Anthropology

The study of anthropology traditionally covers four fields: sociocultural anthropology, linguistic anthropology, biological anthropology, and archaeology. At Sarah Lawrence College, we concentrate on sociocultural and linguistic anthropology.

Behind almost every aspect of our lives is a cultural realm, a shared construction that shapes assumptions and determines much of how we perceive and relate to the world. Sociocultural anthropology is the study of that realm—its extent and its effects. As students learn to approach with an anthropological eye what they formerly might have taken for granted, they gain insight into how social forces govern the ways in which we relate to ourselves and to each other: how we use words, how we define ourselves and others, how we make sense of our bodies, even how we feel emotions. Through examining the writings of anthropologists, viewing ethnographic films, and discussing these and other materials in seminar and conference sessions, students develop a comprehensive and multipatterned sense of the cultural dimensions of human lives. By studying the underpinnings of language, symbolic practices, race, gender, sexuality, policy and advocacy, medical systems, cities, modernity, and/or social organization across a range of Western and non-Western settings, students come to understand better how meaning is made. With seminar dynamics and content characteristic of graduate-level work, Sarah Lawrence’s anthropology courses take students in often unexpected and challenging directions.

2017-2018 Courses

Anthropology

First-Year Studies in Anthropology: The Anthropology of Images

Open , FYS—Year

A few cartoons lead to cataclysmic events in Europe; a man’s statement that he “can’t breathe” ricochets across North America; a photograph printed in a newspaper moves a solitary reader; a snapshot posted on the Internet leads to dreams of fanciful places; memories of a past year haunt us like ghosts. What each of these occurrences has in common is that they all entail the force of images in our lives, be these images visual or acoustic in nature, made by hand or machine or circulated by word of mouth, or simply imagined. In this seminar, we will consider the role that images play in the lives of people in various settings throughout the world. In delving into terrains at once actual and virtual, we will develop an understanding of how people throughout the world create, use, circulate, and perceive images and how such efforts tie into ideas and practices of sensory perception, time, memory, affect, imagination, sociality, history, politics, and personal and collective imaginings. Through these engagements, we will reflect on the fundamental human need for images, the complicated politics and ethics of images, aesthetic and cultural sensibilities, dynamics of time and memory, the intricate play between the actual and the imagined, and the circulation of digital images in an age of globalization. Readings are to include a number of writings in anthropology, art history, philosophy, psychology, cultural studies, and critical theory. Images are to be drawn from photographs, paintings, sculptures, drawings, films, videos, graffiti, religion, rituals, tattoos, inscriptions, novels, poems, road signs, advertisements, dreams, fantasies, phantasms, and any number of fabulations in the worlds in which we live and imagine.

Faculty

Global Adoptions: An Anthropology of Kinship

Open , Seminar—Fall

We tend to assume that family-building involves deeply personal, intimate, and “natural” acts in making a relationship (marriage) and in becoming parents (sex). But in actual practice, the pragmatics of forming (and disbanding) families are much more complex. There are many instances where a desired pregnancy is biologically impossible: infertility or gay parents, for example. Conversely, there are children born to individuals who will not parent them for a wide variety of reasons. This seminar examines the meanings and processes, cross-culturally, of adoption—defined here as the placement of children to be raised permanently by others. We will explore this process anthropologically in countries and cultures across the globe, including the United States, Australia, Hawaii, Tanzania, China, Argentina, Sweden, Chile, Nigeria, and Korea. As well as looking within particular ethno-local sites, we will pay considerable attention to the global movement of children to adoption. There is great variety in the circumstances of transnational adoption from Swedish people seeking adoptive daughters in Chile to the Kindertransports at the start of World War II and to the North American Orphan Trains of the 19th and 20th centuries. Questions we will examine include: What is the difference between fostering and adoption? Why do people talk about “giving up” a child for adoption? Why is adoption welcomed in some cultures and hidden in others? When and why do adoptive parents attempt to expose their children to their cultures of origin? Why is adoption discourse more about parents getting children than children getting parents? Why are the legal records of an adoption sealed? How do race, class, and gender play out in adoption scenarios? The materials for this class include literature, scholarly articles, ethnographic accounts, historical documents, and film. Conference work may be done on any aspect of the class, as well as on other topics in the anthropology of kinship or in the ethnographies of cultures and places encountered in the course materials.

