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Courses

The following information is from the 2017-18 Vassar College Catalogue.

International Studies: I. Introductory

106a and b. Perspectives in International Studies 1

An introduction to the varied perspectives from which an interdependent world can be approached. Themes which the course may address are nationalism and the formation of national identity, state violence and war, immigration, religion, modernization, imperialism, colonialism and postcolonialism, indigenous groups, cultural relativism, and human rights. These themes are explored by examining the experiences of different geographic areas. This multidisciplinary course uses texts from the social sciences and the humanities. Paulina Bren, Jamie Kelly.

The particular themes and geographic areas selected, and the disciplinary approaches employed, vary with the faculty teaching the course.

This course is required for all International Studies majors. Sophomores and freshmen should take this course if they are interested in pursuing an International Studies major.

108a. International Human Rights 1

(Same as HIST 108) Human rights have become the dominant moral language of our time. Rights are used to help build civil society, to establish international law, to give the oppressed hope, and even to justify foreign military intervention. When we speak of rights, then, we speak of a ubiquitous presence in our world. How did this come to be? This course examines the historical development of international human rights from their definition by the United Nations in 1948 to the present day. Our main questions will be how a powerful discourse of human rights has developed, who has spoken on its behalf, and how human rights claims have intersected with existing political, institutional, and legal structures. Robert Brigham.

Two 75-minute periods.

110b. International Study Travel 1

Normally the study trip takes place in the spring semester break. Enrollment for the trip is made early in the first semester. The course, which is taught in conjunction with the study trip, provides a systematic multidisciplinary introduction to the social cultural, religious, historical, geographic, political and economic aspects of the place of travel. The precise disciplinary focus of the trip varies depending on the faculty leading the trip and teaching the course. Language instruction is required when appropriate.

Topic for 2017/18b: Mexico Today: An Exploration through Material, Expressive, and Culinary Cultures. Through the mediums of food, expressive, and material cultures this course explores the making of a modern Mexican nation and national identity, and the challenges posed by regionalism, out-migration, globalization, and neoliberal policies. Among questions students address are: What are the impacts of urbanization and migration upon food production and consumption? How has migration affected the division of labor around food, especially as it relates to women's roles? What is the relation between cultural sovereignty and the Mexican state? How are governmental mandates regarding tourism and cultural production, for example, negotiated at the local level?  Colleen Cohen and Leslie Offutt.

International Studies: II. Intermediate

208a. Human Rights and U.S. Foreign Policy Since 1945 1

(Same as HIST 208) This course examines U.S. National Security issues through the prism of human rights, weaving humanitarian concerns into the fabric of traditional security studies. We survey the most important literature and debates concerning the concepts of human rights and the U.S. national interest. We also use case studies to explore the intersection of human rights, economic aims, strategic concerns, and peace building. In addition, we test the consistency of U.S. guiding principles, the influence of non-state actors on policy formation, and the strength of the international human rights regime. Robert Brigham.

Not offered 2017/18.

Two 75-minute periods.

211 Islam in Europe and the Americas 1

(Same as AFRS 211 and RELI 211) Various processes of migration and conversion have contributed to the development of Muslim minority communities in Europe and the Americas, dating back to the 17th century. From enslaved Muslims in the Americas, to the Nation of Islam, to colonial and post-colonial migrations, to the debates over whether and how to define "European," "American," and "Latin@" Islams, this course covers the history of these religious communities and movements, their relationships with European and American states, and how contemporary European and American Muslims have described and theorized the experience of being a religious minority or diaspora. Key themes include race & ethnicity, gender & sexuality, transnational media, political resistance, ethics, and spirituality. Kirsten Wesselhoeft.

Two 75-minute periods.

222 Urban Political Economy 1

(Same as URBS 222) This course employs the multidisciplinary lens of political economy to analyze economic development, social inequality, and political conflict in contemporary cities. Why do people and resources tend to concentrate in cities? How does the urban landscape promote and constrain political conflict and distribute economic and social rewards? The course develops an analytical framework to make sense of a variety of urban complexities, including poverty, segregation, suburban sprawl, the provision of affordable housing, global migration, and the effects of neoliberalism on rich and poor cities throughout the world. Timothy Koechlin.

