellectual issues. Decline of Ottoman Empire. Imperialism. Nationalism, rise/development of states. Political Islam.

Intensive reading/discussion course. Ways in which historians/social scientists have studied Middle East. Problems they have encountered. Paradigms, issues, and debates in Middle Eastern Studies.

Anthropological methods of analyzing/interpreting Middle Eastern cultures/societies.

Anthropological field methods of analyzing/interpreting Middle Eastern cultures/societies.

Political, social, and cultural forces which have shaped modern Russia. Emphasis will be on modernization, attempts at reforms in the imperial and Soviet period, and the dissolution of empires.

Twenty five years ago, Russia appeared to be democratizing and was even on friendly relations with the US and NATO. Now Vladimir Putin runs the state with the FSB (KGB), and US-Russian relations are at their worst point since the 1970s. This course examines major themes and periods in Soviet and Post-Soviet Russian politics. It begins with the Russian Revolution of 1917, and continues with a study of the creation of the USSR and Soviet rule under Lenin, Stalin, and later decades. We look in depth at the economic and political system set up by the Communist Party, and at the causes of its collapse in 1991, which has had profound legacies for the post-Soviet development of Russia. Then in the second half of the course we turn to themes of political, economic, social and civic development under Yeltsin and Putin. We will pose the following questions: Why does democratization begin and why does it fail? How is economic reform undermined? What type of state and regime is Russia now? What caused the Chechen wars and the massive bloodshed in the Caucasus during this period? Is Putin trying to recreate the Soviet Union and retake control of its neighbors? Are US-Russian relations improving as a result of Obama's "Reset," or are we now in an era of a new Cold War? What is Russia's goal in Syria, Iran, or Central Asia? Is Putin rebuilding Russia, or driving it to disaster, and how will this impact the West?

Interaction with Europe/Asia. Attempts at modernization/ reform. Emancipation of serfs/rise of revolutionary movements.

Interaction with Europe and Asia; attempts at modernization and reform; emancipation of the serfs and rise of revolutionary movements.

Analysis of factors that led to collapse of tsarist regime. 1917 revolution. Evolution of Soviet regime/collapse of Soviet communism. Emphasis on role of nationalities/rise of Commonwealth of independent states.

Analysis of the factors that led to the collapse of the tsarist regime; discussion of the 1917 revolution, the evolution of the Soviet regime and the collapse of Soviet communism. Emphasis on the role of nationalities and the rise of the Commonwealth of independent states.

Survey of 20th century literature from South Asian countries, including India, Pakistan, and Sri Lanka. All readings in English. Focuses on colonialism, post-colonialism, power, and representation.

Democracy is not only a political order; it is also a popular culture and politics. This course explores three tumultuous moments of this politics and culture in India: the pluralist nationalism which characterized Gandhian nonviolence and the Indian constitution, the majoritarianism that was often this pluralism's undertow, and Hindutva or Hindu supremacism, the now dominant populist ideology.

Democracy is not only a political order; it is also a popular culture and politics. This course explores three tumultuous moments of this politics and culture in India: the pluralist nationalism which characterized Gandhian nonviolence and the Indian constitution, the majoritarianism that was often this pluralism?s undertow, and Hindutva or Hindu supremacism, the now dominant populist ideology.