Faculty

Telling Lives: Life History Through Anthropology

Open , Seminar—Spring

Through studying life-history narratives (one person’s life as narrated to another), autobiographical memoir, and more experimental forms in print and on screen, we will explore the diverse ways that life courses are experienced and represented. Throughout our readings, we will carefully examine the narratives themselves, paying attention to the techniques of life-history construction and familiarizing ourselves with ethical, methodological, and theoretical challenges. We will consider a number of questions about telling lives: What is the relationship between the narrator and his or her interlocutor(s)? How does a life-history approach inform debates about representation? What can the account of one person’s life tell us about the wider culture of which he or she is a part? How can individual life narratives shed light on issues such as poverty, sexuality, colonialism, disability, racism, and aging? The selected texts attend to lives in various parts of the world, including Australia, Great Britain, the Caribbean, East Africa, and the United States. Students will also analyze primary sources and create a life history as part of their work for the course.

Faculty

Gendering (in) African Postcolonies

Sophomore and above , Seminar—Fall

The African continent and its peoples have experienced many interventions, both material and discursive, at the hands of Europeans from the period of 19th-century colonization to the present. The continent itself was gendered female by 19th-century European writers with their metaphors of penetration and conquest. Colonial officials, settlers, explorers, and missionaries all wrote about gender arrangements that were, at the very least, puzzling, while institutions such as polygynous marriage, women political leaders, and “female husbands” were considered un-Christian and uncivilized. In more recent decades, African gender systems regarding women's and queer rights have been the subject of European advocacy. In Malawi, for example, the British government made aid to that country dependent on their government's humane treatment of queer citizens. In this class, we will focus primarily on African gendered experiences, from African perspectives, through anthropological, historical, and literary texts. We will note ways in which various African gender practices shift and are contested, both locally and at state levels, in a number of societies and nation states, including in Sudan, Uganda, Nigeria, Kenya, and South Africa. We will look at changes of gendered experience and how organization changed as the period of European colonization made way for African “independence” in the context of globalization.

Faculty

Ethnographic Research and Writing

Advanced , Seminar—Year

Prerequisite: Previous course work in anthropology.

Javanese shadow theatre, Bedouin love poems, and American ordinary affects are but a few of the cultural realities that anthropologists have effectively studied and written about. This is no easy task, given the substantial difficulties involved in understanding and portraying the concerns, activities, and logic of lives other than one’s own. Despite these challenges, ethnographic research is generally considered one of the best ways to form a nuanced and contextually rich understanding of a particular social world. To gain an informed sense of the methods, challenges, and benefits of just such an approach, students in this course will try their hands at ethnographic research and writing. In the fall semester, each student will be asked to undertake an ethnographic research project in order to investigate the features of a specific social world—such as a homeless shelter, a religious festival, or a neighborhood in Brooklyn. In the spring, she or he will craft a fully realized piece of ethnographic writing that conveys something of the features and dynamics of that world in lively, accurate, and comprehensive terms. Along the way, and with the help of anthropological writings that are either exceptional or experimental in nature, we will collectively think through some of the most important features of ethnographic projects—such as interviewing others, the use of fieldnotes, the interlacing of theory and data, the role of dialogue and the author’s voice in ethnographic prose, and the ethnical and political responsibilities that come with any attempt to understand and portray the lives of others.

Faculty

First-Year Studies: Pilgrimage and Initiation

Open , FYS—Year

1) Pilgrimage and initiation play a major role in the Hindu, Buddhist, and Sufi Islamic traditions of South Asia. This seminar introduces students to the cultures of India, Pakistan, Bangladesh, Nepal, and Sri Lanka through a comparative study of religious practices. In homes, temples, and shrines throughout this region, devotees perform elaborate rituals of initiation. These often occur at moments of life-cycle transition. Calendar-based sacraments also occur on the major holidays of each religion. When devotees celebrate these ceremonies, they are "performing" important cultural values. 2) Globally, pilgrimage festivals can be seen as codes for interpreting cultures. Meaningful journeys reflect the structure of initiation rites in that one is transformed by the experience. 3) Pilgrim fairs and festivals serve multiple functions. They provide venues not only for religious expression but also for arts performance, social negotiation, and economic exchange. 4) This seminar explores questions such as: Are pilgrimage and tourism functionally indistinguishable? What role, if any, do travelers’ intentions play in such an analysis? Is a spiritually inscribed journey qualitatively different from tourism with recreational, cultural, or service agendas? How does the transitional process of a journey relate to the experience of arrival at a destination? What do pilgrimage and initiation sometimes have in common with the experience of immigration? 5) Using travel memoirs, we explore themes of quest, discovery, and personal transformation. Postcolonial writings on spiritually inscribed journeys raise issues of dislocation, exile, memory, and identity. We inquire critically into traditional mappings of “sacred geographies” and the commercial promotion of competing destinations. 6) Sources: Within travel industries, we analyze the specialists who service many spectacles and attractions found along pilgrimage routes. Films and photographic sources are used extensively. Readings are drawn from cultural studies, history of religions, anthropology, and personal narratives.