Not offered in 2016/17.

235b. Ending Deadly Conflict 1

(Same as HIST 235) This course uses historical case studies to identify practical ways to end conflict and build sustainable peace. It is concerned with the vulnerability of the weak, failed and collapsed states, with post conflict periods that have reignited into violence, and problems of mediating conflicts that are unusually resistant to resolution. Of particular interest will be the role that third party intermediaries and global governance institutions have played in bringing about a negotiated end to violence. Major topics may include: the Paris Peace Accords, South Africa's truth and reconciliation commissions, the Good Friday Agreement, Israel-Palestine negotiations, the Dayton Peace Accords ending the Balkans wars, and negotiations to end the wars in Iraq and Afghanistan. Robert Brigham.

Not offered 2017/18.

Two 75-minute periods.

238 Environmental China: Nature, Culture, and Development 1

(Same as ASIA 238 and GEOG 238) China is commonly seen in the West as a sad example, even the culprit, of global environmental ills. Besides surpassing the United States to be the world's largest source of greenhouse gas (GHG) emissions, China also experiences widespread pollution of its air, soil and water--arguably among the worst in the world. Yet, few will dispute the fact that China holds the key for the future global environment as it emerges as the largest economy on earth. This course examines China's environments as created by and mediated through historical, cultural, political, economic and social forces both internal and external to the country. Moving away from prevailing caricatures of a "toxic" China, the course studies Chinese humanistic traditions, which offer rich and deep lessons on how the environment has shaped human activities and vice versa. We examine China's long-lasting intellectual traditions on human/environmental interactions; diversity of environmental practices rooted in its ecological diversity; environmental tensions resulting from rapid regional development and globalization in the contemporary era; and most recently, the social activism and innovation of green technology in China. Yu Zhou.

Two 75-minute periods.

242b. Brazil in Crisis: Continuity and Change in Portuguese America 1

(Same as AFRS 242, GEOG 242, and LALS 242) Brazil, a giant of Latin America and the Global South, has long been known as the "land of the future." Yet frustrating political-economic crises have repeatedly followed periods of rapid growth and social progress. Taking current crises as a point of departure, this course examines Brazil's contemporary evolution in light of the country's historical geography, the distinctive cultural and environmental features of Portuguese America, and the political-economic linkages with the world system. Specific topics for study include: the legacies of colonial Brazil; race relations, Afro-Brazilian culture, and ethnic identities; issues of gender, youth, violence, and poverty; processes of urban-industrial growth; regionalism and national integration; environmental devastation and sustainability; controversies surrounding the occupation of Amazonia; and long-run prospects for democracy and equitable development in Brazil. Brian Godfrey.

 

Not offered in 2017/18.

Two 75-minute periods.

248 The Human Rights of Children - Select Issues 1

(Same as EDUC 248 and LALS 246) This course focuses on both theories surrounding, and practices of, the human rights of children. It starts from the foundational question of whether children really should be treated as rights-holders and whether this approach is more effective than alternatives for promoting well-being for children that do not treat children as rights holders.. Consideration is given to the major conceptual and developmental issues embedded within the framework of human rights in the Universal Declaration of Human Rights and the Convention on the Rights of the Child (CRC). The course covers issues in both the domestic and international arenas, including but not limited to: children's rights in the criminal justice context including life without parole and the death penalty; child labor and efforts to ban it worldwide; initiatives intended to abolish the involvement of children in armed conflict; violence against street children; and the rights of migrant, refugee, homeless, and minority children. The course provides students with an in depth study of the Right to Education, including special issues related to the privatization of education and girls' education. The course also explores issues related to the US ratification of the CRC, and offers critical perspectives on the advocacy and education-based work of international human rights organizations. Tracey Holland.

Two 75-minute periods.

249b. National Model United Nations 1

Prepares students to participate in the National Model United Nations in New York City. Students represent a country, research its history, its political, economic and social systems, and its foreign policy. There is also a comprehensive evaluation of the UN system, and the role of states and non-state actors, such as NGOs. Participation in the Model United Nations simulation occurs in the spring. Richard Reitano.

Prerequisite(s): permission of the instructor. Application is required early in the fall term.

