Diversity, Civility, & Equity at the University of Chicago

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Diversity and the Curriculum at the University of Chicago

The range of courses taught across various Departments and Schools attests to the centrality of diversity - in terms of race, religion, sexuality, gender, national origin, and disability - to the study of the human condition at the University of Chicago.   The faculty members teaching the courses that appear on the list below did not come together to plan a curriculum addressing diversity. These courses do not constitute a curriculum apart from such familiar disciplines as History, Sociology, English, or Anthropology (although an enterprising student could, no doubt, carve out a coherent curriculum by drawing together compatible courses from different disciplines).  Rather, because intellectual inquiry demands investigating the promise, the problems, and the effects of human difference and diversity, you will discover, as you navigate your way through the core curriculum or through your undergraduate major, many opportunities to pursue some of the questions raised during orientation week.

As you plan your scholarly itinerary for the next year, and for years to come, please take time to peruse the attached list as a partial guide to exploring the broader implications of diversity.  This list is not exhaustive, so please use it in conjunction with course schedules and department listings. Also, because courses are sometimes added or dropped from the schedule at the last minute, not all of the courses listed here may be available when indicated. Some courses, which satisfy requirements in different departments and programs, appear more than once.

Kenneth W. Warren
Fairfax M. Cone Distinguished Service Professor
Deputy Provost for Research and Minority Issues

  

University Course Listings  

AFRICAN AMERICAN STUDIES

23100. Jazz. (=MUSI 23100/33100) PQ: Any 10000-level music course or ability to read music. T. Jackson. Spring.  This survey charts the history and development of jazz from its African roots to the present.  Representative recordings in various styles are selected for intensive analysis and connected to other musics, currents in American and world cultures, and the contexts and processes of performance.

24500. Dialect Voices in Literature. (=ENGL 14600/34600, LING 24500/34500) S. Mufwene. Winter.  This course is a "hands-on" application, to literary criticism, of findings in the study of nonstandard language varieties.  Students are taught to evaluate the accuracy of nonstandard-speech representation in fiction, in an effort to determine whether a particular author commands it well, and whether the representation matches characters and contexts.  In other words, how much stereotyping is there and to what extent does the representation diverge from the real "dialect"?  We go from the entertaining aspect of "dialect" representation to its emblematic/indexical function, assessing particular authors' artistic skills, in more or less the same way an art critic would be assessing, say, a classical painter's skills, analyzing, for instance, the way he/she uses his/her brush and combines colors and lighting to produce specific effects.  It is usually also useful to invoke history in order to have an idea of the writer's intentions, which can shed light on his/her decisions.  Students learn to do both library and field research to find information about the relevant "dialect."  The term is used loosely here to apply also to what some linguists would treat as separate languages, such as creoles and pidgins.  Yes, it is an indirect way of teaching dialectology to literary critics and making them aware of the relevance of research in dialectology to their research area.  Students are encouraged to work on books of their own choices.  Some students have also proposed to apply the techniques they learn to cinema.

25910. Modernism, Imperialism, and Race. (=ENGL 25910) M. Godfrey. Winter. This course looks at British and American texts from the early twentieth century in order to investigate modernism's complicity with imperialism and primitivism, as well as its potential for political critique. Authors include Conrad, Woolf, Joyce, and Yeats, as well as Gwendolyn Brooks, Ralph Ellison, and Jean Rhys. M. Godfrey. Winter.

27320.  Emancipation and Literature. (=ENGL 27302) K. Warren. Spring. By taking up a variety of writers (e.g., Herman Melville, John William De Forest, Albion Tourgée, William Dean Howells, Mark Twain, Henry James), we examine how the struggle over how to understand and represent the emancipation of the nation's Southern black populations shaped novel writing during the late nineteenth century. K. Warren. Spring.

27600. Cinema in Africa. (=CMLT 22900/42900, CMST 24201/34201, ENGL 27600/48601, ISHU 27702) PQ: At least one college-level course either in African or in film studies, and advanced standing. L. Kruger. Winter. Cinema in Africa. (=AFAM 27600, CMLT 22900/42900, CMST 24201/34201, ISHU 27702) PQ: At least one college-level course either in African or in film studies, and advanced standing. This course examines cinema in Africa as well as films produced in Africa. It places cinema in Sub-Saharan Africa in its social, cultural, and aesthetic contexts-ranging from neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, art cinema to TV. We begin with La Noire de... (1966), a groundbreaking film by the "father" of African cinema, Ousmane Sembene, contrasted with a South African film, The Magic Garden (1960), which more closely resembles African-American musical film. We then continue with anti-colonial and anti-apartheid films, from Lionel Rogosin's Come Back Africa (1959) to Sarah Maldoror's Sambizanga, Ousmane Sembene's Camp de Thiaroye (1984), and Jean Marie Teno's Afrique, Je te Plumerai (1995). Lastly we examine cinematic representations of tensions (between urban and rural life; between traditional and modern life) and the different implications of these tensions (for men and women; for Western and Southern Africa; in fiction, documentary, and ethnographic film). L. Kruger. Winter.

29700. Readings in African and African-American Studies. PQ: Consent of instructor and program adviser. Students are required to submit the College Reading and Research Course Form. Autumn, Winter, Spring.

 

ANTHROPOLOGY

20405/30405. Anthropology of Disability. (=MAPS 36900, SOSC 39000) This seminar undertakes to explore "disability" from an anthropological perspective that recognizes it as a socially constructed concept with implications for our understanding of fundamental issues about culture, society, and individual differences. The course explores a wide range of theoretical, legal, ethical, and policy issues as they relate to the experiences of persons with disabilities, their families, and advocates. At the conclusion of the course, participants make presentation on fieldwork projects conducted during the quarter. M. Fred. Autumn.

20530. Latin American History and Culture through Film. (=CMST 13601, HIST 16302, LACS 20530) This course uses Latin American film to offer a survey of Latin American history and culture. Through the screening of ten films from several countries, accompanied by lectures and discussions, it covers a period from colonialism to the present. We discuss topics such as cannibalism, slavery, race, gender, dictatorship, revolution and literature. J. Gonçalves. Summer.

20532. Understanding Contemporary China. This course introduces the dramatic social transformation that has followed in the wake of China's economic growth. We examine such issues as the rise of new social classes, migration, changing ideologies of gender and sexuality, transformations in family life, and the emergence of popular culture and mass consumption. J. Osburg. Summer.

20533. Subversive Culture and Social Protest. Anthropologists routinely analyze the structure of society, politics, and ritual, and explore systems of symbol and belief. Implied in any understanding of these structures is also anti-structure, marginality, resistance to and protest against the established norm. These reactive movements of Anti-, Outside, and Underground, and their demands for social transformation are often condemned by the mainstream as dissident, subversive, and dangerous. We question why these individuals or groups are considered dangerous, and who defines them as such. We look at how their beliefs and actions fit into a particular socio-historical context, and how their actions (or non-actions) drive social change. L. Frederik Meer. Summer.

20701-20702. Introduction to African Civilization I, II. (=AFAM 20701-20702, HIST 10101-10102, SOSC 22500-22600) Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. This core sequence introduces students to the history and societies of Africa. Part one focuses primarily on Western and precolonial Africa. We use a diverse variety of sources to examine the history of West African kingdoms and the rise and impact of the slave trade. The second part examines the process of colonization in Africa, and African responses. We focus our investigation primarily on the eastern and southern regions of Africa, as well as on Madagascar. Winter, Spring.

21010. Culture and Urban Poverty. This course examines contemporary forms of urban life from a particularly cultural perspective. Thematically, we deal with how the lives of the least well off reflect and are reflected in urban processes. Geographically, we put special emphasis on America, particularly on Chicago. Central to the course are a series of readings by theorists and practitioners of urban ethnography. We closely examine how these individuals represent their subjects, paying particular attention to the ways in which ethnography produces knowledge about society of a particularly tentative-and perhaps even inherently political-nature. K. McGill. Summer.

21201. Intensive Study of a Culture: Chicago Blues. This course is an anthropological and historical exploration of one of the most original and influential American musical genres in its social and cultural context. We examine transformations in the cultural meaning of the blues and its place within broader American cultural currents, the social and economic situation of blues musicians, and the political economy of blues within the wider music industry. M. Dietler. Offered 2008-09; not offered 2007-08.

21225. Intensive Study of a Culture: Louisiana. Louisiana is home to Cajun music, Creole food, and the Yat dialect, as well as some of the most impressive prehistoric mound sites in North America. This course offers an archaeological, historical, and ethnographic introduction to Louisiana's complex culture. We focus on the ways in which race, ethnicity, and identity are constructed within and about Louisiana. S. Dawdy. Spring.

21217. Intensive Study of a Culture: The Luo of Kenya. This course offers an overview of the history and contemporary culture of the Luo, a Nilotic-speaking people living on the shores of Lake Victoria. It examines the migration of the Luo into the region, the history of their encounter with British colonialism, and their evolving situation within the postcolonial Kenyan state. We also use the wide variety of studies of the Luo to illuminate transformations in the nature of ethnographic research and representations. M. Dietler. Offered 2008-09; not offered 2007-08.

21247. Intensive Study of a Culture: The Caucasus. This course explores the Caucasus through an examination of its archaeology, history, literature, music, and film. We examine the entanglement of the region's history with its internal and external representations in order to get a sense of the array of forces shaping the region today. A. T. Smith. Offered 2008-09; not offered 2007-08.

21253. Intensive Study of a Culture: U.S. Cities in Transition. After decades of economic disinvestment, physical decline, and social out-migration, the 1990s ushered in an era of redevelopment in major U.S. cities. How can we understand this redevelopment? What do we make of the contested claims on space, belonging and identity made by people living in, or connected to, transitioning urban neighborhoods? How should we evaluate development interventions whose end results seem to diverge from their stated intentions, and often lead to the displacement of long-time residents? This course develops practical inroads into the transitioning American city that both complement and complicate our commonplace intuitions about the urban redevelopment we witness around us. C. Fennell. Spring.

21311. Modern Readings in Anthropology: The Anthropology of Christianity. This course introduces the anthropological study of Christianity, particularly in colonial and post-colonial settings. We start with early definitions of religion and culture, and gradually move through the history of anthropological investigations into Christianity. Along the way, several questions guide the readings: how has the culture concept affected the ways that analysts have approached Christianity? How can an anthropology of Christianity cope with the wide diversity of traditions that go under the "Christian" label? C. Handman. Autumn.

22205/31700. Slavery and Unfree Labor. (=CRPC 22200/31700) This course offers a concise overview of institutions of dependency, servitude, and coerced labor in Europe and Africa, from Roman times to the onset of the Atlantic slave trade, and compares their further development (or decline) in the context of the emergence of New World plantation economies based on racial slavery. We discuss the role of several forms of unfreedom and coerced labor in the making of the "modern world," and reflect on the manner in which ideologies and practices associated with the idea of a free labor market supersede, or merely mask, relations of exploitation and restricted choice. S. Palmié. Offered 2008-09; not offered 2007-08.

22910/42900. Performance and Politics in India. (=SALC 22900) With the explosion of commercial media in India during the last twenty years, much attention has been given to the relationship between political action and mass media. This seminar considers and pushes beyond such recent instances as the alleged complicity between the televised "Ramayana" and the rise of a violently intolerant Hindu nationalism. We consider the potentials and entailments of various forms of mediation and performance for political action on the subcontinent, from "classical" textual sources, through "folk" traditions and "progressive" dramatic practice, to contemporary skirmishes over "obscenity" in commercial films. W. T. S. Mazzarella. Offered 2008-09; not offered 2007-08.