Faculty
Related Disciplines

Images of India: Text/Photo/Film

Intermediate , Seminar—Fall

1) This seminar addresses colonial and postcolonial representations of India. For centuries, India has been imagined and imaged through encoded idioms of orientalism. In recent decades, writers and visual artists from India, Pakistan, and Bangladesh have been actively engaged in reinterpreting the British colonial impact on South Asia. Their work presents sensibilities of the colonized in counter-narration to images previously established during the Raj. Highlighting previously unexposed impressions, such works inevitably supplement, usually challenge, and frequently undermine traditional accounts underwritten by imperialist interests. 2) Colonial and orientalist discourses depicted peoples of the Indian subcontinent in terms of both degradation and a romance of empire, thereby rationalizing various economic, political, and psychological agendas. The external invention and deployment of the term “Indian” is emblematic of the epoch, with colonial designation presuming to reframe indigenous identity. 3) Postcolonial writers and artists, therefore, continue to renegotiate identities. What does it mean to be seen as an Indian? What historical claims are implicit in allegories of language, ethnicity, and nation? How do such claims inform events taking place today, given the resurgence of religious fundamentalisms? This seminar on the semiotics and politics of culture is based on works by influential South Asian writers, photographers, and filmmakers.

Faculty
Related Disciplines

Hindu Iconography and Ritual 

Intermediate , Seminar—Spring

This seminar focuses on the visual cultures of India and Nepal. Hindu traditions encompass a dramatically diverse range of beliefs and practices. Iconography provides a pathway toward decoding that diversity. How are the proverbial 330,000 gods and goddesses understood to be manifestations of a common unity? How does the Hindu pantheon encode gender with respect to status, functions, and roles? Where are caste hierarchies reflected among the emblems held by multi-armed deities? In what ways does iconography narrate the history of Aryan and Dravidian interactions? Through a study of painting, sculpture, popular lithographs, and multi-media sources, this seminar offers a window into the social histories, cultural practices, and spiritual values of Indian civilization.

Faculty
Related Disciplines

Understanding Property: Cultural and Environmental Perspectives

Open , Seminar—Fall

Perhaps few issues are more contentious in the environmental arena than those surrounding struggles over rights to private, as well as common, property resources. What is property, and how is it made? Who makes property? How are property rights performed, publicized, and enforced? What is a commons, and what is common property? Debates over the “commons” implicate ideas of citizenship, community, the public good, justice, and governance. Controversies over public space and community gardens, genetic recombinant research and rights to the genome, and North-South disputes over rights to biodiversity in the geographic South, as well as debates over property in the Middle East, form some of the hotly contested terrain of property rights and the commons use and ownership. Property rights on a variety of scales, from the biomolecular to whole organs and organisms, from individual trees to whole ecosystems, are examined in varied geographic, biological, cultural, and historical contexts. This course is an introduction to ideas and cultures of property (private, public, and collective); debates, claims, and arguments over the commons; and the environmental and social consequences of different property regimes.

Faculty
Related Disciplines

First-Year Studies: Introduction to Development Studies: The Political Ecology of Development

Open , FYS—Year

Some experience in the social sciences is desired but not required.

In this yearlong seminar, we will begin by examining competing paradigms and approaches to understanding “development” and the “Third World.” We will set the stage by answering the question: What did the world look like 500 years ago? The purpose of this part of the course is to acquaint us with and to analyze the historical origins and evolutions of a world political economy, of which the Third World is an intrinsic component. We will thus study the transition from feudalism to capitalism, the rise of merchant and finance capital, and the colonization of the world by European powers. We will analyze case studies of colonial "development" to understand the evolving meaning of this term. These case studies will help us assess the varied legacies of colonialism apparent in the emergence of new nations through the fitful and uneven process of decolonization that followed. The next part of the course will look at the United Nations and the role some of its associated institutions have played in the post-World War II global political economy, one marked by persistent and intensifying socioeconomic inequalities, as well as frequent outbreaks of political violence across the globe. By examining the development institutions that have emerged and evolved since 1945, we will attempt to unravel the paradoxes of development in different eras. We will deconstruct the measures of development through a thematic exploration of population, resource use, poverty, access to food, the environment, agricultural productivity, and different development strategies adopted by Third World nation states. We will then examine globalization; and its relation to emergent international institutions, transnational corporations, the role of the state, and civil society will provide the backdrop for the final focus of the class—the emergence of regional coalitions for self-reliance, environmental and social justice, and sustainable development. Our analysis of development in practice will draw upon case studies primarily from Africa but also from Asia, Latin America and the Caribbean, and the United States. Conference work will be closely integrated with the themes of the course, with a two-stage substantive research project in the fall semester to be completed in the spring. Project presentations will incorporate a range of formats, from traditional papers to multimedia visual productions. Where possible and feasible, students will be encouraged to do primary research during fall study days and winter and spring breaks.