One 4-hour period.

250 Language and Early/Late Globalizations 1

How have early global (colonial) and late global (post- or neo-colonial) states formulated language policies, and to what degree have their subjects conformed to or resisted these attempts? How does language use relate to the notion of belonging to globalized colonial, national, and local domains? This course offers a survey of anthropological, historical, and linguistic approaches to these questions through a consideration of language contact in colonial and neo-colonial situations, a comparison of linguistic policies upheld by empires, nation-states and transnational processes, and the conflict between language policy and local linguistic ideologies. The course addresses case studies from the Americas, Europe, the Middle East, and Asia that cover the range between institutional language reform and individual strategies of accommodation and resistance as they relate to early and contemporary forms of global expansion from the 16th century onwards. David Tavárez.

Not offered in 2017/18.

Two 75 minute periods.

251a. Global Feminism 1

(Same as WMST 251) The course focuses on several different forms of work that women , mostly in Third World countries, do in order to earn their livelihood within the circuits of the contemporary global economy. The types of work we examine include factory work, home-based work, sex work, office work, care work, informal sector work and agricultural labor. We consider how these forms of work both benefit and burden women, and how women's work interacts with gender roles, reinforcing or transforming them. We also consider some of the general aspects of economic globalization and how it affects poor working women; migration within and across national borders, urbanization, the spread of a culture of consumption, and ecological devastation. Uma Narayan.

Two 75-minute periods.

252 Cities of the Global South: Urbanization and Social Change in the Developing World 1

(Same as GEOG 252 and URBS 252) The largest and fastest wave of urbanization in human history is now underway in the Global South---the developing countries of Africa, Asia, Latin America, and the Middle East. Most of the world's urban population already resides here, where mega-cities now reach massive proportions. Despite widespread economic dynamism, high rates of urbanization and deprivation often coincide, so many of the 21st century's greatest challenges will arise in the Global South. This course examines postcolonial urbanism, global-city and ordinary-city theories, informal settlements and slums, social and environmental justice, and urban design, planning, and governance. We study scholarly, journalistic, and film depictions of Mexico City and Rio de Janeiro in Latin America; Algiers and Lagos in Africa; Cairo and Istanbul in the Middle East; and Beijing and Mumbai in Asia. Brian Godfrey.

Prerequisite(s): a previous Geography or Urban Studies course.

Two 75-minute periods.

253 Transitions in Europe 1

(Same as POLI 253) This course addresses themes such as collapse of authoritarianism, democratic consolidation, institution of 'rule of law', deepening of markets, break-up of nation-states, and education and collective identity formation. These themes are explored in the European and Eurasian areas, where in recent decades there have been break ups (sometimes violent other times peaceful) of former countries; as well as an unprecedented deepening of the sharing of previously national power in the peculiar entity of the European Union.

The course focuses on the political history of, and alternative explanations for changes that have taken place in the spaces of the former Soviet Union, particularly Russia, and the European Union.  The course focus includes the demise of communism in the former Soviet Union; the challenges of democratic consolidation, and institution of a capitalist market economy in post-Soviet Russia; the deepening of the Single European Market and capitalism in the European Union; the state of the nation-state and democracy in the European Union; migration and citizenship; and nationalist backlashes. Leah Haus.

Two 75-minute periods.

255b. Global Political Economy 1

(Same as LALS 255) This course explores competing visions of economic globalization, and uses these distinct frameworks to analyze the meaning, causes, extent, and consequences of globalization, with a particular focus on the relationships among global, national and local economic phenomena. What do we mean by globalization? What are the effects of globalization on growth, inequality, and the environment? How might international economic policy and the particular form(s) of globalization that it promotes help to explain the pace and form of urbanization? Who benefits from globalization, and who might be hurt? Why do economists and others disagree about the answers to these and related questions? This course explores some of the ways that interdisciplinary analysis might enrich our understanding of economic globalization. Timothy Koechlin.

Two 75-minute periods.