23101-23102-23103. Introduction to Latin American Civilization I, II, III. (=CRPC 16101-16102-16103 , HIST 16101-16102-16103/36101-36102-36103, LACS 16100-16200-16300/34600-34700-34800, SOSC 26100-26200-26300) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This course introduces the history and cultures of Latin America (e.g., Mexico, Central America, South America, Caribbean Islands). Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inka, and Aztec. The quarter concludes with consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America. Winter Quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century. Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region. This course is offered every year. Autumn, Winter, Spring.

23600. Medicine and Society in Twentieth-Century China. (=HIPS 22601) This course is a survey of historical and anthropological approaches to medical knowledge and practice in twentieth-century China. Materials cover early modernizing debates, medicine and the state, Maoist public health, traditional Chinese medicine, and health and medicine in popular culture. J. Farquhar. Offered 2008-09; not offered 2007-08.

23710/43710. Decolonization and the Pax Americana. This course focuses on Pax Americana and what it has meant for decolonization and the economic, cultural, and political life of ex-colonies. We read works of leading anticolonial and postcolonial theorists (e.g., Gandhi, Fanon, Said, Subaltern Studies) in connection with U.S. contemporary and contrapuntal figures (e.g., Gandhi with Truman, Fanon with Wendell Willkie). Theorists of empire from Gibbon, Macaulay, and Maine to Niall Ferguson and Hart and Negri are contrasted with and connected to actual theorists and wielders of American power from Mahan and Upton, to Rostow and Kissinger, to Fukuyama, Powell, Haass, and Rumsfeld. J. D. Kelly. Offered 2008-09; not offered 2007-08.

24101-24102. Introduction to the Civilization of South Asia I, II. (=HIST 10800-10900, SALC 20100-20200, SASC 20000-20100, SOSC 23000-23100) Must be taken in sequence. This course meets the general education requirement in civilization studies. This sequence introduces core themes in the formation of culture and society in South Asia before colonialism. The Winter Quarter focuses on Islam in South Asia, Hindu-Muslim interaction, Mughal political and literary traditions, and South Asia's early encounters with Europe. The Spring Quarter analyzes the colonial period (i.e., reform movements, the rise of nationalism, communalism, caste, and other identity movements) up to the independence and partition of India. M. Alam, Winter; R. Majumdar, Spring.

25200/43800. Approaches to Gender in Anthropology. (=GNDR 25201/43800) This course examines gender as a cultural category in anthropological theory, as well as in everyday life. After reviewing the historical sources of the current concern with women, gender, and sexuality in anthropology and the other social sciences, we critically explore some key controversies. These include: the relationship between production and reproduction in different sociocultural orders; the links between "public" and "private" in current theories of politics; and the construction of sexualities, nationalities, and citizenship in a globalizing world. S. Gal. Offered 2008-09; not offered 2007-08.

25416. Economies of Sex and Gender. (=GNDR 25402) This course offers an anthropological examination of sex, gender, and economic life at their intersection. We read ethnography and social theory to explore the economic dimensions of gender and sex as they are experienced and organized. Simultaneously, we question how key aspects of "economy" (e.g., money and production) are themselves sexed and gendered in theory and practice. Topics include kinship, sex, and exchange; work; gendered currencies; and colonialism and development. J. Cattelino. Spring.

25500/42600. Cultural Politics of Contemporary India. (=SALC 20900/30900) Structured as a close-reading seminar, this class offers an anthropological immersion in the cultural politics of urban India today. A guiding thread in the readings is the question of the ideologies and somatics of shifting "middle class" formations, and their articulation through violence, gender, consumerism, religion, and technoscience. W. Mazzarella. Spring.

25700/35700. Globalization: Empirical and Theoretical Elements. (=GEOG 21700/31700, SOCI 20114/30114) This course examines how different processes of globalization transform key aspects of, and are in turn shaped by, major institutions (e.g., sovereignty, citizenship) and major processes (e.g., urbanization, immigration, digitalization). Particular attention goes to analyzing the challenges for theorization and empirical specification. S. Sassen. Spring

25710/35710. Global Society and Global Culture: Paradigms of Social and Cultural Analysis (=SOCI 20169/30169) This course introduces major theories of globalization and core approaches to global society and global culture. We discuss micro- and macroglobalization, cultural approaches to globalization, systems theory, discourse approaches, and the "strong program" in globalization studies. Topics include a section on the ethnography of the global, empirical studies that illustrate the interest and feasibility of globalization studies, and critical studies of dimensions of globalization. K. Knorr Cetina. Autumn.

25910/35910. Media and Popular Culture of the Middle East. This course begins with a brief look at the politics of U.S. media on the Middle East. We then examine various ethnographies of Middle Eastern media that elucidate key issues of identity, selfhood, and social organization. We also analyze how anthropologists have studied media, by viewing or hearing key media texts. Finally, students engage in a participatory project on Middle Eastern media. A. Bishara. Autumn.

26100/46500. Ancient Celtic Societies. This course explores the prehistoric societies of Iron Age "Celtic" Europe and their relationship to modern communities claiming Celtic ancestry. The course aims to impart an understanding of (1) the kinds of evidence available for investigating these ancient societies and how archaeologists interpret these data, (2) processes of change in culture and society during the Iron Age, and (3) how the legacy of Celtic societies has both persisted and been reinvented and manipulated in the modern world. M. Dietler. Offered 2008-09; not offered 2007-08.

36700. Archaeology of Race and Ethnicity. (=CRPC 36700) PQ: Consent of instructor. The correlation between ethnic groups and patterns in material culture lies at the heart of many archaeological problems. Over the last several years, a new emphasis on the social construction of racial and ethnic identities has invited a re-examination of the ways in which aspects of the material world (i.e., architecture, pottery, food, clothing) may participate actively in the dialectical process of creating or obscuring difference. This seminar surveys historical debates and engages with current theoretical discussions within archaeology concerning race and ethnicity in complex societies. S. Dawdy. Spring.

42500. Anthropology of the Afro-Atlantic World (=CRPC 42500).. Although originally pioneered, more than three generations ago, by scholars and critics such as C.L.R. James, Eric Williams, W.E.B. DuBois, or Walter Rodney, conceptions of an "Atlantic World" have only recently come to prominence in Anthropology. In the past decade, however, students of Africa and the Americas have increasingly begun to phrase their inquiries in terms transcending entrenched geographical divisions of labor within the social sciences, aiming to include Africa, the Americas, and, to a certain extent, Europe into a single analytic field. Parts of this course will be devoted to a concise introduction to some of the major theoretical positions within, and controversies surrounding the new "Atlantic" anthropology of Africa and its New World diasporas. After this, we will examine a number of recent monographs and/or major articles exemplifying the promises and pitfalls of theoretical conceptions and methodological procedures that attempt to go beyond mere transregional comparison or linear historical narratives about "African influences", and aim at analytically situating specific ethnographic or historical scenarios within integrated perspectives on an "Afro-Atlantic World". S. Palmie. Autumn

ART HISTORY

16507. Art of Asia: China. (=EALC 16100) This course introduces key monuments in Chinese art, with a focus on Chinese painting from the pre-modern eras. We survey a range of image-making traditions (e.g., paintings found on tomb walls and Buddhist cave temples, court-sponsored palatial works, the elite art of the literati class). Visual analysis is further elucidated through considering major interpretive approaches that are current in modern art historical studies (e.g., by evaluating aesthetic theories against pictorial conventions, surviving works on silk or paper in conjunction with archaeological findings, artistic production in light of social and political contexts). P. Foong. Autumn.

17207. Image and Word in Chinese Art. PQ: ARTH 16507 or consent of instructor. The dynamic interplay between painting, poetry, and calligraphy in the Chinese tradition is encapsulated by Su Shi's observation that there is "poetry in painting, and painting in poetry." This course considers case studies that demonstrate increasingly fluid negotiation between these mediums: from pictures that labor in "illustrative" juxtaposition with didactic texts (image vs word), to representations of the natural world that are inscribed with poetry as sites of social and cultural identity (image cf word) and that achieve formal and conceptual integration in expressive purpose (imageword). P. Foong. Spring.

18400. Divination and Diagnosis in African Art. This course introduces a range of artworks created as medicines for mind and body. We consider viewers' responses to various African artistic prescriptions and think critically about how personal encounters can "activate" objects. Our goal is to see the divination process as an artistic performance that brings together a diviner/artist, a client/patron, an audience, sculpted artworks, organic materials, and special behaviors to access esoteric knowledge and produce ways of understanding the world. J. Martinez. Autumn.

24600/34600. Spatial Strategies in the Chinese Tradition. This course is an object-orientated exploration of space as an analytical category for the interpretation of Chinese cases. We may consider burials, temples, imperial cities, and landscape. Readings include seminal and recent texts on space and place, as well as writings in area studies that make use of these concepts. Particular attention is paid to hierarchical arrangements that conceptualize as infrastructures of power, in particular those that are institutional and/or geopolitical in nature. P. Foong. Spring.

CINEMA AND MEDIA STUDIES

24201/34201. Cinema in Africa. (=AFAM 21900, CMLT 22900/42900, ENGL 27600/48601, ISHU 27702) PQ: At least one college-level course either in African or in film studies, and advanced standing. This course examines cinema in Africa as well as films produced in Africa. It places cinema in Sub-Saharan Africa in its social, cultural, and aesthetic contexts-ranging from neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, art cinema to TV. We begin with La Noire de... (1966), a groundbreaking film by the "father" of African cinema, Ousmane Sembene, contrasted with a South African film, The Magic Garden (1960), which more closely resembles African-American musical film. We then continue with anti-colonial and anti-apartheid films, from Lionel Rogosin's Come Back Africa (1959) to Sarah Maldoror's Sambizanga, Ousmane Sembene's Camp de Thiaroye (1984), and Jean Marie Teno's Afrique, Je te Plumerai (1995). Lastly we examine cinematic representations of tensions (between urban and rural life; between traditional and modern life) and the different implications of these tensions (for men and women; for Western and Southern Africa; in fiction, documentary, and ethnographic film). L. Kruger. Winter.

ANTH 20701-20702. Introduction to African Civilization I, II. (=AFAM 20701-20702, HIST 10101-10102, SOSC 22500-22600) Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. This core sequence introduces students to the history and societies of Africa. Part one focuses primarily on Western and precolonial Africa. We use a diverse variety of sources to examine the history of West African kingdoms and the rise and impact of the slave trade. The second part examines the process of colonization in Africa, and African responses. We focus our investigation primarily on the eastern and southern regions of Africa, as well as on Madagascar. Winter, Spring.

CRPC 24001-24002-24003. Colonizations I, II, III. (=ANTH 18301-18302-18303, HIST 18301-18302-18303, SOSC 24001-24002-24003) Must be taken in sequence. This sequence meets the general education requirement in civilization studies. This three-quarter sequence approaches the concept of civilization from an emphasis on cross-cultural/societal connection and exchange. We explore the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with concepts such as resistance, freedom, and independence, with an eye toward understanding their interlocking role in the making of the modern world. Themes of slavery, colonization, and the making of the Atlantic world are covered in the first quarter. Modern European and Japanese colonialism in Asia and the Pacific is the theme of the second quarter. The third quarter considers the processes and consequences of decolonization both in the newly independent nations and the former colonial powers. J. Kelly, S. Palmie, Autumn; J. Saville, S. Dawdy, J. Hevia, Winter; S. Burns, L. Auslander, D. Chakrabarty, H. Agrama, Spring.

JWSC 20001-20002-20003. Jewish History and Society I, II, III. (=JWSG 30001-30002-30003, NEHC 20401-20402-20403/30401-30402-30403) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This sequence surveys Jewish history and society from the era of the ancient Israelites until the present day. Students explore the ancient, medieval, and modern phases of Jewish culture(s) by means of documents and artifacts that illuminate the rhythms of daily life in changing economic, social, and political contexts. This course is offered in alternate years. Autumn, Winter, Spring.