Faculty
Related Disciplines

The Geography of Contemporary China: A Political Ecology of Reform, Global Integration, and Rise to Superpower

Intermediate , Seminar—Year

Some experience in the social sciences desired but not required.

Despite widespread daily reporting on China’s rise to superpower status—and both its challenge to and its necessary partnership with the United States—what do we really know about the country? In this seminar, we will explore China’s evolving place in the world through political-economic integration and globalization processes. We will consistently focus our efforts on reframing debates, both academic and in mass media, to enable new insights and analyses. We will begin with an overview of contemporary China, discussing the unique aspects of China’s modern history and the changes and continuities from one era to the next. We will explore Revolutionary China and the subsequent socialist period to ground the seminar’s focus: post-1978 reform and transformation to the present day. Rooted in the questions of agrarian change and rural development, we will also study seismic shifts in urban and industrial form and China’s emergence as a global superpower on its way to becoming the world’s largest economy. We will analyze the complex intertwining of the environmental, political-economic, and sociocultural aspects of these processes as we interpret the geography of contemporary China. Using a variety of theoretical perspectives, we will analyze a series of contemporary global debates: Is there a fundamental conflict between the environment and rapid development? What is the role of the peasantry in the modern world? What is the impact of different forms of state power and practice? How does globalization shape China’s regional transformation? And, on the other hand, how does China’s global integration impact development in every other country and region of the world? Modern China provides immense opportunities for exploring key theoretical and substantive questions of our time. A product first and foremost of its own complex history, other nation states and international actors and institutions—such as the World Bank, transnational corporations, and civil society—have also heavily influenced China. The “China model” of rapid growth is widely debated in terms of its efficacy as a development pathway, and yet it defies simple understandings and labels. Termed everything from neoliberalism to market socialism to authoritarian Keynesian capitalism, it is a model full of paradoxes and contradictions. Not least of these is its impact on global climate change. Other challenges include changing gender relations, rapid urbanization, and massive internal migration. In China today, contentious debates continue on land reform, the pros and cons of global market integration, the role of popular culture and the arts in society, how to define ethical behavior, the roots of China’s social movements—from Tian’anmen to current widespread social unrest and discontent amongst workers, peasants, students, and intellectuals—and the meaning and potential resolution of minority conflicts in China’s hinterlands. Land and resource grabs in China and abroad are central to China’s rapid growth and its role as an industrial platform for the world. But resulting social inequality and environmental degradation challenge the legitimacy of China’s leadership like never before. As China borders many of the most volatile places in the contemporary world and increasingly projects its power to the far corners of the planet, we will conclude our seminar with a discussion of security issues, geopolitics, and potential scenarios for China’s future. Throughout the seminar, there will be comparisons with other areas of the world within the context of the broader theoretical and thematic questions mentioned above. Weekly selected readings, films, mass media, and books will be used to inform debate and discussion. A structured conference project will integrate closely with one of the diverse topics of the seminar.

Faculty
Related Disciplines

Diversity and Equity in Education: Issues of Gender, Race, and Class

Advanced , Seminar—Year

The education system is a central institution in the socialization of young people and the maintenance of the modern nation-state. Schools support meritocratic models of society by providing opportunities for social mobility. Paradoxically, schools also reproduce gender, racial, and class inequality. In this course, we will examine the roles that schools play in the transmission of culture, formation of identity, and reproduction of social structures. Paying special attention to gender and its intersection with other social categories, we will look at practices and policies that shape students' performance as they strive for competence, achievement, and acceptance. We will also analyze the larger political and economic contexts that shape both schools and the communities in which they are situated.