256 Race, Ethnicity and Nationalism 1

(Same as AFRS 256 and POLI 256) Conflicts over racial, ethnic and/or national identity continue to dominate headlines in diverse corners of the world. Whether referring to ethnic violence in Bosnia or Sri Lanka, racialized political tensions in Sudan and Fiji, the treatment of Roma (Gypsies) and Muslims in Europe, or the charged debates about immigration policy in the United States, cultural identities remain at the center of politics globally. Drawing upon multiple theoretical approaches, this course explores the related concepts of race, ethnicity and nationalism from a comparative perspective using case studies drawn from around the world and across different time periods. Zachariah Mampilly.

Two 75-minute periods.

260 International Relations of the Third World: Bandung to 9/11 1

(Same as AFRS 260 and POLI 260) Whether referred to as the "Third World," or other variants such as the "Global South," the "Developing World," the "G-77," the "Non-Aligned Movement," or the "Post-Colonial World," a certain unity has long been assumed for the multitude of countries ranging from Central and South America, across Africa to much of Asia. Is it valid to speak of a Third World? What were/are the connections between countries of the Third World? What were/are the high and low points of Third World solidarity? And what is the relationship between the First and Third Worlds? Drawing on academic and journalistic writings, personal narratives, music, and film, this course explores the concept of the Third World from economic, political and cultural perspectives. Beginning at the dawn of the 20th century with the rise of anti-colonial movements, we examine the trajectory of the Third World in global political debates through the end of the Cold War and the start of the War on Terror. Zachariah Mampilly.

Two 75-minute periods.

261 "The Nuclear Cage": Environmental Theory and Nuclear Power 1

(Same as ENST 261 and SOCI 261) The central aim of this course is to explore debates about the interaction between beings, including humans, animals, plants, and the earth within the context of advanced capitalism by concentrating on the production, distribution, consumption, and disposal of nuclear power. The first question concerning the class is how does Environmental Theory approach nuclear power and its impact on the environment. The second question deals with how this construction interacts with other forms of debate regarding nuclear power, especially concentrating on the relation between science, market and the state in dealing with nature, and how citizens formulate and articulate their understanding of nuclear power through social movements. Pinar Batur.

265 International Political Economy 1

(Same as POLI 265) This course addresses the relationship between power and wealth in the international arena. The interaction between politics and economics is explored in historical and contemporary subjects that may include the rise and decline of empires; economic sanctions; international institutions such as the IMF; regional integration in the European Union; globalization and its discontents; mercenaries and military corporations; education and internationalization. Leah Haus.

Two 75-minute periods.

266b. Population, Environment and Sustainable Development 1

(Same as GEOG 266) Concerns about human population are integral to debates about matters of political stability, socio-economic equity, ecological sustainability, and human wellbeing. This course engages these debates via an examination of environmental change, power and inequality, and technology and development. Case studies include: water supplies, fishing and agriculture and the production of foodstuffs. Being a geography course, it highlights human-nature relations, spatial distribution and difference, and the dynamic connections between places and regions. Joseph Nevins.

Two 75-minute periods.

270b. Diasporas 1

(Same as JWST 270 and POLI 270) Topic for 2016/17b: Borderline Jews. Latin American postcolonial theorist Walter Mignolo tells of delivering a lecture in Tunis on colonialism, only to encounter a fundamental misunderstanding. He thought he was talking about the fifteenth and sixteenth centuries in the Americas, but when his Tunisian colleagues heard the word "colonial," they thought instead of nineteenth- and twentieth-century impositions and resistances in North Africa. Mignolo's remarks both did and didn't fit. But the step from misrecognition to lively discussion is the work of hermeneutics, which is the basis of this course, too. We take our point of departure from Mignolo's conception of "border gnosis" or "border thinking," but we overhear his word "border" with a Jewish difference. Jews have sometimes created geo-political borders in Mignolo's sense, but more often have found themselves on both sides of any border (e.g., Europe and its boundaries) as internal Others within larger host communities, and also along fractures within Jewish communities themselves. This study in political theory proceeds toward an understanding of what we will call "borderline Jews" by attending carefully to stories told from, in relation to, and across those many and varied borders. Texts (all either written in English or in English translation) include theoretical and autobiographical writings, poetry, traditional tales and modern fiction. Andrew Bush and Andrew Davison.

Not offered in 2017/18.

Two 75-minute periods.