JWSC 20004-20005-20006. Jewish Thought and Literature I, II, III. (=JWSG 30004-30005-30006, NEHC 20404-20405-20406/30404-30405-30406) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. Students in this sequence explore Jewish thought and literature from ancient times until the modern era through a close reading of original sources. A wide variety of works is discussed, including the Hebrew Bible (Old Testament) and texts representative of rabbinic Judaism, medieval Jewish philosophy, and modern Jewish culture in its diverse manifestations. Texts in English. Autumn, Winter, Spring. Offered 2008-09; not offered 2007-08.

LACS 16100-16200-16300. Introduction to Latin American Civilization I, II, III. (=ANTH 23101-23102-23103, CRPC 16101-16102-16103 , HIST 16101-16102-16103/36101-36102-36103, SOSC 26100-26200-26300) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This course introduces the history and cultures of Latin America (e.g., Mexico, Central America, South America, Caribbean Islands). Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America. Winter Quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century. Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region. This course is offered every year. Autumn, Winter, Spring.

NEHC 20501-20502-20503/30501-30502-30503. Islamic History and Society I, II, III. (=HIST 25704-25804-25904/35704-35804-35904) May be taken NEHC 20501 and 20502, or 20501 and 20503, or 20501-20502-20503.This sequence meets the general education requirement in civilization studies. This sequence surveys the main trends in the political history of the Islamic world, with some attention to economic, social, and intellectual history.

SALC 20100-20200. Introduction to the Civilization of South Asia I, II. (=ANTH 24101-24102, HIST 10800-10900, SASC 20000-20100, SOSC 23000-23100) Must be taken in sequence. This course meets the general education requirement in civilization studies. This sequence introduces core themes in the formation of culture and society in South Asia before colonialism. The Winter Quarter focuses on Islam in South Asia, Hindu-Muslim interaction, Mughal political and literary traditions, and South Asia's early encounters with Europe. The Spring Quarter analyzes the colonial period (i.e., reform movements, the rise of nationalism, communalism, caste, and other identity movements) up to the independence and partition of India. M. Alam, Winter; R. Majumdar, Spring.

COMPARATIVE HUMAN DEVELOPMENT

21301. Modern Readings in Anthropology: Shamanism. (=ANTH 21301) The venerable topic of shamanism is explored in its original Siberian manifestations; North American variations; and extensions into Central America, South America, and elsewhere. The New Age and not-so-New Age interest in shamanism is also considered. R. Fogelson. Offered 2008-09; not offered 2007-08.

23000/31000. Cultural Psychology. (=HDCP 41060, PSYC 23000/33000) PQ: Third- or fourth-year standing and consent of instructor. At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. This course is an analysis of the concept of "culture." We also examine ethnic and cross-cultural variations in mental functioning, with special attention to the cultural psychology of emotions, self, moral judgment, categorization, and reasoning. R. Shweder. Autumn. (C)

24600/34600. Sexuality, Identity, and the Life Course. (=GNDR 20800/30800, HIPS 26900, ISHU 35900, PSYC 24600/34600, SOCS 25900) Beginning with a consideration of the shifting historical context of narratives in our culture concerning sexuality, this course explores the concept of sexual identity, its impact on human development across the course of life, and its expression in the personal narratives. In addition to addressing the role of generational or historical change in shaping understandings of sexuality, we consider recent empirical and theoretical investigations of the cultural construction of sexuality, including the possible contributions of "queer theory." We then move on to a consideration of the developmental processes relevant to an understanding of sexuality. B. Cohler. Spring. (B, D)

25506/35506. Are Asians and Caucasians Really Different? A Biosocial and Philosophical Perspective. This course covers data on newborns and early childhood, as well as on cognitive styles in young adults. We also consider genomic and linguistic "distances" and distribution of DNA markers worldwide. We then proceed with selections from thirteenth- and fourteenth-century classics from both the East and the West, discussing the differential privileging of "being and nothingness" in Western and Eastern philosophy. Finally, we hope to end the perennial quibble of "Is it cultural or biological?" with our emphasis on interdisciplinary dialog and on the Eastern notion of "nonduality." D. Freedman. Spring. (C)

30901. Biopsychology of Sex Differences. PQ: Introductory course in biology or biological psychology. This course explores the biological basis of mammalian sex differences and reproductive behaviors. We consider a variety of species (including humans), addressing the physiological, hormonal, ecological, and social foundations of sex differences. J. Mateo. Winter. (A)

33101-33102. Native Peoples of North America I, II. (=ANTH 33101-33102) PQ: Third- or fourth-year standing. This course is a comprehensive review of Native American cultural history, including consideration of intellectual context, prehistory, ethnology, history, and the contemporary situation. The last half of the third quarter is devoted to a mutually agreed upon topic in which students pursue individual research, the results of which are presented in seminar format. R. Fogelson. Autumn, Winter.

COMPARATIVE LITERATURE

21401. Latino/a Intellectual Thought. (=ENGL 22804, GNDR 22401, LACS 22804, SPAN 22801) This course traces the history of Latina/o intellectual work that helped shape contemporary Latina/o cultural studies. Our focus is on how Chicanas/os and Puerto Ricans have theorized the history, society, and culture of Latinas/os in the United States. Themes include folklore and anthropology, cultural nationalism, postcolonialism, literary and cultural studies, community activism, feminism, sexuality, and the emergence of a pan-Latino culture. Throughout, we pay attention to the convergences and divergences of Chicana/o and Puerto Rican studies, especially as contemporary practitioners have encouraged us to (re)think Latina/o studies in a comparative framework. R. Coronado. Spring.

22900/42900. Cinema in Africa. (=AFAM 21900, CMST 24201/34201, ENGL 27600/48601, ISHU 27702) PQ: At least one college-level course either in African or in film studies, and advanced standing. This course examines cinema in Africa as well as films produced in Africa. It places cinema in Sub-Saharan Africa in its social, cultural, and aesthetic contexts-ranging from neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, art cinema to TV. We begin with La Noire de... (1966), a groundbreaking film by the "father" of African cinema, Ousmane Sembene, contrasted with a South African film, The Magic Garden (1960), which more closely resembles African-American musical film. We then continue with anti-colonial and anti-apartheid films, from Lionel Rogosin's Come Back Africa (1959) to Sarah Maldoror's Sambizanga, Ousmane Sembene's Camp de Thiaroye (1984), and Jean Marie Teno's Afrique, Je te Plumerai (1995). Lastly we examine cinematic representations of tensions (between urban and rural life; between traditional and modern life) and the different implications of these tensions (for men and women; for Western and Southern Africa; in fiction, documentary, and ethnographic film). L. Kruger. Winter.

25001. Foucault and the History of Sexuality (=ARTV 27904, CHSS 41900, GNDR 23100, HIPS 24300, PHIL 24800) PQ: Prior philosophy course or consent of instructor. Open only to College students. This course centers on a close reading of the first volume of Michel Foucault's The History of Sexuality, with some attention to his writings on the history of ancient conceptualizations of sex. How should a history of sexuality take into account scientific theories, social relations of power, and different experiences of the self? We discuss the contrasting descriptions and conceptions of sexual behavior before and after the emergence of a science of sexuality. Other writers influenced by and critical of Foucault are also discussed. A. Davidson. Autumn.

25201. Contemporary Hebrew Poetry. (=JWSC 21800, NEHC 20463) PQ: Knowledge of Hebrew. This course examines the works of major contemporary Hebrew poets (e.g., Yehuda Amichai, Nathan Zach, David Avidan, Dalia Rabikovitch,Yona Wollach, Maya Bejerano, Yitzhak Laor). These works are read against the background of previous poets (e.g., H. N. Bialik, Avraham Shlonsky, Natan Alterman, Shaul Tchernihovsky) to uncover changes in style, themes, and aesthetic. Through close reading of the poems, the course traces the unique style and aesthetic of each poet and views a wide picture of contemporary Hebrew poetry. Texts in Hebrew. N. Stahl. Autumn.

25800. The Representation of Jesus in Modern Jewish Literature. (=JWSC 24800, NEHC 20457, RLST 26601) This course examines the Jewish literary world's relation to the figure of Jesus from the end of the nineteenth century to the present. We study the transformations of Jesus through close readings of major works, both prose fiction and poetry, by Yiddish and Hebrew writers (e.g., Uri Zvi Greenberg, H. Leivick, Jacob Glatstein, S. Y. Agnon, Avraham Shlonsky, Natan Bistritzki, A. A. Kabak, Haim Hazaz, Zalman Shneior, Yigal Mosenzon, Avot Yeshurun, Nathan Zach, Yona Wallach, Yoel Hoffmann). Classes conducted in English; students with knowledge of Hebrew are encouraged to read texts in the original. N. Stahl. Autumn.

26001. Realism and Anti-Realism in Post-Holocaust Hebrew Literature. (=JWSC 21900, NEHC 20467) This course seeks to trace the narrative dynamics and literary means of post-Holocaust Hebrew literature. The course focuses on works that break with the conventions of realism, and we study the specific forms and means by which each work does so. We discuss questions such as: what are the constraints of the literary discourse on the Holocaust, what is the role of anti-realist depiction of the Holocaust, and in what ways does the fantastic threaten the collective memory. Writers include: S. Y. Agnon, Aharon Appelfeld, David Grossman, Itamar Levi, Yoel Hoffmann, and Michal Govrin. Classes conducted in English; students with knowledge of Hebrew are encouraged to read texts in the original. N. Stahl. Spring.

EAST ASIAN LANGUAGES AND CIVILIZATIONS

14602. Transnational Chinese Cinemas. M. Yip. Spring.

23207. Classics of Chinese Religious Literature. This course is intended to introduce students to the great breadth of Chinese religious literature, particularly its Daoist and Buddhist varieties, through close and careful reading of some of its great books. We read four or five major texts in their entirety, as well as selections from other texts, against the background of religious doctrine and cultural history. But our focus is on the texts themselves, rather than trying to understand them as exemplars of a certain "religion." Texts in English. P. Copp. Autumn.

24305. Autobiographical Writings, Gender, and Modern Korea. (=GNDR 25300) This course explores the relationship between gender, the genre of autobiography, and Korea's historical contexts. Focus is placed on self-representation, fictionalization, and the conditions of self-writing. K.-H. Choi. Spring.

27105. Issues in East Asian Civilizations. Required of students who are majoring in EALC. This seminar examines the ways in which people of East Asia have produced, appreciated, and preserved texts in a broad sense. By linking issues related to texts to notions of body, we explore intellectual and textual production through the different sociohistorical relationships among materials, humans, and institutions. Input is received from various EALC faculty members. K.-H. Choi. Winter.

ECONOMICS

22100/32100. Colonization, Servitude, and Slavery: The Early American Experience. PQ: ECON 20100. This course considers economic analysis of the early American labor market, drawing on new research on the economic and social history of the colonies. Topics include the English background and economic stimulus to colonization, the economics of the Jamestown experiment, mortality in the early colonies, the economics of white indentured servitude, opportunities for immigrants, the economics of the transatlantic slave trade, the growth of black slavery, and the wealth of the colonies. D. Galenson. Winter.

22200/32000. Topics in American Economic History. PQ: ECON 20100. Economic analysis is applied to important issues in American economic history. Typical topics include the economics of colonization, transatlantic slave trade, role of indentured servitude and slavery in the colonial labor market, sources of nineteenth-century economic growth, economic causes and effects of nineteenth-century immigration, expansion of education, and economics of westward migration. D. Galenson. Autumn, Winter.