Faculty
Related Disciplines

Love, Sex, and Globalization

Open , Seminar—Year

In 2015, the issue of gay rights in Israel was thrust into international spotlight when 26 Israeli surrogate babies were evacuated from earthquake-devastated Kathmandu, but their Nepalese surrogate mothers were left behind. Among the Israeli parents were gay couples who had been forced to look abroad, as surrogacy is restricted to heterosexual couples in Israel. What this event also revealed are the strange bedfellows that love and sex find when they travel and take up new life in the age of globalization. In recent years, scholars have been increasingly concerned with the worldwide political-economic and technological restructuring that goes under the name of “globalization.” Too often, however, globalization has been figured as an abstract and all-powerful capitalist phenomenon imposed on the rest of the world by American political elites and US corporations. Missing have been accounts of how this restructuring is experienced by people in their daily lives, including their most intimate acts and practices. This course seeks to challenge the binaries of proximate/distant, economic/intimate, and global/local by which we understand globalization. Using an interdisciplinary lens drawn from anthropology, cultural studies, sociology, international relations, literature, and film and media studies, we will seek to account for the complex ways in which political-economic and technological transformations both shape and are shaped by love, sex, and intimacy. Among the topics of discussion will be gay marriage, mail-order brides, transnational adoption, international sex work, militarism, the Internet, and social media. Potential readings will include Symposium by Plato, A Lover’s Discourse: Fragments (1977) by Roland Barthes, The Transformation of Intimacy (1992) by Anthony Giddens, Neon Wasteland: On Love, Motherhood, and Sex Work in A Rust Belt Town (2011) by Susan Dewey, Gay Bombay: Globalization, Love and (Be)longing in Contemporary India (2008) by Parmesh Shehani, Love in the Time of AIDS: Inequality, Gender, and Rights in South Africa (2010) by Mark Hunter, and On the Move for Love: Migrant Entertainers and the US Military in South Korea (2010) by Sealing Cheng. For conference work, students will have a chance to expand upon their personal interests and learn the basics of ethnographic research by conducting mini-ethnography on a selected topic of their choice. Samples of past student work may be found on the instructor’s faculty home page.

Faculty
Related Disciplines

Global Masculinities

Open , Seminar—Fall

What does it mean for straight white men in fraternities and the military to grab each other’s penises as part of a hazing ritual (Ward 2015)? Or for blond, “all-American” jocks to dress like “nerds” with glasses and perform a Revenge of the Nerds skit for a high school’s “homecoming king” contest (Pascoe 2007)? Or for the National Basketball Association to feature a promotional video of Yao Ming, the first Chinese player in the NBA, leading a Tai-chi practice on a basketball court wearing his Rockets jersey (Wang 2004)? What do these images and practices reveal about the diverse cultures of masculinity that exist within the United States and around the world? Often when scholars study gender, they focus on women. In contrast, within this course we will spotlight the lives of men who have long escaped critical examination as members of an unmarked category that has stood for humanity in general. In exploring the diversity of men’s lives across the globe, this course will highlight the social construction of masculinity; that is, rather than understanding being “male” or a “man” as biological facts, we will view them as sociocultural constructs that vary not only according to time but also setting. We will see how masculinity intersects with race, class, age, language, sexuality, religion, and nationality to create various models of hegemonic and subordinate masculinities that co-exist and compete with one another. We will explore how, even as masculinity operates to empower men as a group, they inhabit positions of power and wealth and simultaneously regulate the behavior of all men. Therefore, we will also discuss how drag queens, butch lesbians, and transgender people create their own complex genders (Taylor 2004) that have the power to disrupt the gender binary that, in turn, supports not only a white normative queer community and heteronormative family system but also hetero-masculinist states as part of a global capitalist system of homosocial bonding and rivalry. Potential readings include Dude, You’re a Fag: Masculinity and Sexuality in High School (2011) by C.J. Pascoe, Not Gay: Sex Between Straight White Men (2015) by Jane Ward, Sexual Discretion: Black Masculinity and the Politics of Passing (2014) by Jeffrey McCune, “The Track of My Tears: Trans* Affects, Resonance, and PitBulls and Parolees” (2015) by Harlan Weaver, Manly States: Masculinities, International Relations, and Gender Politics (2012) by Charlotte Hooper, and Chih-ming Wang’s “Capitalizing the big man: Yao Ming, Asian America, and the China Global” (2004). For conference work, students will have a chance to expand upon their personal interests and learn the fundamentals of ethnographic research by conducting mini-ethnography on a selected topic of their choice. Samples of past student work may be found on the instructor’s faculty home page.

