Economics

At Sarah Lawrence College, economics is not taught as a set of techniques for working in a static field but, rather, as an evolving discipline. In the liberal-arts tradition, Sarah Lawrence students approach the study of economics by addressing issues in historical, political, and cultural context. Students analyze and evaluate multiple schools of thought as they relate to actual situations—exploring, from an economic perspective, topics such as globalization, growth and social policy, inequality, capitalism, and the environment. Students who have focused on economics have gone on to become union organizers, join the Peace Corps, intern with United Nations agencies, enter law school, and enter graduate programs in public policy and international development.

Economics 2022-2023 Courses

Introduction to Economic Theory and Policy

Open, Small Lecture—Year | 10 credits

Economics has a profound impact on all of our lives, from where we live and go to school to what we do for a living, what we eat, and how we entertain ourselves. Economics is also crucially intertwined with the social and political issues that we care about, from global climate change to poverty and discrimination. We begin this course with a brief history of the US economy, including the economic impact of slavery, unpaid household labor, and immigration. We then introduce a variety of approaches to economic analysis, including neoclassical, Keynesian, behavioralist, Marxian, and feminist. Finally, we’ll apply these contrasting theoretical perspectives to current economic issues and controversies. Requirements will include frequent, short writing assignments and participation in a small-group project.

Faculty

Econometric Analysis: Structural Explorations in the Social Sciences

Open, Lecture—Year | 10 credits

This course is designed for all students interested in the social sciences who wish to understand the methodology and techniques involved in the estimation of structural relationships between variables. The course is intended for students who wish to be able to carry out empirical work in their particular field, both at Sarah Lawrence College and beyond, and critically engage empirical work done by academic or professional social scientists. The practical, hands-on approach taken in this course will be useful to those students who wish to do future conference projects in the social (or natural) sciences with significant empirical content. The course will also be invaluable for students who are seeking internships, planning to enter the job market, or desiring to pursue graduate education in the social sciences and public policy. After taking this course, students will be able to analyze questions such as the following: What is the relationship between slavery and the development of capitalist industrialization in the United States? What effects do race, gender, and educational attainment have in the determination of wages? How does the female literacy rate affect the child mortality rate? How can one model the effect of economic growth on carbon-dioxide emissions? What is the relationship among sociopolitical instability, inequality, and economic growth? How do geographic location and state spending affect average public-school teacher salaries? How do socioeconomic factors determine the crime rate in the United States? During the course of the year, we will study all of these questions. In the first semester, we will cover the theoretical and applied statistical principles that underlie Ordinary Least Squares (OLS) regression techniques. We will begin with the assumptions needed to obtain the Best Linear Unbiased Estimates of a regression equation, also known as the “BLUE” conditions. Particular emphasis will be placed on the assumptions regarding the distribution of a model’s error term and other BLUE conditions. We will also cover hypothesis testing, sample selection, and the critical role of the t- and F-statistic in determining the statistical significance of an econometric model and its associated slope or “β” parameters. Further, we will address the three main problems associated with the violation of a particular BLUE assumption: multicollinearity, serial correlation, and heteroscedasticity. We will learn how to identify, address, and remedy each of these problems. In addition, we will take a similar approach to understanding and correcting model specification errors. The spring semester class will build on the fall class by introducing students to advanced topics in econometrics. We will study difference-in-difference estimators, autoregressive dependent lag (ARDL) models, co-integration, and error correction models involving nonstationary time series. We will investigate simultaneous equations systems, vector error correction (VEC), and vector autoregressive (VAR) models. The final part of the seminar will involve the study of panel data, as well as logit/probit models. As with the fall class, the spring class will also be very “hands-on,” in that students will get ample exposure to concrete issues while also being encouraged to consider basic methodological questions (e.g., the debates between John Maynard Keynes and Jan Tinbergen) regarding the power and limitations of econometric analysis. The spring semester is particularly relevant to students who wish to pursue graduate studies in a social-science discipline, although it will be equally relevant for those seeking other types of graduate degrees that involve knowledge of intermediate-level quantitative analysis.