22700/32400. Economics and Demography of Marketing. PQ: ECON 20000 and 20100, or equivalent. This course examines the factors that influence long-term, intermediate-term, and short-term variations in the demand for both consumer and producer commodities and services: the evolution of markets and methods of distribution in America since 1800, variations in the life cycles of products, the role of demographic factors in analysis of product demand, and the influence of business cycles on product demand. Much attention is given to the use of existing online databases for the estimation of a variety of forecasting models. R. Fogel. Spring.

25610. Topics in East Asian Economies. PQ: ECON 20300. This course focuses on the application of economic analysis to economic policy issues encountered in East Asia. Topics include sources of economic growth, commercial policy, regional economic integration, inflation and stabilization, fiscal deficits, the choice of an exchange rate regime, and debt problems. Spring.

25620. Topics in Latin American Economies. PQ: ECON 20300. This course examines current issues in the economies of Latin America. Topics include sources of economic growth, commercial policy, regional economic integration, inflation and stabilization, fiscal deficits, the choice of an exchange rate regime, and debt problems. A. Menendez. Spring.

26600/36500. Economics of Urban Policies. (=GEOG 26600/36600, LLSO 26202, PBPL 24500) PQ: ECON 20100. This course covers tools needed to analyze urban economics and address urban policy problems. Topics include a basic model of residential location and rents; income, amenities, and neighborhoods; homelessness and urban poverty; decisions on housing purchase versus rental (e.g., housing taxation, housing finance, landlord monitoring); models of commuting mode choice and congestion and transportation pricing and policy; urban growth; and Third World cities. G. Tolley, J. Felkner. Spring.

27000. Introduction to International Economics. (=PBPL 27000) PQ: ECON 20300 or consent of instructor. This course deals with the pure theory of international trade: the real side of international economics. Topics include the basis for and gains from trade; the theory of comparative advantage; and effects of international trade on the distribution of income, tariffs, and other barriers to trade. S. Kortum. Autumn.

ENGLISH LANGUAGE & LITERATURE

10200-10300. Problems in Gender Studies. PQ: Second-year standing or higher. Completion of the general education requirement in social sciences or humanities, or the equivalent. May be taken in sequence or individually. This two-quarter interdisciplinary sequence is designed as an introduction to theories and critical practices in the study of feminism, gender, and sexuality. Both classic texts and recent conceptualizations of these contested fields are examined. Problems and cases from a variety of cultures and historical periods are considered, and the course pursues their differing implications in local, national, and global contexts. Both quarters also engage questions of aesthetics and representation, asking how stereotypes, generic conventions, and other modes of circulated fantasy have contributed to constraining and emancipating people through their gender or sexuality.

16901. Roaring Girls: Gender in Renaissance Drama. (=GNDR 16901) This course addresses some of the issues, themes, and techniques of reading Renaissance drama, both as a historical period and as a literary genre. The primary focus of the course is on how gender, culture, and class are represented in the plays, through physical presentation onstage-through what other characters say about female characters, and through what the female characters themselves have to say. Close reading is essential in this process, as the specific language of gender is investigated, but we also address the historical context of these representations through consideration of the material environment of the original staging. S. Murray. Spring.

22804. Latino/a Intellectual Thought. (=CMLT 21401, CRPC 22804, GNDR 22401, LACS 22804, SPAN 22801) This course traces the history of Latina/o intellectual work that helped shape contemporary Latina/o cultural studies. Our focus is on how Chicanas/os and Puerto Ricans have theorized the history, society, and culture of Latinas/os in the United States. Themes include folklore and anthropology, cultural nationalism, postcolonialism, literary and cultural studies, community activism, feminism, sexuality, and the emergence of a pan-Latino culture. Throughout, we pay attention to the convergences and divergences of Chicana/o and Puerto Rican studies, especially as contemporary practitioners have encouraged us to (re)think Latina/o studies in a comparative framework. R. Coronado. Spring.

23903. Women, Spirituality, and Religious Expression in America. This course is an analysis of the writings, speeches, public performances, devotional objects and practices, and recorded testimonies of selected American women religionists and authors, focusing on the relationship between spirituality, gender, literary production, and alternative practices of gaining a public "voice." We read a variety of genres (e.g., trial transcripts, heresiographies, advice manuals, conversion and captivity narratives, letters, poems, diaries) by authors such as Anne Bradstreet, Mary Rowlandson, Anne Lee, and Emily Dickinson. We also explore the trials of Anne Hutchinson, the disruptive religious performances of Quakers, and Shaker expressive modes of spirit drawing and dancing. J. Knight. Autumn.

25910. Modernism, Imperialism, and Race. (=AFAM 25910) This course looks at British and American texts from the early twentieth century in order to investigate modernism's complicity with imperialism and primitivism, as well as its potential for political critique. Authors include Conrad, Woolf, Joyce, and Yeats, as well as Gwendolyn Brooks, Ralph Ellison, and Jean Rhys. M. Godfrey. Winter.

27000. Fiction of Three Americas. What constitutes American Fiction? This question has become prominent in recent years as readers have begun to take seriously a fact we've always known: that three Americas-North, Central, and South-compose our hemisphere, and that each of these geographic realms has contributed significantly to the literary compositions of post-modernism. Close reading is supplemented by attention to issues of gender, psychology, and society, as we explore the private and social sources of the pain evident in our texts. Authors include Borges, Rosario Ferre, Carlos Fuentes, Jamaica Kincaid, Maxine Hong Kingston, Toni Morrison, Andre Dubus, and Bharati Mukherjee. W. Veeder. Autumn.

27302. Emancipation and Literature. (=AFAM 27320) By taking up a variety of writers (e.g., Herman Melville, John William De Forest, Albion Tourgée, William Dean Howells, Mark Twain, Henry James), we examine how the struggle over how to understand and represent the emancipation of the nation's Southern black populations shaped novel writing during the late nineteenth century. K. Warren. Spring.

27600/48601. Cinema in Africa. (=AFAM 27600, CMLT 22900/42900, CMST 24201/34201, ISHU 27702) PQ: At least one college-level course either in African or in film studies, and advanced standing. This course examines cinema in Africa as well as films produced in Africa. It places cinema in Sub-Saharan Africa in its social, cultural, and aesthetic contexts-ranging from neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, art cinema to TV. We begin with La Noire de... (1966), a groundbreaking film by the "father" of African cinema, Ousmane Sembene, contrasted with a South African film, The Magic Garden (1960), which more closely resembles African-American musical film. We then continue with anti-colonial and anti-apartheid films, from Lionel Rogosin's Come Back Africa (1959) to Sarah Maldoror's Sambizanga, Ousmane Sembene's Camp de Thiaroye (1984), and Jean Marie Teno's Afrique, Je te Plumerai (1995). Lastly we examine cinematic representations of tensions (between urban and rural life; between traditional and modern life) and the different implications of these tensions (for men and women; for Western and Southern Africa; in fiction, documentary, and ethnographic film). L. Kruger. Winter.

47902. African American and Caribbean Poetry. R. Von Hallberg. Autumn.

FUNDAMENTALS: ISSUES AND TEXTS

24011. Virginia Woolf. (=ENGL 24011) Readings include The Voyage Out, Jacob's Room, Mrs. Dalloway, To the Lighthouse, The Waves, Between the Acts, and selected essays. L. Ruddick. Autumn.

24400. The Mahabharata in English Translation. (=HREL 35000, RLST 26800, SALC 20400/48200) This course is a reading of the Maharabharata in English translation (van Buitenen, Narasimhan, P. C. Roy, and Doniger), with special attention to issues of mythology, feminism, and theodicy. Text in English. W. Doniger. Spring.

24711. Lincoln: Slavery, War, and the Constitution. (=HIST 27102, LLSO 24711) PQ: Consent of instructor. Class limited to twenty-five students. This course is a study of Abraham Lincoln's view of the Constitution, based on close readings of his writings, plus comparisons to judicial responses to Lincoln's policies. D. Hutchinson. Winter.

GENDER STUDIES

10100-10200. Problems in Gender Studies. PQ: Second-year standing or higher. Completion of the general education requirement in social sciences or humanities, or the equivalent. May be taken in sequence or individually. This two-quarter interdisciplinary sequence is designed as an introduction to theories and critical practices in the study of feminism, gender, and sexuality. Both classic texts and recent conceptualizations of these contested fields are examined. Problems and cases from a variety of cultures and historical periods are considered, and the course pursues their differing implications in local, national, and global contexts. Both quarters also engage questions of aesthetics and representation, asking how stereotypes, generic conventions, and other modes of circulated fantasy have contributed to constraining and emancipating people through their gender or sexuality.

16901. Roaring Girls: Gender in Renaissance Drama. (=ENGL 16901) This course addresses some of the issues, themes, and techniques of reading Renaissance drama, both as a historical period and as a literary genre. The primary focus of the course is on how gender, culture, and class are represented in the plays, through physical presentation onstage-through what other characters say about female characters, and through what the female characters themselves have to say. Close reading is essential in this process, as the specific language of gender is investigated, but we also address the historical context of these representations through consideration of the material environment of the original staging. S. Murray. Spring.

17903. U.S. Women's History. (=HIST 17903, LLSO 28009) This course explores the history of women in the modern United States and its meaning for the world of both sexes. Rather than studying women in isolation, it focuses on changing gender relations and ideologies; on the social, cultural, and political forces shaping women's lives; and on the implications of race, ethnic, and class differences among women. Topics include the struggle for women's rights, slavery and emancipation, the politics of sexuality, work, consumer culture, and the rise of the welfare state. A. Stanley. Autumn.

20800/30800. Sexuality, Identity, and the Life Course. (=CHDV 24600, HIPS 26900, ISHU 35900, PSYC 24600/34600, SOCS 25900) Beginning with a consideration of the shifting historical context of narratives in our culture concerning sexuality, this course explores the concept of sexual identity, its impact on human development across the course of life, and its expression in the personal narratives. In addition to addressing the role of generational or historical change in shaping understandings of sexuality, we consider recent empirical and theoretical investigations of the cultural construction of sexuality, including the possible contributions of "queer theory." We then move on to a consideration of the developmental processes relevant to an understanding of sexuality. B. Cohler. Spring.

21400/31400. Introduction to Theories of Sex/Gender: Ideology, Culture, and Sexuality. (=ENGL 21401/30201, MAPH 36500) PQ: Consent of instructor required; GNDR 10100-10200 recommended. This course examines contemporary theories of sexuality, culture, and society. We then situate these theories in global and historical perspectives. Topics and issues are explored through theoretical, ethnographic, popular, and film and video texts. Winter.

21905. Class and Gender in the Victorian Novel. (=ENGL 21905) In the Victorian novel, class conflict is sometimes translated into that tractable and supremely narratable topos: romantic conflict. While acknowledging this tendency, this course starts from the premise that Victorian novels do not always present heterosexual love as an adequate symbolic solution to the "problem" of relations among the classes. In other words, we assume that Victorian novelists conceived of and represented the relationship between class and gender in a variety of ways. As we read, we think carefully about the ways in which various social oppositions (e.g., public/private, tasteful/vulgar, production/consumption, sentiment/reason) get mapped onto the masculine/feminine binary. C. Benford. Autumn.

22401. Latino/a Intellectual Thought. (=CMLT 21401, ENGL 22804, LACS 22804, SPAN 22801) This course traces the history of Latina/o intellectual work that helped shape contemporary Latina/o cultural studies. Our focus is on how Chicanas/os and Puerto Ricans have theorized the history, society, and culture of Latinas/os in the United States. Themes include folklore and anthropology, cultural nationalism, postcolonialism, literary and cultural studies, community activism, feminism, sexuality, and the emergence of a pan-Latino culture. Throughout, we pay attention to the convergences and divergences of Chicana/o and Puerto Rican studies, especially as contemporary practitioners have encouraged us to (re)think Latina/o studies in a comparative framework. R. Coronado. Spring.