Faculty
Related Disciplines

Queer New Media

Sophomore and above , Seminar—Spring

Until recently, “queer media” called to mind bar rags or community newsletters. With the proliferation of computer-mediated communication—including cell phones, fax machines, satellite television, and the Internet—queer communities around the world have seen the proliferation of multimedia conglomerates very much modeled on their mainstream counterparts (Gamson 2003). Not only that, as location-aware dating applications such as Tinder and Grindr provide novel opportunities for queers to socialize outside of gay spaces, Web 2.0 has resulted in the increased centrality of user-generated content, including DIY porn that is pro-sex, collaborative, and explicitly queer (McGlotten 2012). Finally, social networking and entertainment sites such as YouTube, Twitter, and Facebook offer possibilities, in previously unimaginable ways, for grassroots organizing and political struggle for social justice. Yet, even as the connectivity of the Internet has reinvigorated hopes for radical queer politics, democracy, and global community, it has also fed into fears about damage to face-to-face interactions and community. For instance, “No Fats, No Fems, No Asians” is now a ubiquitous phrase on gay hook-up apps where white, muscular, masculinity is most prized. At the same time, Big Data gathered from our Google searches and Facebook likes is threatening to become a regular part of diffuse and opaque campaigns of social engineering that involve guessing, among other things, one’s sexual orientation for marketing purposes. Clearly then, a more precise understanding of both the real and novel effects of queer new media is needed. Eschewing the largely speculative writing on sexuality and new media, this course will investigate how social media affect how queer users interact in online spaces as particular raced, classed, and gendered beings and how these interactions shape their understandings of themselves and the world. It will also explore how these communication technologies are situated in larger structures of political economy and how they have the potential to remediate mass mobilization and political action. Potential readings include Corinne Lysandra Mason’s “Tinder and humanitarian hook-ups: the erotics of social media racism” (2016), Catherine Connell’s “Fashionable Resistance: Queer ‘Fa(t)shion’ Blogging as Counterdiscourse” (2013), Dominique Pierre Batiste’s “‘0 Feet Away: The Queer Cartography of French Gay Men’s Geo-social Media Use” (2013), Shaka McGlotten’s Virtual Intimacies: Media, Affect, and Queer Sociality (2013), and Lindsey O’Connor’s “‘Weird’ Sex: Identity, Censorship, and China’s Women Sex Bloggers” (2014). For conference work, students will have a chance to expand upon their personal interests and learn the basics of ethnographic research by conducting mini-ethnography on a selected topic of their choice. Samples of past student work may be found on the instructor’s faculty home page.

Faculty
Related Disciplines

Cross-Cultural Listening

Open , Lecture—Fall

This course may be counted for either humanities or social science distribution credit. It may also be taken as a semester-long component. No prior experience in music is necessary.

This course will explore the relationship of listening, music, and sound across different cultural and historical contexts. Recent scholarship on listening and sound has revealed how listening plays a crucial role in the formulation of theories about music, and we will study how various ideas about listening inform contemporary understandings of music and sound. Drawing from cultural theory, research from the field of sound studies, and ethnographic case studies from ethnomusicology and anthropology, we will understand key concepts of listening with specific musical and sonic examples. Course units may include technologies of listening, listening as an impetus for empathy and to stimulate political action, strategies for listening to cultural and musical difference, and music and sound as tools for torture and for healing. Individual class sessions may include sound technologies such as the phonograph and the MP3; soundscapes; music therapy; and the listening contexts of individual genres such as Iranian pop, Buddhist chant, Balinese Gamelan, muzak, and EDM. Participation in the Gamelan Angklung Chandra Buana (Balinese music ensemble) is strongly encouraged.

Faculty
Related Disciplines

Ecomusicology: Music, Activism, and Climate Change

Open , Seminar—Spring

This course may be counted as either humanities or social science credit. It may also be taken as a semester-long component. No prior experience in music is necessary.

This course looks at the intersections of music, culture, and nature. We will explore music in nature, music about nature, and the nature of music in the human experience. We will study how artists and musicians are using music and sound to address climate change by surveying important trends in the young field of ecomusicology, such as soundscape studies, environmental musical criticism, acoustic ecology, and animal musicalities. Themes will range from music vs. sound and the cultural construction of nature to aurality and the efficacy of sonic activism. Class sessions may include Appalachian coal mining songs, indigenous music from the Arctic, art music composition, soundscapes, field recordings, birdsong, soundwalks, and musical responses to environmental crises such as Hurricane Katrina and the nuclear accident in Fukushima, Japan. Participation in the Faso Foli (West African percussion) ensemble is strongly encouraged.

Faculty
Related Disciplines

First-Year Studies: From Homer to Plato

Open , FYS—Year

The habit of asking questions, which constitutes Western thought, has its primary origin in Greece. In this class, we will read Greek epics, tragedies, histories, comedies, and works of philosophy in order to think about how our thinking got started.

Faculty
Related Disciplines

Challenges to Development: Child and Adolescent Psychopathology

Intermediate , Seminar—Spring

For graduate students and for juniors and seniors by permission of the instructor.

This course addresses the multiple factors that play a role in shaping a child’s development, particularly as those factors may result in what we think of as psychopathology. Starting with a consideration of what the terms “normality” and “pathology” may refer to in our culture, we will read about and discuss a variety of situations that illustrate different interactions of inborn, environmental, and experiential influences on developing lives. For example, we will read theory and case material addressing congenital conditions such as deafness and life events such as acute trauma and abuse, as well as the range of less clear-cut circumstances and complex interactions of variables that have an impact on growth and adaptation in childhood and adolescence. In discussing readings drawn from clinical and developmental psychology, memoir, and research studies, we will examine a number of the current conversations and controversies about assessment, diagnostic/labeling, early intervention, use of psychoactive medications, and treatment modalities. Students will be required to engage in fieldwork at the Early Childhood Center or elsewhere and may choose whether to focus conference projects on aspects of that experience.