Faculty

Political Economy of Women

Open, Seminar—Year | 10 credits

What factors determine the status of women in different societies and communities? What role is played by women’s labor, both inside and outside the home? By cultural norms regarding sexuality and reproduction? By religious traditions? After a brief theoretical grounding, this course will address these questions by examining the economic, political, social, and cultural histories of women in the various racial/ethnic and class groupings that make up the United States. Topics to be explored include: the role of women in the Iroquois Confederation before white colonization and the factors that gave Iroquois women significant political and social power in their communities; the status of white colonist women in Puritan Massachusetts and the economic, religious, and other factors that led to the Salem witchcraft trials of 1692; the position of African American women under slavery, including the gendered and racialized divisions of labor and reproduction; the growth of competitive capitalism in the North and the development of the “cult of true womanhood” in the rising middle class; the economic and political changes that accompanied the Civil War and Reconstruction and the complex relationships between African American and white women in the abolitionist and women’s rights movements; the creation of a landless agricultural labor force and the attempts to assimilate Chicana women into the dominant culture via “Americanization” programs; the conditions that encouraged Asian women’s immigration and their economic and social positions once here; the American labor movement and the complicated role that organized labor has played in the lives of women of various racial/ethnic groups and classes; the impact of US colonial policies on Puerto Rican migration and Puerto Rican women’s economic and political status on both the Island and the mainland; the economic/political convulsions of the 20th century, from the trusts of the early 1900s to World War II, and their impact on women’s paid and unpaid labor; the impact of changes in gendered economic roles on LGBT communities; the economic and political upheavals of the 1960s that led to the so-called “second wave” of the women’s movement; and the current position of women in the US economy and polity and the possibilities for more inclusive public policies concerning gender and family issues. In addition to class participation and the conference project, requirements include regular short essays on the readings and approximately a half-dozen longer essays that synthesize class materials with the written texts.

Faculty

History of Political Economy and Economic History

Open, Seminar—Year | 10 credits

In this yearlong seminar, the fall semester will be devoted to the study of the theoretical debates on the history of economic and legal thought. It will be shown that the study of economics is incomplete without an understanding of the relationship of the economy to law and politics. These theoretical debates will be linked to transformations in capitalism in a number of different geographic contexts, especially the United States, Europe, and Africa. The dominant approach in contemporary economics is the neoclassical school. This course will introduce students to the origins, foundational tools and questions, and analytical constructs at the heart of both neoclassical and other schools of thought in economics. In the fall, the first part of the course will deal with what is called classical political economy (primarily Adam Smith, David Ricardo, and Karl Marx). Next, given that property, contracts, and torts are at the core of markets, the course will integrate the path-breaking insights from the linked American Legal Realist and Original Institutional Economics traditions to understand the legal institutional foundations of markets. The final part of the course will deal with the perspectives of some of the major founders of the neoclassical school (Léon Walras, William Stanley Jevons, and John Bates Clark) and their debates with institutional economists during the interwar period. Finally, the contemporary New Institutional Economics framework, with its foundations in neoclassical economics, will be compared with the insights of the original institutional economists and legal realists. The spring semester will be devoted to the study of two major topics: business history (including the study of colonialism, race, and slavery) and monetary history. The goal of the spring semester is to enable students to reflect on the applicability (or otherwise) of the theoretical perspectives discussed in the fall.

Faculty

Intermediate Microeconomics: Conflicts, Coordination, and Institutions

Intermediate, Seminar—Fall | 5 credits

Economics was born in the 18th century, around the same time that capitalism emerged in Europe. Since then, economists have sought to understand the ways in which people allocate, produce, exchange, and distribute things in capitalist societies and how such activities impact people’s welfare. For the most part of the 20th century, microeconomics centered on the “efficiency” of the free market. Since the late 20th century, contending and critical paradigms have successfully challenged the narrow definition of “efficiency” and broadened the scope of analysis from the free market to a variety of institutions. In this course, we will examine the fundamental questions, such as: What are the incentives of individual decision making under different circumstances? How do individuals make decisions? What are the social consequences of individual decision making? We will not only learn about traditional issues such as how individual consumers and firms make decisions and the welfare properties of the market but also examine how individuals interact with each other, the power relationship between individuals, the power relationship on the labor market and the credit market and inside the firms, the situations where individuals care about other than their self-interests, the successful and unsuccessful coordination of individuals, and the institutional solutions for improving social welfare.