23100. Foucault and the History of Sexuality (=ARTV 27904, CHSS 41900, CMLT 25001, HIPS 24300, PHIL 24800) PQ: Prior philosophy course or consent of instructor. Open only to College students. This course centers on a close reading of the first volume of Michel Foucault's The History of Sexuality, with some attention to his writings on the history of ancient conceptualizations of sex. How should a history of sexuality take into account scientific theories, social relations of power, and different experiences of the self? We discuss the contrasting descriptions and conceptions of sexual behavior before and after the emergence of a science of sexuality. Other writers influenced by and critical of Foucault are also discussed. A. Davidson. Autumn.

23400. Virginia Woolf. (=ENGL 23400, FNDL 24011) Readings include The Voyage Out, Jacob's Room, Mrs. Dalloway, To the Lighthouse, The Waves, Between the Acts, and selected essays. L. Ruddick. Autumn.

25300. Autobiographical Writings, Gender, and Modern Korea. (=EALC 24305) This course explores the relationship between gender, the genre of autobiography, and Korea's historical contexts. Focus is placed on self-representation, fictionalization, and the conditions of self-writing. K.-H. Choi. Spring.

25402. Economies of Sex and Gender. (=ANTH 25416) This course offers an anthropological examination of sex, gender, and economic life at their intersection. We read ethnography and social theory to explore the economic dimensions of gender and sex as they are experienced and organized. Simultaneously, we question how key aspects of "economy" (e.g., money and production) are themselves sexed and gendered in theory and practice. Topics include kinship, sex, and exchange; work; gendered currencies; and colonialism and development. J. Cattelino. Spring.

27100. Sociology of Human Sexuality. (=SOCI 20107/30107) PQ: Prior introductory course in the social sciences. After briefly reviewing several biological and psychological approaches to human sexuality as points of comparison, we explore the sociological perspective on sexual conduct and its associated beliefs and consequences for individuals and society. Substantive topics include gender relations; life-course perspectives on sexual conduct in youth, adolescence, and adulthood; social epidemiology of sexually transmitted infections (including AIDS); sexual partner choice and turnover; and the incidence/prevalence of selected sexual practices. E. Laumann. Spring.

27501. From Gender Critique to Gay Marriage: South Asian Texts and Events. (=SALC 33000/43000) PQ: Consent of instructor. This is a survey of texts Gender Studies (hcd) 273 (both primary and secondary) written about women and family from 1810 to 2005. Starting with Rammohun Roy's third treatise on women and property, we move through a series of textual reflections relating to women's rights, or the lack thereof, until the end of the twentieth century. The course ends with questions about the move away from the category of "gender" to "queer" in South Asian context. We end with texts, both written and filmic, that question Section 377 of the Constitution. Writers include Raja Rammohun Roy, Rokeya Sakhawat Hossain, Pandita Ramabai, B. R. Ambedkar, Mlalbari, and Gandhi, as well as the "Towards Equality Report" produced by the Women's Commission in 1976. R. Majumdar. Spring.

29501. Colloquium: Home and Homeless in Europe. (=HIST 29619) This course examines the ways that the nineteenth and twentieth centuries have been characterized by the massive migrations of people, forced and voluntary, across short and long distances, permanently and temporarily. We address being "at home" politically through study of criteria for citizenship and immigration law; being "at home" economically through welfare legislation; being "at home" socially through analysis of discriminatory practices, as well as those intended to help people to be "at home"; being "at home" materially through a study of how people make, shape, and define their homes; and being "at home" emotionally through memoirs, fiction, and film. Special attention is paid to the gendered and generational meanings of home and exile. L. Auslander. Spring.

Languages Across Chicago (LxC)

LxC courses have two possible formats: (1) an additional course meeting during which students read and discuss authentic source material and primary texts in German, or (2) a course in another discipline (such as history) that is taught entirely in German. Prerequisite German language skills depend on the course format and content. LxC courses maintain or improve students' German language skills while giving them a unique and broadened perspective into the regular course content.

35601. Jews in Scandinavian Literature: Scandinavian Jewish Literature. (=NORW 35601, SCAN 35601) This course begins with the literary and physical attacks on Jews in Denmark in the first half of the nineteenth century and the exclusionary politics of the new-founded Norwegian state, which did not permit Jews into the country after 1814. Both events sparked reactions by Scandinavian authors, including Hans Christian Andersen, M. A. Goldschmidt, and Henrik Wergeland. We focus on literary representations of Jews and their function in works of both non-Jewish and Jewish authors in Norway, Denmark, and Sweden. Staff, J. Schwarz. Spring.

24700. Scandinavian Women's Literature. (=GRMN 24700, SCAN 24700) This is a survey course of literature by Scandinavian women writers. We examine how feminist issues and themes in their texts reflect the changes of the past 150 years. Texts include Isak Dinesen's Babette's Feast and Other Anecdotes of Destiny, Gerd Brantenberg's Egalia's Daughters: A Satire of the Sexes, Camilla Collett's The District Governor's Daughters, Selma Lagerlöf's Löwensköld's Ring, Moa Martinson's Women and Apple Trees, Sigrid Undset's Gunnar's Daughter, and Linn Ullmann's Before You Sleep. Readings in English. K. Kenny. Winter.

27800/37800. Jewish-American Literature since 1945. (=GRMN 27800/37800) The goal of this course is to expand the conception of the field of Jewish-American literature from English-only to English-plus. We examine how Yiddish literary models and styles influenced the resurgence of Jewish-American literature since 1945, and discuss how recent Jewish-American novels have renewed the engagement with the Yiddish literary tradition. Readings are by I. B. Singer, Chaim Grade, Saul Bellow, Cynthia Ozick, Philip Roth, Bernard Malamud, Grace Paley, Jonathan Safran Foer, Pearl Abraham, and Dara Horn. J. Schwarz. Winter.

HISTORY

10101-10102. Introduction to African Civilization I, II. (=AFAM 20701-20702, ANTH 20701-20702, SOSC 22500-22600) Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. This core sequence introduces students to the history and societies of Africa. Part one focuses primarily on Western and precolonial Africa. We use a diverse variety of sources to examine the history of West African kingdoms and the rise and impact of the slave trade. The second part examines the process of colonization in Africa, and African responses. We focus our investigation primarily on the eastern and southern regions of Africa, as well as on Madagascar. Winter, Spring.

16101-16102-16103/36101-36102-36103. Introduction to Latin American Civilization I, II, III. (=ANTH 23101-23102-23103, LACS 16100-16200-16300/34600-34700-34800, SOSC 26100-26200-26300). May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This course introduces the history and cultures of Latin America (e.g., Mexico, Central America, South America, Caribbean Islands). Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America. Winter Quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century. Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region. This course is offered every year. Autumn, Winter, Spring.

16302. Latin American History and Culture through Film. (=ANTH 20530) This course uses Latin American film to offer a survey of Latin American history and culture. Through the screening of ten films from several countries, accompanied by lectures and discussions, it covers a period from colonialism to the present. We discuss topics such as cannibalism, slavery, race, gender, dictatorship, revolution, and literature. J. Gonçalves. Summer.

16303. Writing Colonial Latin American History. Through study of historical primary sources and critical reading of secondary sources about colonial Latin America, students learn the history and geography of Mexico, Central America, South America, and the Caribbean from 1492 until the independence era in the early 1800s. This seminar-styled course is organized to prepare students to write and to speak knowledgeably about early Latin American history. Participation in presentations, discussions, peer reviews, and writing required. K. Lee. Spring.

18301-18302-18303. Colonizations I, II, III. (=ANTH 18301-18302-18303, CRPC 24001-24002-24003, SOSC 24001-24002-24003) Must be taken in sequence. This sequence meets the general education requirement in civilization studies. This three-quarter sequence approaches the concept of civilization from an emphasis on cross-cultural/societal connection and exchange. We explore the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with concepts such as resistance, freedom, and independence, with an eye toward understanding their interlocking role in the making of the modern world. Themes of slavery, colonization, and the making of the Atlantic world are covered in the first quarter. Modern European and Japanese colonialism in Asia and the Pacific is the theme of the second quarter. The third quarter considers the processes and consequences of decolonization both in the newly independent nations and the former colonial powers. J. Kelly, S. Palmie, Autumn; J. Saville, S. Dawdy, J. Hevia, Winter; S. Burns, L. Auslander, D. Chakrabarty, H. Agrama, Spring.

18803. Civil Rights in Twentieth-Century America. (=LLSO 22004) This course focuses on struggles over the definition of civil rights and who could claim them over the course of the twentieth century. The African American Freedom Movement is at the narrative center of this course, but other civil rights movements (e.g., the women's movement, the gay rights movement, other ethnic-based rights movements) are discussed as well. J. Dailey. Spring.

22202. Jewish History and Society III. (=JWSG 20003) This sequence surveys Jewish history and society from the era of the ancient Israelites until the present day. Students explore the ancient, medieval, and modern phases of Jewish culture(s) by means of documents and artifacts that illuminate the rhythms of daily life in changing economic, social, and political contexts. L. Auslander. Spring.

24300. History of Modern China. (=EALC 29100) This lecture course presents the main intellectual, political, economic, and social trends in modern China. The course covers the ideological and organization structures, as well as the social movements that define a process variously described in Western literature as modernization, reform, and revolution, or as political development. Our emphasis is on institutional and intellectual developments during this period, especially in the twentieth century. Some attention is paid to historiographic analysis and criticism. Readings are in the secondary literature. Texts in English. G. Alitto. Winter.

25100/35100. Gender in the History of Science, Technology, and Medicine. (=CHSS 45100, HIPS 24800) This course examines how notions of masculinity and femininity have influenced the history of science, technology, and medicine since 1600. Topics include study of the rise of women in scientific and medical institutions and of the ongoing debates about whether men and women have (or have had) different ways of understanding the natural world. A. Winter. Autumn.

25704-25804-25904/35704-35804-35904. Islamic History and Society I, II, III. (=NEHC 20501-20502-20503/30501-30502-30503) This sequence meets the general education requirement in civilization studies. May be taken NEHC 20501 and 20502, or 20501 and 20503, or 20501-20502-20503. This sequence surveys the main trends in the political history of the Islamic world, with some attention to economic, social, and intellectual history.

26500/36500. History of Mexico: 1876 to the Present. From the Porfiriato and the Revolution to the present, this course is a survey of Mexican society and politics, with emphasis on the connections between economic developments, social justice, and political organization. Topics include fin de siècle modernization and the agrarian problem; causes and consequences of the Revolution of 1910; the making of the modern Mexican state; relations with the United States; industrialism and land reform; urbanization and migration; ethnicity, culture, and nationalism; economic crises, neoliberalism, and social inequality; political reforms and electoral democracy; the zapatista rebellion in Chiapas; and the end of PRI rule. F. Katz, E. Kouri. Spring

26600. Critics of Colonialism: Gandhi and Fanon. (=CRPC 26600, SALC 20700) This course is devoted to discussing some primary texts by Gandhi and Fanon on colonialism and commentaries on them. D. Chakrabarty. Spring.

27102. Lincoln: Slavery, War, and the Constitution. (=FNDL 24711, LLSO 24711) PQ: Consent of instructor. Class limited to twenty-five students. This course is a study of Abraham Lincoln's view of the Constitution, based on close readings of his writings, plus comparisons to judicial responses to Lincoln's policies. D. Hutchinson. Winter.