273b. Development Economics 1

(Same as ECON 273) A survey of central issues in the field of development economics. Topics include economic growth, the role of institutions, trade, poverty, inequality, education, child labor, health, the environment, conflict and impact evaluation.  Examples and case studies from Africa, Asia and Latin America provide the context for these topics. Gisella Kagy.
 

Prerequisite: ECON 102.

Two 75-minute periods.

275b. International and Comparative Education 1

(Same as ASIA 275 and EDUC 275) This course provides an overview of comparative education theory, practice, and research methodology. We examine educational issues and systems in a variety of cultural contexts. Particular attention is paid to educational practices in Asia and Europe, as compared to the United States. The course focuses on educational concerns that transcend national boundaries. Among the topics explored are international development, democratization, social stratification, the cultural transmission of knowledge, and the place of education in the global economy. These issues are examined from multiple disciplinary vantage points. Christopher Bjork.

Prerequisite(s): EDUC 235 or permission of the instructor.

Not offered in 2017/18.

Two 75-minute periods.

276b. Economic Geography: Spaces of Global Capitalism 1

(Same as GEOG 276) This course analyzes the shifting economic landscape of globalization. It covers classic location theories in economic geography, but also the recent trends of industrial reorganization in agriculture, manufacturing and services. Two areas of focus in this course are the globalization of the world economy and regional development under the first and third world contexts. We analyze the emergence of the global capitalist system, the commodification of nature, the transformation of agriculture, the global spread of manufacturing and the rise of flexible production systems, and restructuring of transnational corporations and its regional impacts. The department.

Two 75-minute periods.

278 Education for Peace, Justice and Human Rights 1

(Same as EDUC 278) The aim of this course is to introduce students to the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. The overarching questions explored are: What does it mean to educate for peace, justice and human rights? What and where are the possibilities and the barriers? How do identity, representation and context influence the ways in which these constructs are conceptualized and defined and what are the implications of these definitions? How can we move towards an authentic culture of peace, justice, and human rights in a pluralistic world? In order to address these questions, we survey the human and social dimensions of peace education, including its philosophical foundations, the role of gender, race, religion and ethnicity in peace and human rights education, and the function and influence of both formal and non-formal schooling on a culture of peace and justice. Significant time is spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case-studies of peace education in practice nationally and worldwide. We examine these case studies with a critical eye, exploring how power operates and circulates in these contexts and consider ways in which to address larger structural inequities and micro-asymmetries. Since peace education is not only about the content of education, but also the process, the course endeavors to model peace pedagogy by promoting inquiry, collaboration and dialogue and give students the opportunity to practice these skills through presentations on the course readings and topics. Maria Hantzopoulos.

Prerequisite(s): EDUC 162 or EDUC 235.

Not offered in 2017/18.

Two 75-minute periods.

284 Global Climate Change: Harvey, Jose, Irma, Maria and Next? 0.5

(Same as ENST 284) Since Hurricane Katrina devastated New Orleans in 2005, shock at the massive level of destruction has given way to deep concern about what to do now, next, and down the road to bring back this unique city and region to social, cultural and economic health. Yet, many of New Orleans's problems, which are also endemic to other US cities, predated the hurricane but were intensified following the disaster. Then, Sandy came to New York and devastated the "big apple," which considered itself the capital of the financial markets of the world. These hurricanes not only devastated the cities and surrounding regions, they also highlighted the widespread and racialized poverty, failing public education systems, low wages, crumbling infrastructure, and polluted environments. And in 2017 came Harvey, Irma, Jose and Maria: four storms that were powerful, destructive, and signals of more to come. Are they caused or strengthened by climate change? 

This class, by focusing on climate science, history, economics, politics, cultural and social studies, examines the impact of the recent devastation of hurricanes, the possible future that they indicate for the US and the Caribbean, and the possibility of developing alternative policies to confront the growing risk and un-insurability of tomorrow. Pinar Batur.

Second six-week course.

Two 75-minute periods.