Faculty

Economics of Environmental Justice (Intensive Semester in Yonkers)

Sophomore and Above, Seminar—Spring | 5 credits

Environmental injustice is both an outcome and a process. As an outcome, environmental injustice is the unequal distribution of environmental burdens (or benefits) in a society. As a process, environmental injustice is the history and institutions that project political, economic, and social inequalities into the environmental sphere. In this course, we will focus on our immediate community: Yonkers, NY. We will first measure the disproportionate environmental burdens in the city’s low-income and minority neighborhoods. Then, we will utilize economics to examine the causal mechanisms of environmental injustice. We will focus on the evolution of the housing market, the changing demographics of Yonkers, the location choice of major pollution sources, and zoning policies. We will draw knowledge from multiple fields—economics, politics, sociology, geography, etc. We will examine the issue using multiple methodologies and assess different policy options for improving environmental and climate justice in Yonkers. There will be service-learning opportunities at local community organizations.

Faculty

Intermediate Macroeconomics: Theory and Policies

Intermediate, Seminar—Spring | 5 credits

Keynes not only revolutionized economic theory in 1937 but also led generations of economists to believe that the government should play an active role in managing a country’s aggregate demand. Yet, since the 1980s, the theoretical and policy world of mainstream economics took a great U-turn and, once again, embraced the fundamental role of the free market. In macroeconomics, this is reflected by the pursuit of goals such as fiscal austerity, a balanced budget, financial deregulation, and liberalization of international finance. In this course, we will examine the fundamental debates in macroeconomic theory and policymaking. The standard analytical framework of aggregate demand, aggregate supply, labor market, inflation, exchange rate, and economic growth will be used as our entry point of analysis. On top of that, we will examine multiple theoretical and empirical perspectives on money, credit and financial markets, consumption, investment, governmental spending, unemployment, international finance, growth and distribution, economic crisis, technological change, and long waves of capitalist societies. More recent progressive theories and policies will be discussed, such as universal basic income and job guarantee, modern monetary theory, etc.

Faculty

Critical Cartography and GIS

Open, Seminar—Fall

At first glance, the map is a pretty straightforward document. Its sole purpose (allegedly) is to orient us in our world. Orientation, however, is a big task; and when we trace the evolution of the map from the Tabula Rogeriana of the 12th century to the medieval mappa mundi and through the 3D landscapes rendered by the US military, we not only see the evolving ways in which we orient ourselves but also our evolving judgment of the worlds that we inhabit. Maps are historical documents unto themselves. For geographers, the map communicates the history of our discipline from tools of empire to Marxist counter-topography. Maps have never been value-free or objective. This course follows the evolution of the map, geographic thought, and Geographic Information Systems (GIS) through the following disciplinary moments: critical geography and GIS, feminist geography and GIS, queering the map, indigenous mapping, mapping environmental (in)justice, and urban geography, among others. At the same time, students will learn the basics of the mapping software ArcGIS. Our seminars inform the critical geographic work that we will do in these lab sessions, and the sessions give us the opportunity to practically understand the social and political tensions of mapping. Students will not only source, manage, and analyze data to create maps of their choosing for their conference project but also ground their research, as a whole, in one of the subdisciplines covered in class. Students will also be encouraged to continue their research by adding a GIS/spatial component to their conference work in the second semester.