27200/37200. African-American History to 1877. (=CRPC 27200/37200, LLSO 26901) This lecture course examines selected topics in the African-American experience, from the slave trade to slavery emancipation. Each lecture focuses on a specific problem of interpretation in African-American history. All lectures are framed by an overall theme: the "making" of an African-American people out of diverse ethnic groups brought together under conditions of extreme oppression; and its corollary, the structural constraints and openings for resistance to that oppression. Readings emphasize primary sources (e.g., autobiographical materials), which are supplemented by readings in important secondary sources. T. Holt. Autumn.

27300/37300. African-American History since 1877. (=CRPC 27300/37300, LLSO 28800) This course explores in a comparative framework the historical forces that shaped the work, culture, and political struggles of African-American people in the United States from the end of American Reconstruction to the present. T. Holt. Winter.

27400/37400. Race and Racism in American History. (=CRPC 27400/37400, LLSO 28711) This lecture course examines selected topics in the development of racism, drawing on both cross-national (the United States, Latin America, and the Caribbean) and multi-ethnic (African American, Asian American, Mexican American, and Native American) perspectives. Beginning with the premise that people of color in the Americas have both a common history of dispossession, discrimination, and oppression as well as strikingly different historical experiences, we probe a number of assumptions and theories about race and racism in academic and popular thought. T. Holt. Spring.

27403/37403. African-American Lives and Times. (=CRPC 27403/37403) This colloquium examines selected topics and issues in African-American history during a dynamic and critical decade, 1893 and 1903, that witnessed the redefinition of American national and sectional identities, social and labor relations, and race and gender relations. A principal premise of the course is that African-American life and work was at the nexus of the birth of modern America, as reflected in labor and consumption, in transnational relations (especially Africa), in cultural expression (especially music and literature), and in the resistance or contestation to many of these developments. Our discussions are framed by diverse primary materials, including visual and aural sources, juxtaposed with interpretations of the era by various historians. T. Holt. Spring.

27604. Asian Americans and the Legacies of War. (=CRPC 28112) This course explores the ways in which U.S. wars in Asia have transformed Asian-American social, economic, political, and cultural life in the United States. Focusing on the impact of political conflicts on communities in the United States rather than on geopolitical relations, the course opens up discussions of migration, citizenship, U.S. imperialism, nationalism, neo- and post-colonialism, and the production and use of racial representations in political conflict. We pay particular attention to the ways in which these conflicts affect social relations and the production of knowledge. We also trace Asian-American histories and experiences through the Philippine-American War, World War II, the Korean War, wars in Southeast Asia, and the post-9/11 period. The broad scope of this course also allows us to examine topics such as race, gender, national identity, power, violence, and cultural production within specific historical contexts. T. Mah. Winter.

28000/38000. U.S. Latinos: Origins and Histories. (=CRPC 28000, LACS 28000/38000) This course examines the diverse social, economic, political, and cultural histories of those who are now commonly identified as Latinos in the United States. Particular emphasis is placed on the formative historical experiences of Mexican Americans and Puerto Ricans. Topics include cultural and geographic origins and ties; imperialism and colonization; the economics of migration and employment; work, women, and the family; and the politics of national identity. E. Kouri. Winter.

28201. U.S. Civil War and Reconstruction: 1846 to 1890. (=LLSO 26908) This course explores the coming, course, and contestation of the outcomes of the U.S. civil war and the postwar crisis of Reconstruction. J. Saville. Spring.

28501. The Historiography of Asian-American Studies. (=CRPC 28181) This course is designed to be both an introduction to the field and an opportunity to examine the forty-year history of scholarship in Asian-American studies and its future direction. We familiarize ourselves with some of the classic texts in Asian-American studies (including documentary films), identifying various approaches and debates, while also carefully considering historical contexts in which the works were produced. Readings alternate between historical narrative and theoretical works meant to provide the tools with which to think about how historical narratives are constructed. While tracing the development of the field from its beginnings in the late 1960s to the present, the course also considers the 150-year history of Asians in the United States and encourages thoughtful discussion on related topics (e.g., race, representation, immigration, gender, class, identity, community, politics). T. Mah. Spring.

29619. Colloquium: Home and Homeless in Europe. (=GNDR 29501) This course examines the ways that the nineteenth and twentieth centuries have been characterized by the massive migrations of people, forced and voluntary, across short and long distances, permanently and temporarily. We address being "at home" politically through study of criteria for citizenship and immigration law; being "at home" economically through welfare legislation; being "at home" socially through analysis of discriminatory practices, as well as those intended to help people to be "at home"; being "at home" materially through a study of how people make, shape, and define their homes; and being "at home" emotionally through memoirs, fiction, and film. Special attention is paid to the gendered and generational meanings of home and exile. L. Auslander. Spring.

HUMANITIES

22800-22900. Problems in Gender Studies. PQ: Second-year standing or higher. Completion of the general education requirement in social sciences or humanities, or the equivalent. May be taken in sequence or individually. This two-quarter interdisciplinary sequence is designed as an introduction to theories and critical practices in the study of feminism, gender, and sexuality. Both classic texts and recent conceptualizations of these contested fields are examined. Problems and cases from a variety of cultures and historical periods are considered, and the course pursues their differing implications in local, national, and global contexts. Both quarters also engage questions of aesthetics and representation, asking how stereotypes, generic conventions, and other modes of circulated fantasy have contributed to constraining and emancipating people through their gender or sexuality.

27400. Language, Power, and Identity in Southeastern Europe: A Linguistics View of the Balkan Crisis. (=ANTH 27400/37400, LING 27200/37200, SLAV 23000/33000) This course familiarizes students with the linguistic histories and structures that have served as bases for the formation of modern Balkan ethnic identities and that are being manipulated to shape current and future events. The course is informed by the instructor's thirty years of linguistic research in the Balkans, as well as experience as an adviser for the United Nations Protection Forces in Former Yugoslavia and as a consultant to the Council on Foreign Relations, the International Crisis Group, and other organizations. Course content may vary in response to ongoing current events. V. Friedman. Winter.

INTERDISCIPLINARY STUDIES IN THE HUMANITIES

27702. Cinema in Africa. (=AFAM 21900, CMLT 22900/42900, CMST 24201/34201, ENGL 27600/48601) PQ: At least one college-level course either in African or in film studies, and advanced standing. This course examines cinema in Africa as well as films produced in Africa. It places cinema in Sub-Saharan Africa in its social, cultural, and aesthetic contexts-ranging from neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, art cinema to TV. We begin with La Noire de... (1966), a groundbreaking film by the "father" of African cinema, Ousmane Sembene, contrasted with a South African film, The Magic Garden (1960), which more closely resembles African-American musical film. We then continue with anti-colonial and anti-apartheid films, from Lionel Rogosin's Come Back Africa (1959) to Sarah Maldoror's Sambizanga, Ousmane Sembene's Camp de Thiaroye (1984), and Jean Marie Teno's Afrique, Je te Plumerai (1995). Lastly we examine cinematic representations of tensions (between urban and rural life; between traditional and modern life) and the different implications of these tensions (for men and women; for Western and Southern Africa; in fiction, documentary, and ethnographic film). L. Kruger. Winter.

28700/38700. Human Rights I: Philosophical Foundations of Human Rights. (=HIST 29301/39301, HMRT 20100/30100, INRE 31600, LAWS 41200, MAPH 40000, PHIL 21700/31600) The aim of this course is to help students think philosophically (carefully, precisely, and somewhat abstractly) about human rights. We ask whether human rights has or needs philosophical foundations, what we need such foundations for, and where they might be found. We also ask some questions that tend to generate the search for philosophical foundations: Are human rights universal or merely the product of particular cultures? What kinds of rights (political, cultural, economic, negative, positive) are human rights? Can there be human rights without human duties? Without universal enforcement? Do the rights we enshrine as human mark only some of us (e.g., men) as human? A. Laden. Spring.

28800/38800. Human Rights II: History and Theory. (=HIST 29302/39302, HMRT 20200/30200, INRE 39400, LLSO 27100) This course is concerned with the theory and the historical evolution of the modern human rights regime. It discusses the emergence of a modern "human rights" culture as a product of the formation and expansion of the system of nation-states and the concurrent rise of value-driven social mobilizations. It juxtaposes these Western origins with competing non-Western systems of thought and practices on rights. The course proceeds to discuss human rights in two prevailing modalities. First, it explores rights as protection of the body and personhood and the modern, Western notion of individualism. Second, it inquires into rights as they affect groups (e.g., ethnicities and, potentially, transnational corporations) or states. W. Novak. Winter.

28900/38900. Human Rights III: Contemporary Issues in Human Rights. (=HIST 29303/39303, HMRT 20300/30300, INRE 57900, LAWS 57900, PATH 46500) For the U.S. public, the system of international human rights conventions and covenants is an unfamiliar language, despite acceptance around the globe. This course introduces the history and development of the international human rights regime. We present several specific contemporary human rights problems as a means to explore the interrelationship between international, regional, and national human rights conventions and laws, as well as the uses and limitations of various rights protection schemes. Topics may include U.S. civil rights versus international human rights, the rights of migrants and refugees, torture and the death penalty, and security versus rights in the post-9/11 period. S. Gzesh. Autumn.

JEWISH STUDIES

20001-20002-20003. Jewish History and Society I, II, III. (=JWSG 30001-30002-30003, NEHC 20401-20402-20403/30401-30402-30403) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This sequence surveys Jewish history and society from the era of the ancient Israelites until the present day. Students explore the ancient, medieval, and modern phases of Jewish culture(s) by means of documents and artifacts that illuminate the rhythms of daily life in changing economic, social, and political contexts. This course is offered in alternate years. Autumn, Winter, Spring.

20004-20005-20006. Jewish Thought and Literature I, II, III. (=JWSG 30004-30005-30006, NEHC 20404-20405-20406/30404-30405-30406) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. Students in this sequence explore Jewish thought and literature from ancient times until the modern era through a close reading of original sources. A wide variety of works is discussed, including the Hebrew Bible (Old Testament) and texts representative of rabbinic Judaism, medieval Jewish philosophy, and modern Jewish culture in its diverse manifestations. Texts in English. Autumn, Winter, Spring.

21800. Contemporary Hebrew Poetry. (=CMLT 25201, NEHC 20463) PQ: Knowledge of Hebrew. This course examines the works of major contemporary Hebrew poets (e.g., Yehuda Amichai, Nathan Zach, David Avidan, Dalia Rabikovitch,Yona Wollach, Maya Bejerano, Yitzhak Laor). These works are read against the background of previous poets (e.g., H. N. Bialik, Avraham Shlonsky, Natan Alterman, Shaul Tchernihovsky) to uncover changes in style, themes, and aesthetic. Through close reading of the poems, the course traces the unique style and aesthetic of each poet and views a wide picture of contemporary Hebrew poetry. Texts in Hebrew. N. Stahl. Autumn.

LATIN AMERICAN STUDIES

16100-16200-16300/34600-34700-34800. Introduction to Latin American Civilization I, II, III. (=ANTH 23101-23102-23103, HIST 16101-16102-16103/36101-36102-36103, SOSC 26100-26200-26300) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This course introduces the history and cultures of Latin America (e.g., Mexico, Central America, South America, Caribbean Islands). Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America. Winter Quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century. Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region. This course is offered every year. Autumn, Winter, Spring.

27701/37701. Independence and State-Formation in Nineteenth-Century Latin America: New Research Perspectives. This course explores approaches to the political and institutional history of Latin America from 1810 to 1880. We emphasize the study of elections, citizenship, and the various elements contributing to the formation-or absence-of a public sphere in Argentina, Brazil, Peru, and Mexico. J. Meyers. Autumn.