Faculty
Related Disciplines

Constructing Citizenship, Dismantling Hierarchies: The Immigrant and Racial Struggle for Political Equality

Sophomore and above , Seminar—Year

In the past few years, we have witnessed the undocumented, African Americans, and Latinos taking to the streets in protest, engaging in acts of civil disobedience, calling and writing letters to policymakers, and participating in a variety of other political activities. Meanwhile, organizations—newly created and long standing, political and nonpolitical—are joining in by organizing political actions and lobbying on behalf of marginalized groups. Still, the impetus for these demonstrations, the mixed and sometimes nativist public reactions toward marchers, and the continued passage and implementation of punitive enforcement policies are also a reminder of the political marginalization of immigrant and racial and ethnic groups in the United States. This course examines this heightened activism by situating it within historical political and social contests over citizenship in the United States. The first part of the course will draw from immigrant adaptation, minority political incorporation, and social movements to examine the political incorporation of immigrant and racial groups in the United States. The second part of the course will provide a historical overview of citizenship and its legal and social constructions at key moments throughout US history. Specifically, we will examine moments in which citizenship was being constructed, challenged, and resettled. Citizenship is a multifaceted concept that is not fixed; rather, it is constantly being negotiated, contested, and reformulated. Students will not only be engaging in theoretical and empirical debates about citizenship but also will be asked to consider their own role in its contestation.

Faculty
Related Disciplines

The Art of Protest

Open , Seminar—Year

Contentious, collective action is everywhere. Especially now, it is easy to recall the images of undocumented youth activists staring down Immigration and Customs enforcement officials or the face-off between protestors and police in Ferguson over the shooting of Michael Brown and the “Hands Up, Don’t Shoot” meme launched in solidarity. Protest is (and has been) a major form of claims-making for groups that find their voices shut out of traditional institutional spaces. People take to the streets to challenge policies and systemic violence; they collectively resist in their workplaces; and they confront and assert their place in distinct organizational spheres of society. Through their activism, they create alternative social and political spaces in their efforts to effect change by reforming or dismantling dominant societal institutions. In this course, we will bridge the academic literature on social movements and protest with case studies of different movements in the United States and transnationally. We will imagine and reimagine what a just society looks like and how protest can help to create that society—but also where it fails. Students will consider questions such as: Why do people protest? What gains can be made via protest? How is protest policed, co-opted, or contained as politics-as-usual? And, finally, is there a liberatory potential to fundamentally reshape society via protest?

Faculty
Related Disciplines

First-Year Studies: The Hebrew Bible

Open , FYS—Year

The Hebrew Bible stands at the foundation of Western culture. Its stories permeate our literature, our art...indeed, our sense of identity. The Hebrew Bible's ideas inform our laws, have given birth to our revolutions and social movements, and have thereby made most of our social institutions possible (as well as the movements to remove them). What is this book? How was it written? Who wrote it? Who preserved it for us? Why has all or part of this body of literature been considered holy to the practitioners of Judaism and Christianity? Four thousand years ago, various groups from small tribe-wandering nomads would get together and tell stories. These stories were not preserved on stone tombs but in the hearts and memories of the people to whom they belonged. We will read the collection of traditions in a book called Genesis and compare these stories with other texts (written in mud and stone) such as The Epic of Gilgamesh and The Babylonian Creation Epic, which were contemporary with biblical traditions. We will read the biblical epic of liberation, Exodus; the historical books that weave theology into a history of a nation; and the oracles of the great Hebrew prophets of Israel, those reformers, judges, priests, mystics, and poets to whom modern culture owes its grasp of justice. We will trace the social, intellectual, and political history of the people formed by these traditions from the Late Bronze until the Roman age.