285 Hello, Dear Enemy: Mounting an Exhibition of Picture Books on Experiences of War and Displacement 1

(Same as EDUC 285) At a time when the world is witnessing the largest displacement of people since WWII, due in significant measure to armed conflict, this course examines select case studies (both past and present) of armed conflict and their consequences for children. Authors and illustrators of children's books have done much to raise awareness about these issues, and to treat them in such a way that young readers and listeners develop understanding, empathy, and solidarity without being (re-) traumatized. A principal aim of the course is to study the extensive domestic and international children's literature devoted to the topic of war and displacement (both classic and contemporary works), and to mount an exhibition at Vassar of picture books and posters that can also travel to area schools and libraries, where Vassar students serve as docents. Our work is enriched by study of human rights statutes and policy pertaining to children affected by armed conflict, as well as by interaction with visiting artists and guest speakers. Tracey Holland and Elliott Schreiber.

Two 75-minute periods.

290a or b. Field Work 0.5 to 1

298a or b. Independent Work 0.5 to 1

International Studies: III. Advanced

300a or b. Senior Thesis 1

A 1-unit thesis written in the fall or spring semester. Students may elect to write their theses in one semester only in exceptional circumstances. Usually students will adopt INTL 301-INTL 302.

301a. Senior Thesis 0.5

A 1-unit thesis written in two semesters.

Yearlong course 301-INTL 302.

302b. Senior Thesis 0.5

A 1-unit thesis written in two semesters.

Yearlong course INTL 301-302.

305a or b. Senior Seminar 1

An examination of selected global topics in a multidisciplinary framework. Topics vary from year to year. Timothy Koechlin.

330 Religion, Critical Theory and Politics 1

Advanced study in selected aspects of religion and contemporary philosophical and political theory. May be taken more than once for credit when content changes.

Topic for 2017/18a: Islam, Decolonization, and Reform​. (Same as AFRS 330 and RELI 330) This course surveys the development of Islamic movements in French, British, and Dutch colonial territories and the subsequent post-colonial states. We focus on the various projects of religious, moral, societal, and political reform that developed during this period. We ask how political projects of revolution and resistance related to projects of theological and moral revival in Islam. Theories of sexuality are a central part of these movements, and the seminar focuses in large part on how new (normative and descriptive) accounts of gender and sexuality emerged in Islamic discourses in this period, responding to and shaping the political dynamics of decolonization. Kirsten Wesselhoeft.
 

Prerequisite(s): any course in Religion, Africana Studies or International Studies.

One 2-hour period.

360 Problems in Cultural Analysis 1

Covers a variety of current issues in modern anthropology in terms of ongoing discussion among scholars of diverse opinions rather than a rigid body of fact and theory. The department.

May be repeated for credit if topic has changed.

Prerequisite(s): previous coursework in Anthropology or International Studies, or permission of the instructor.

Not offered in 2017/18.

One 3-hour period.

363 Nations, Globalization, and Post-Coloniality 1

(Same as ANTH 363) How do conditions of globalization and dilemmas of post-coloniality challenge the nation-state? Do they also reinforce and reinvent it? This course engages three related topics and literatures; recent anthropology of the nation-state; the anthropology of colonial and post-colonial societies; and the anthropology of global institutions and global flows. Martha Kaplan.

Prerequisite(s): previous coursework in Anthropology or by permission of instructor.

Not offered in 2017/18.

365b. Civil Wars and Rebel Movements 1

(Same as POLI 365) Since World War II, civil wars have vastly outnumbered interstate wars, and have killed, conservatively, five times as many people as interstate wars. This seminar explores contemporary civil wars from a variety of different angles and approaches drawn primarily from political science, but also other disciplines. In addition, we consider personal accounts, journalistic coverage, and fictional accounts that seek to illustrate the reality of contemporary warfare. The course is divided into several thematic sections, each of which emphasizes the transnational nature of contemporary civil wars. Primarily, we explore literature on the organization and behavior of rebel organizations by guerrilla theorists and academics. The course also covers a selection of differing perspectives on the causes and consequences of civil conflicts. Finally, we consider an array of related subjects including female participation in political violence and the response to civil war by the international community. Zachariah Mampilly.

Prerequisite(s): permission of the instructor.

Not offered in 2017/18.

One 2-hour period.