27702/37702. Identity, Ritual, and Music-Making in Brazil. S. Riely. Autumn

28801/38801. The Construction of Latin America: Cultural History and the Definitions of Latin America's Continental Identity. This course is a survey of a series of classic texts in the "cultural history" of Latin America, as this was defined during the middle decades of the twentieth century. Our purpose is to examine the manner in which this corpus contributed to an affirmation and definition of "Latin Americanness" in terms that were neither biological and racial-as in the Positivist era-nor militant and politicized-as in the period following the Cuban Revolution. J. Meyers. Winter.

28803/38803. Poverty, Inequality, and Social Policy in Latin America. R. Paes de Barros. Winter.

LAW LETTERS AND SOCIETY

24300. American Law and the Rhetoric of Race. (=LAWS 59800) This course examines the ways American law has treated legal issues involving race. Two episodes are studied in detail: the criminal law of slavery during the antebellum period and the constitutional attack on state-imposed segregation in the twentieth century. The case method is used, although close attention is paid to litigation strategy and judicial opinion. D. Hutchinson. Spring.

24711. Lincoln: Slavery, War, and the Constitution. (=FNDL 24711, HIST 27102) PQ: Consent of instructor. Class limited to twenty-five students. This course is a study of Abraham Lincoln's view of the Constitution, based on close readings of his writings, plus comparisons to judicial responses to Lincoln's policies. D. Hutchinson. Winter.

21000. Total War and Genocide. (=HIST 23406) Wartime barbarization, a sense of existential crisis, and the role of war in hardening fault-lines of group identity are important contributing factors in explaining why genocide so frequently occurs during wartime. This colloquium examines to what extent war acts as a simple precipitating circumstantial factor and to what extent it actually creates the conditions necessary for genocide. The spotlight is on nineteenth- and twentieth-century history. We draw upon a wide range of examples from outside Europe, as well as obvious and not so obvious ones from Europe and its fringes. M. Geyer. Autumn.

22004. Civil Rights in Twentieth-Century America. (=HIST 18803) This course focuses on struggles over the definition of civil rights and who could claim them over the course of the twentieth century. The African American Freedom Movement is at the narrative center of this course, but other civil rights movements (e.g., the women's movement, the gay rights movement, other ethnic-based rights movements) are discussed as well. J. Dailey. Spring.

28009. U.S. Women's History. (=GNDR 18000, HIST 17903) This course explores the history of women in the modern United States and its meaning for the world of both sexes. Rather than studying women in isolation, it focuses on changing gender relations and ideologies; on the social, cultural, and political forces shaping women's lives; and on the implications of race, ethnic, and class differences among women. Topics include the struggle for women's rights, slavery and emancipation, the politics of sexuality, work, consumer culture, and the rise of the welfare state. A. Stanley. Autumn.

28311. Genocide of European Jews. (=HIST 23401/33401) This lecture/discussion course asks the following questions: What explanations can be offered for the mass murder of the Jews in Europe? Who were the perpetrators? What were the respective roles of the German police apparatus, of the German army, of the Nazi Party, of the state bureaucracy, of ordinary Germans? What were the responses of occupied populations in Europe, of neutral countries, of the Allies, and of Jews themselves? How have historical interpretations evolved over the past half-century? B. Wasserstein. Winter.

28711. Race and Racism in American History. (=CRPC 27400/37400, HIST 27400/37400) This lecture course examines selected topics in the development of racism, drawing on both cross-national (the United States, Latin America, and the Caribbean) and multi-ethnic (African American, Asian American, Mexican American, and Native American) perspectives. Beginning with the premise that people of color in the Americas have both a common history of dispossession, discrimination, and oppression as well as strikingly different historical experiences, we probe a number of assumptions and theories about race and racism in academic and popular thought. T. Holt. Spring.

28800. African-American History since 1877. (=CRPC 27300/37300, HIST 27300/37300) This course explores in a comparative framework the historical forces that shaped the work, culture, and political struggles of African-American people in the United States from the end of American Reconstruction to the present. T. Holt. Spring.

COMPARATIVE RACE STUDIES

20173. Inequality: Race, Class, Gender, and Neighborhood in American Society. (=SOCI 20173) This course is intended as a complement to SOCI 20103 for first- and second-year students who are majoring in sociology, but is open to other students who have had little exposure to current research in inequality. We cover the basic approaches sociologists have employed to understand the causes and consequences of inequality in the United States, with a focus on class, race, gender, and neighborhood. We begin by briefly discussing the main theoretical perspectives on inequality, which were born of nineteenth century efforts by sociologists to understand modernization in Europe. Then, turning to contemporary American society, we examine whether different forms of inequality are persisting, increasing, or decreasing, and why. Topics include culture, skills, discrimination, preferences, the family, and institutional processes, addressing both the logic behind existing theories and the evidence (or lack thereof) in support of them. M. Small. Spring.

22200. African-American Politics. (=LLSO 25902, PLSC 22100) This course explores both the historical and contemporary political behavior of African Americans, examining the multitude of ways in which African Americans have engaged in politics and political struggle in the United States. To understand different approaches to the liberation of black people, we must pay special attention to the attitudes, world views, and ideologies that structure and influence African-American political behavior. An analysis of difference and stratification in black communities and its resulting impact on political ideologies and mobilization is a crucial component of this course. Our goal is to situate the politics of African Americans in the larger design we call American politics. C. Cohen. Spring.

25200. Urban Politics. (=LLSO 26701, PLSC 25200) This course is designed to allow students to place research that tackles some of the basic urban problems confronting American society within the context of theories of urban politics. We begin by critically reviewing classic works in urban politics, such as those of Dahl, Banfield, Peterson, and Castells. During the second part of the course, we shift to consider how the theory covered in the first part of the course can help us analyze and understand the implications for American democracy of selected severe urban problems. Problems selected for more detailed review this year include the Katrina disaster, and racial and ethnic urban conflict. M. Dawson. Autumn.

27000. Philosophy, Race, and Racism. (=LLSO 22701, PLSC 27000) This course is an intensive examination of some selected philosophical treatments of race and racism. Topics include the history of European racial thought; biological and social constructionist notions of race; the conceptualization of racial and cultural identities as "mixed" or "mestizo"; the interpretation of racial identities in the perspective of the philosophy of history; and the conflict between cognitivist and noncognitivist theories of racism. Readings include now "classic" texts by W. E. B. Du Bois, Jean-Paul Sartre, and Frantz Fanon, as well as recent work by Linda Alcoff, Anthony Appiah, Molefi Asante, Etienne Balibar, Homi Bhaba, Jorge Garcia, Paul Gilroy, Charles Mills, Michele Moody-Adams, and Adrian Piper. R. Gooding-Williams. Winter.

28108. Housing Segregation in the United States. T. Mah. Autumn.

NEAR EASTERN LANGUAGES AND CIVILIZATIONS

30220. Poetics/Politics of Modern Iran. PQ: Knowledge of Persian or consent of instructor. This course surveys the major events of modern history from the Constitutional Revolution of 1906 to the present as seen through the lens of poetry. Poems in both traditional and modern forms-focusing in particular on political satire, prison poems, human rights, and women's rights-are read and analyzed against the socio-political circumstances to which they respond. Primary texts are read and recited in Persian; secondary readings, discussions, and papers are in English. S. Ghahremani. Spring.

30424. Women in Persian Literature: The Feminine Voice in Poetry. PQ: Knowledge of Persian or consent of instructor. This course surveys the major women poets of the pre-modern and modern Persian literary tradition, including Rabe‘a, Mahsati, Tahera Qorrat al-‘Ayn, Zhaleh Qa'em-maqami, Parvin E‘tesami, Forugh Farrokhzad, and Simin Behbahani. The depictions of women in Persian poetry and the feminine voice as represented in the work of these poets are considered vis-à-vis the representation of women in some other poets (e.g., Ferdowsi, Rumi, Nezami, Sa'di, Obayd-e Zakani, Iraj Mirza). Primary texts read and recited in Persian; discussions and papers in English. S. Ghahremani. Autumn.

10101. Introduction to the Middle East. Prior knowledge of the Middle East not required. This course aims to facilitate a general understanding of some key factors that have shaped life in this region, with primary emphasis on modern conditions and their background, and to provide exposure to some of the region's rich cultural diversity. The course can serve as a basis for the further study of the history, politics, and civilizations of the Middle East. Spring.

20501-20502-20503/30501-30502-30503. Islamic History and Society I, II, III. (=HIST 25704-25804-25904/35704-35804-35904) May be taken NEHC 20501 and 20502, or 20501 and 20503, or 20501-20502-20503. This sequence meets the general education requirement in civilization studies. This sequence surveys the main trends in the political history of the Islamic world, with some attention to economic, social, and intellectual history.

20710/30710. Iranian Cinema. (=CMST 24801/34801) This course introduces the history of the Iranian cinema. We discuss the major directors and films from the 1960s through the 1990s, situating them in the political and historical context of modern Iranian society. Our focus is on feature films made in Iran, but we also include some documentaries, shorts, and films made outside Iran. In addition to analyzing the films as artistic constructs, we consider larger questions (e.g., how the political and intellectual history and ideology of modern Iran is reflected in its films, the aesthetics of Iranian cinema, Third World cinema and the economics of the Iranian film industry, the image of women, the system of film censorship). F. Lewis. Autumn.

20762/30762. Contemporary Central Asia. (=HIST 25600/35600) This course is a continuation of NEHC 20761, but it is not a prerequisite. This survey course covers the period from approximately 1700 AD to the present. We emphasize the genesis of the modern nations of Central Eurasia, including the post-Soviet republics and adjacent areas in the periphery of Central Eurasia. K. Arik. Winter.

20952/30952. Introduction to the History of Modern Iraq. This class surveys the modern history of Iraq. We consider the state's changing relationships with the British Empire and reflect on the ways in which colonized Iraqi elites responded to and appropriated the Western civilizing mission. We also focus on disciplinary institutions that emerged during colonial and post-colonial periods, as well as attempts to investigate how they changed over time. In particular, we examine such institutions as the Iraqi educational system, the modern Iraqi army, and the Baath party. O. Bashkin. Autumn.

20996. History of Israeli-Arab Conflict. (=HIST 25902/35902, INRE 36000) B. Wasserstein. Autumn.

POLITICAL SCIENCE

20507. Migration and the Politics of Economic Development. International migration is reshaping politics, economics, and social relations around the world. Migrant workers play a significant role in the economies of country of origin and host countries, which affects immigration policy and economic development. This course examines the theoretical and empirical models linking migration and the process of economic development and critically assesses the economic and political benefits and consequences of immigration in migrant sending and receiving countries and evaluates the implications for policymaking. L. Duquette. Autumn. (C)

20907. Social Identifications, the State, and Violence in Civil Wars. This course surveys the social scientific literature on civil wars. We also engage with three core themes in civil war studies: identity-formation and violence, state-building (state collapse) and violence, and forms or types of violence in internal conflicts or civil wars. S. Kechichian. Autumn. (C)

21008. Religion in American Politics. This course introduces the study of religion in American politics and focuses primarily on the impact of Christian Protestantism on the American political landscape. We examine the important role that religion plays in American politics by studying groups that pursue a religious agenda in politics. We also look at how religion is sometimes used by both religious leaders and politicians as a banner under which to garner support for debates about policy fields ranging from gay rights to American foreign policy. P. Booke. Spring. (B)

21106. Introduction to Feminist Political Theories. The course introduces feminist theories, with a special focus on their political significance. The aim is to familiarize students with the central concepts and arguments developed in the feminist literature, and to help them critically assess their force and originality. One of the main concepts discussed is the concept of gender, with special attention to its critical force. Other themes and concepts discussed include equality and difference, gender justice, the role of family, the public/private divide, and motherhood. We trace the historical development of feminist arguments on these topics, looking at how sometimes similar arguments have taken different shape in diverse historical contexts. M. Marin. Autumn. (A)

29200. Civil Rights/Civil Liberties. (=LLSO 24000) PQ: PLSC 28800 or equivalent, and consent of instructor. This course examines selected civil rights and civil liberties decisions of U.S. courts, with emphasis on the broader political context. Topics include speech, race, and gender. G. Rosenberg. Spring. (B)

29200. Civil Rights/Civil Liberties. (=LLSO 24000) PQ: PLSC 28800 or equivalent, and consent of instructor. This course examines selected civil rights and civil liberties decisions of U.S. courts, with emphasis on the broader political context. Topics include speech, race, and gender. G. Rosenberg. Spring. (B)

PSYCHOLOGY

24600. Sexuality, Identity, and the Life Course. (=CHDV 24600/34600, GNDR 20800/30800, HIPS 26900, ISHU 35900, SOCS 25900) Beginning with a consideration of the shifting historical context of narratives in our culture concerning sexuality, this course explores the concept of sexual identity, its impact on human development across the course of life, and its expression in the personal narratives. In addition to addressing the role of generational or historical change in shaping understandings of sexuality, we consider recent empirical and theoretical investigations of the cultural construction of sexuality, including the possible contributions of "queer theory." We then move on to a consideration of the developmental processes relevant to an understanding of sexuality. B. Cohler. Spring.