Faculty
Related Disciplines

Borders and Transnational Mobilities

Open , Seminar—Year

In a global context where immigration has become one of the biggest flashpoints in political discourse, our understanding of how human and nonhuman mobility takes place needs constant re-examination and refinement. In addition to major humanitarian issues leading to global refugee crises, we are also looking at an ever-growing number of people who move across and within national borders in search of work, opportunities, education, and a chance to fulfil their aspirations for a better life. People also move because of conflict, dispossession, coercion, and environmental issues. Classical scholarship on migration has focused predominantly on the two largely distinct phenomena of “immigration” and “emigration,” while more recent developments in transnational studies and the "mobility" turn have led to a stronger emphasis on cross-border movements and flows of people, goods, capital, ideas, and vectors. Here, we will focus on building our knowledge about global and transnational mobility from an issue-based interdisciplinary perspective, drawing from the fields of sociology, anthropology, economics, history, and global studies. These issues include refugee crises, human trafficking, economic exploitation, modern-day slavery and indentured servitude, the global care-chain, and the emergence of new groups of precarious people around the world. To help with our exploration of these issues, we will be looking at how different regimes of mobility have developed under the auspices of globalization in the past three decades from a national, regional, international, and transnational perspective. What are some of the reasons influencing the movement of people away from their homes and countries of origin? How does the movement of people from privileged and wealthier backgrounds differ from that of people from poorer, marginalized communities (particularly in the Global South)? What are some of the institutional frameworks and regimes that govern, regulate, and produce new classes of “migrants” in today's world? The course will follow a modular structure that focuses on various themes within mobility studies. In each module, we will be using classical and contemporary readings that address the themes and issues at hand, in addition to nontraditional sources such as videos, blogs, online forums, and websites. The second half of the course will be focused on helping students design and propose projects based around some of the issues covered and through an engagement with different forms of data and methods: surveys, ethnographies, demographics, historical, and digital. This course will likely appeal to students interested in learning, researching, and working with different migrant communities around the world.

Faculty
Related Disciplines

Cities of the Global South

Open , Seminar—Fall

Saskia Sassen conceptualizes the “global city” as a model defined by the concentration of the economic activities of globalization, from infrastructure to services, as well as new forms of corporate governance and labor structures. The restructuring of global neoliberal economics has been a major factor in the unbalanced development experiences of various cities and urban centers in the Global South. While many enjoy vast material benefits from rapid economic expansion in cities like Singapore and Mumbai, others also experience an increase in precarious conditions and unprecedented levels of inequality, as witnessed in cities like Jakarta, Johannesburg, and São Paulo. In this course, we will be looking at the implications and consequences of uneven development in urban societies of the Global South. We will be particularly focused on issues such as urban informality, poverty, violence, inequalities, segregation, and surveillance as they pertain to cities outside the Global North countries. In addition, the course will also be focused on changing notions and meanings behind “urban” in the context of increasingly cosmopolitan societies and globalization by looking at how migration and mobility have had an impact on the social, political, and economic dynamics of urban living. Some of the case studies that we examine include gated communities in Johannesburg, informality in Mumbai and Jakarta, and precariousness in Kuala Lumpur and Hong Kong. Finally, we look at how urban transformations and realities in cities of the Global South give rise the new forms of social movements and political agency among dispossessed and marginalized communities that strive to make demands and claims at both micro and macro levels—from the collective mobilization of migrant women in Hong Kong in order to secure humane working conditions to the major public protests and revolutionary movements in cities such as Cairo. We will be reading and engaging with the works of scholars such as Sassen, David Harvey, Asef Bayat, Stephen Graham, Mike Davis, Teresa Caldeira, and Ananya Roy, among others. Students will be given the opportunity to design case studies of different cities in the non-Western world, focusing on key issues that we read and discuss in the course.

Faculty
Related Disciplines

Temporariness and Displacement: Refugees, Migrants, and Aliens

Intermediate , Seminar—Spring

What does it mean to be a “temporary” person? The multiple discourses surrounding “migrants,” “refugees,” “illegals,” and other non-native-born people often paint problematic, exaggerated, and frustratingly misunderstood portraits about entire communities and populations. Politicians and movements (often of the far-right disposition) continue to reinforce views of the foreigner as a national threat, one that will rip apart the fabric of society if left to their own devices. Yet, more than ever, we live in a world where almost 245 million people are living in a country other than where they were born, and that includes millions of refugees and displaced populations who struggle under incredibly vulnerable and precarious conditions. Some 740 million people migrate internally, primarily from rural to urban centers, bringing the total number of migrants to more than one billion people. Here, we focus on communities and groups of migrants who are often targeted as national “problems”: refugees, undocumented persons, and so-called “economic” migrants. We start by looking at how different groups of migrants become categorized through institutionalized regimes as “temporary” populations—guest workers, asylum seekers, seasonal workers, and foreign workers—and examine what implications this temporariness imposes upon migrants themselves, both at the everyday level and in terms of the larger political climate. We will explore the realities of today's migrant experience with a special focus on temporariness, globalized fragmentation of social reproduction, and regimes of managed migration around the world. Throughout the course, we will be reading the works of Faranak Miraftab, Aihwa Ong, Nicole Constable, Guy Standing, Joseph Carens, David Bacon, and others as resources to bolster our discussions and reflections on the key questions of citizenship, rights, and temporariness. The course will require students to seek out and engage with local community organizations that work with different migrant communities and to develop reflective projects (blogs, forums, wikis, or journals) focusing on these key questions.

Faculty
Related Disciplines