368 Toxic Futures: From Social Theory to Environmental Theory 1

(Same as ENST 368 and SOCI 368) The central aim of this class is to examine the foundations of the discourse on society and nature in social theory and environmental theory to explore two questions. The first question is how does social theory approach the construction of the future, and the second question is how has this construction informed the present debates on the impact of industrialization, urbanization, state-building and collective movements on the environment? In this context, the class focuses on how social theory informs different articulations of Environmental Thought and its political and epistemological fragmentation and the limits of praxis, as well as its contemporary construction of alternative futures. Pinar Batur.

382 Terrorism 1

No other issue generates as much discussion and controversy as the contemporary debate over 'terrorism.' But what is this phenomenon? And how should we respond to it? This course examines 'terrorism' with a critical eye, looking at the different ways that the subject is framed by various disciplines and authors. Drawing on political science, anthropological and historical accounts, as well as arguments made by scholars from economics, Women's studies and area studies, we discuss the ways in which terrorism has been presented, debated and analyzed. We also draw from the fictional universe through an examination of films and novels that depict the inner struggles of 'terrorists' and those affected by their actions. Zachariah Mampilly.

Not offered in 2016/17.

383 Dissent at the End of the Anthropocene 1

(Same as ENST 383 and SOCI 383) Thomas Jefferson famously argued, "Dissent is the highest form of patriotism." The hallmarks of globalization---financial oligarchies, resource depletion, environmental pollution, global climate change, profound inequality---have given us the most convincing evidence to date that the ideals of progress, optimism, and humanism that have grew out of the Enlightenment are not fulfilling their promise. Perhaps these concepts became corrupted, or perhaps this is because these thought-systems have not paid adequate attention to the ethical dimensions of our economic, geopolitical, and social development, and counter cultural movements. On the other hand, movements of dissent have grown up around these ideals since at least the eighteenth century and some argue that if the Anthropocene, "the age of humankind," is to continue, we will have to fundamentally change our thinking. This course addresses the legacy of progressive "counter-Enlightenment" movements to develop an understanding of their discourse. Pinar Batur.

Not offered in 2017/18.

One 3-hour period.

384 Transnational Queer: Genders, Sexualities, Identities 1

(Same as CLCS 384 and WMST 384) What does it mean to be Queer? This seminar examines, critiques, and interrogates queer identities and constructions in France and North America. In what ways do diverse cultures engage with discourses on gender and sexuality? Can or should our understanding of queerness change depending on cultural contexts? Through guest lectures and discussion seminars, the course examines a broad range of queer cultural production, from fiction to cinema and performance. Topics include such diverse issues as queer bodies, national citizenship, sexual politics, legal discourse, and aesthetic representation. All lectures, readings, and discussions are in English. Vinay Swamy.

Prerequisite(s): Freshman Writing Seminar and one 200-level course.

By special permission.

Not offered in 2016/17.

One 3-hour period.

385b. Women, Culture, and Development 1

(Same as LALS 385, SOCI 385, and WMST 385) This course examines the ongoing debates within development studies about how integration into the global economy is experienced by women around the world. Drawing on gender studies, cultural studies, and global political economy, we explore the multiple ways in which women struggle to secure well-being, challenge injustice, and live meaningful lives. Light Carruyo.

Not offered in 2017/18.

386a. Central Asia and the Caucasus: Nation Building and Human Rights 1

(Same as HIST 386) The Muslim regions between Russia and China are becoming more populated, prosperous, and connected. The Caspian Sea region is booming with new oil and gas wealth. A wave of democracy movements swept newly independent states but oligarchs and long-term autocratic presidents dominate politics and business. An Islamic revival after the fall of communism has brought a crisis of political Islam, including problems like terrorism, re-veiling campaigns, and bride-kidnappings. Chechnya and the North Caucasus became magnets for violence, while Tatarstan has seen a quiet renaissance of liberal Russian Islam. This cross-listed seminar explores nation building, human rights, and spiritual life in Central Asia and the Caucasus from a historical perspective. Topics include the legacies of Mongol and Tatar power verticals, the impact of communism on Central Asia, the war in Chechnya and its effect on human rights in the region, the history of Kazakhstan's new capital, Astana, and daily life and politics since independence in 1991. Michaela Pohl.

One 2-hour period.

399a or b. Senior Independent Work 0.5 to 1

The program faculty.