PUBLIC POLICY

24101. Public Policy and Wage Inequality. (=ECON 24101) PQ: ECON 20100. Over roughly the last two decades, the United States has seen a dramatic increase in wage inequality. This course explores potential explanations for this phenomenon and specifically examines the role that public policy may have played. We deal extensively with analyses of minimum wage laws, trade agreements, affirmative action enforcement, and government education and training programs. In addition to focusing on changes in policy over time within the United States, we explore comparisons between U.S. policy and corresponding policies in other developed countries. D. Neal. Spring.

24500. Economics of Urban Policies. (=ECON 26600/36500, GEOG 26600/36600, LLSO 26202) PQ: ECON 20100.  This course covers tools needed to analyze urban economics and address urban policy problems. Topics include a basic model of residential location and rents; income, amenities, and neighborhoods; homelessness and urban poverty; decisions on housing purchase versus rental (e.g., housing taxation, housing finance, landlord monitoring); models of commuting mode choice and congestion and transportation pricing and policy; urban growth; and Third World cities. G. Tolley, J. Felkner. Spring.

24600. Economic Development in the Inner City. (=SOCI 20129/30129) PQ: At least one prior course in economics, political science, public policy, or sociology. This course explores conceptually what the issues are around the economic position of cities in the early twenty-first century, as well as how to think creatively about strategies to generate economic growth that would have positive consequences for low-income residents. We consider community Development Corporations, empowerment zones, housing projects, and business development plans through credit and technical assistance. R. Taub. Winter.

24900. Work, Trade, and Globalization. Using the United States and Mexico as case studies, this course explores the economic, ethical, and sociopolitical dimensions of globalization. In particular, we examine the changing nature of work in advanced and developed economies; the trade and immigration policy; and the cultural, social, and political implications of the rapid changes wrought by economic globalization. C. Broughton. Winter.

25200. Poverty in the United States. This course examines poverty and inequality in the United States from a sociological perspective, drawing upon the rich social history of Chicago as a case study. We explore race, class, gender, and other perspectives on poverty, drawing especially from ethnographic and historical accounts. C. Broughton. Winter.

25300. Social Welfare in the United States. (=SOSC 25300, SSAD 45001) This course examines the evolution of social welfare provisions in American society. Special emphasis is placed on who is helped and who is not, in what forms, under what auspices, and with what goals. The changing nature of helping is analyzed with particular attention to the changing role of the state. Topics include provisions for the poor, for children and families, and for the mentally ill. Comparisons are made with other industrialized countries. H. Richman. Spring.

25305. Anti-Poverty Policy in the United States. PBPL 25200 helpful but not required. This course uses a sociological perspective to examine the ways in which anti-poverty policy has been conceived, implemented, and reformed in the United States. We consider the current cash assistance program, in-kind benefits, health care for the poor, living wage initiatives, and other anti-poverty policies. C. Broughton. Spring.

RELIGIOUS STUDIES

27400. Myths of Transvestism and Transexuality. (=HREL 40800, SALC 35900) PQ: Consent of instructor. Studies in selected Greek and Hindu myths, Shakespeare's Twelfth Night and As You Like It, Virginia Woolf's Orlando, David Henry Hwang's M. Butterfly, Roland Barthes's S/Z, Marjorie Garber's Vested Interests and Vice Versa, Wendy Doniger's Splitting the Difference, and selected operas (Marriage of Figaro, Rosenkavalier, and Arabella) and films (Dead Again, Queen Christina, Some Like It Hot, I Was a Male War Bride, Tootsie, Mrs. Doubtfire, All of Me, and The Crying Game). W. Doniger. Spring.

27402. Hinduism: An Alternative. (=HREL 35401, SALC 30302) This course is a survey of the history of Hinduism, setting texts in historical contexts. W. Doniger. Winter. (C)

SOCIAL SCIENCES

11100-11200-11300. Power, Identity, and Resistance. PQ: Must be taken in sequence. G. Herrigel, Staff. Autumn, Winter, Spring.

22000-22100-22200. Islamic Thought and Literature I, II, III. (=NEHC 20601-20602-20603/30601-30602-30603) May be taken SOSC 22000 and 22100, or 22000 and 22200, or 22000-22100-22200. This sequence meets the general education requirement in civilization studies. This sequence surveys Islamic civilization from the rise of Islam in the seventh century to modern times. Texts in English.

22500-22600. Introduction to African Civilization I, II. (=AFAM 20701-20702, ANTH 20701-20702, CHDV 21401 [20702], HIST 10101-10102) Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. This core sequence introduces students to the history and societies of Africa. Part one focuses primarily on Western and precolonial Africa. We use a diverse variety of sources to examine the history of West African kingdoms and the rise and impact of the slave trade. The second part examines the process of colonization in Africa, and African responses. We focus our investigation primarily on the eastern and southern regions of Africa, as well as on Madagascar. Winter, Sprin

g23000-23100. Introduction to the Civilization of South Asia I, II. (=ANTH 24101-24102, HIST 10800-10900, SALC 20100-20200, SASC 20000-20100) Must be taken in sequence. This course meets the general education requirement in civilization studies. This sequence introduces core themes in the formation of culture and society in South Asia before colonialism. The Winter Quarter focuses on Islam in South Asia, Hindu-Muslim interaction, Mughal political and literary traditions, and South Asia's early encounters with Europe. The Spring Quarter analyzes the colonial period (i.e., reform movements, the rise of nationalism, communalism, caste, and other identity movements) up to the independence and partition of India. M. Alam, Winter; R. Majumdar, Spring.

23500-23600-23700. Introduction to the Civilizations of East Asia I, II, III. (=EALC 10800-10900-11000, HIST 15100-15200-15300) May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This is a three-quarter sequence on the civilizations of China, Japan, and Korea, with emphasis on major transformation in these cultures and societies from the Middle Ages to the present. Autumn, Winter, Spring.

25300. Social Welfare in the United States. (=PBPL 25300, SSAD 45001) This course examines the evolution of social welfare provisions in American society. Special emphasis is placed on who is helped and who is not, in what forms, under what auspices, and with what goals. The changing nature of helping is analyzed with particular attention to the changing role of the state. Readings and discussion focus on provisions for the poor, for children and families, and for the mentally ill. Comparisons are made with other industrialized countries. H. Richman. Spring.

SOCIOLOGY

20102/30102. Social Change. This course focuses on economic development, political development, social movements, and opinion change. Case materials are drawn from developing countries, European historical patterns, and the contemporary United States. W. Parish. Autumn.

20103. Social Stratification. Social stratification is the unequal distribution of the goods that members of a society value (e.g., earnings, income, authority, political power, status, prestige). This course introduces various sociological perspectives about stratification. We look at major patterns of inequality throughout human history, how they vary across countries, how they are formed and maintained, how they come to be seen as legitimate and desirable, and how they affect the lives of individuals within a society. The readings incorporate classical theoretical statements, contemporary debates, and recent empirical evidence. R. Stolzenberg. Winter.

20104/30104. Urban Structure and Process. (=GEOG 22700/32700, SOSC 25100) This course reviews competing theories of urban development, especially their ability to explain the changing nature of cities under the impact of advanced industrialism. Analysis includes a consideration of emerging metropolitan regions, the microstructure of local neighborhoods, and the limitations of the past U.S. experience as a way of developing worldwide urban policy. O. McRoberts. Spring.

20129/30129. Economic Development in the Inner City. (=PBPL 24600) PQ: At least one prior course in economics, political science, public policy, or sociology. This course explores conceptually what the issues are around the economic position of cities in the early twenty-first century, as well as how to think creatively about strategies to generate economic growth that would have positive consequences for low-income residents. We consider community Development Corporations, empowerment zones, housing projects, and business development plans through credit and technical assistance. R. Taub. Winter.

20152/30152. Migration and Immigration: Causes and Consequences. (=PPHA 40300) This course reviews basic concepts, research methodology, and theories (i.e., economic, demographic, sociological, social-psychological) for all forms of spatial mobility (i.e., local moving, internal migration, immigration). Equal emphasis is given to the United States and to other world regions. The goal is to prepare students for independent research and/or policy investigation on a wide range of topics and issues pertaining to the voluntary and involuntary spatial movement of people in the modern world. D. Bogue. Spring.

20173. Inequality: Race, Class, Gender, and Neighborhood in American Society. (=CRPC 20173) This course is intended as a complement to SOCI 20103 for first- and second-year students who are majoring in sociology, but is open to other students who have had little exposure to current research in inequality. We cover the basic approaches sociologists have employed to understand the causes and consequences of inequality in the United States, with a focus on class, race, gender, and neighborhood. We begin by briefly discussing the main theoretical perspectives on inequality, which were born of nineteenth century efforts by sociologists to understand modernization in Europe. Then, turning to contemporary American society, we examine whether different forms of inequality are persisting, increasing, or decreasing-and why. Topics include culture, skills, discrimination, preferences, the family, and institutional processes, addressing both the logic behind existing theories and the evidence (or lack thereof) in support of them. M. Small. Spring.

28031. Immigration and Its Discontents. This course examines the diversity of U.S. immigrants' origins, contexts of reception, and adaptation experiences. As a survey course, it introduces students to a variety of theoretical and empirical issues central to the sociology of immigration. The following three central questions drive the course: Where are immigrants from, and why do they come to the United States? How do immigrants become integrated into American institutions? What is the impact of social relations on acculturation and ethnic identity? M. Howe. Autumn.

28032. HIV: Sociological Perspectives. HIV/AIDS is one of the world's greatest social problems, with more than 40 million victims around the world and millions more at risk. This course seeks to critically examine the social distribution, causes, and dynamics of the epidemic by looking at its intersection with factors such as gender, youth, networks, and economy. While the predominant focus of the course is on sub-Saharan Africa where 60 percent of HIV victims reside, global comparisons are also considered. S. Mojola. Spring.

SOUTH ASIAN LANGUAGES AND CIVILIZATIONS

20100-20200. Introduction to the Civilization of South Asia I, II. (=ANTH 24101-24102, HIST 10800-10900, SASC 20000-20100, SOSC 23000-23100) Must be taken in sequence. This course meets the general education requirement in civilization studies. This sequence introduces core themes in the formation of culture and society in South Asia before colonialism. The Winter Quarter focuses on Islam in South Asia, Hindu-Muslim interaction, Mughal political and literary traditions, and South Asia's early encounters with Europe. The Spring Quarter analyzes the colonial period (i.e., reform movements, the rise of nationalism, communalism, caste, and other identity mo