Faculty

Space, Place, and Uneven Development: Building the Countermap of New York City

Intermediate, Seminar—Spring

The 1981 collection, This Bridge Called My Back (edited by Cherrie Moraga and Gloria Anzaldua), is a landmark text in women’s political and organizing literature. Forty years later, the text understandably no longer sits comfortably alongside our more contemporary critiques of gender and class. Despite its limits, and what no longer ages well, Audre Lorde’s essay, The Master’s Tools Will Never Dismantle the Master’s House, still resonates. We find the adage in our texts to one another, in our organizing materials, and in our own writing. For geographers, generally, and mappers, specifically, we encounter Lorde’s provocation every time we decide to map. The history of cartography is inexplicably linked to the history of imperialism and colonialism. Maps built the master’s house. And yet, despite this, countermaps of our experiences have also emerged to tell our stories of resistance. What do we make of this? Are they, too, tools that eventually undermine our efforts to carve out a different way of being and doing? Or are they truly radical bulwarks against racial capitalism? Whereas the Critical Cartography course in the fall focused on geography literature as it relates to GIS, this course discusses the politics of placemaking and, therefore, necessarily combines feminist, urban, and economic geography literatures. Here, we will situate what we already technically and critically know about spatial practices into the much broader context of placemaking in the unequal city. Our focus is New York, but our lens is varied. Student conference projects will focus on identifying particular vectors of inequality in New York, illustrating the spatial aspects of social, environmental, economic, or any other issue of the student’s choosing. This course will also be an opportunity for students to explore alternative, qualitative mapping practices.

Faculty

Pirates, Tyrants, and Radicals: A History of Capitalism and Socialism

Sophomore and Above, Seminar—Year

When the first self-declared socialists began to articulate their critique of a society that was rapidly industrializing and urbanizing, “capitalism” did not yet exist. Karl Marx, the leading theorist of political economy and history, would speak of “capital” and “capitalists,” but it was not until the end of the 19th century that the word “capitalism” entered the English language. As the twin concepts of socialism and capitalism evolved and their proponents sought to redefine their vision and the nature of their nemeses, those proponents launched political and economic projects that staked a claim to modernity and even the salvation of humankind. Whereas bankers, pirates, and entrepreneurs dominate historical imaginaries of capitalism, soviets, tyrants, bureaucrats, and revolutionaries dominate the history of socialism. The world of markets, exchange, and profit seems to be the purview of the history of capitalism, whereas top-down planning and egalitarian utopias fill the image of a socialist world. Although capitalism and socialism do not define the totality of economic life, they do represent two crucial inroads to understand how individuals and societies produce, consume, distribute, and also waste resources. This course will study money, markets, and exchange from a historical perspective by following their trajectories both before capitalism and socialism and within capitalist and socialist contexts in different times and places. The course aims to take students deeply into the vagaries of economic life and to historically situate economic concepts. Were societies in previous eras marked by significantly different relationships toward markets, power, and financial instruments? How can such capacious visions such as capitalism and socialism, with such variegated political iterations, be defined and understood? Who were the important actors and institutions that created these movements? What are the origins of “capitalism”? Is there a path to socialism; and, if so, what is it? This course seeks to address these questions through study of the movements, the people who created them, and the institutions that resulted from them. At the same time, it seeks what makes socialism socialist or capitalism capitalist and the extent to which these terms of analysis help or hinder our understanding of the economic and political behavior of individuals, communities, and institutions. The course is divided into two parts: The fall semester of this yearlong course will be devoted to studying historic economic concepts like money, markets, exchange, growth, and development; we will also explore the debates in the origins of capitalism and its relationship to slavery, imperialism, development, war, and welfare. The spring semester will explore the intellectual origins of socialism, as well as the different versions of “real socialism” around the world.

Faculty

Globalization Past and Present: Local and Global Communities in Yonkers and Beyond

Open, Seminar—Fall

This course is an introduction to thinking globally and acting locally; it examines how different national, regional, and local communities see their place in the world and how events, processes, or structures that cross national and regional boundaries affect specific communities and individuals. The course examines the cultural, economic, and political origins of globalization and how globalization transforms over time. The course assumes globalization as both historical and contemporary and, thus, is divided into two parts. The first part of the course explores globalization in a long-term, historical perspective, including: ancient world precedents; 14th-century exchanges before European hegemony; the encounter and collision of Europe, Africa, and the Americas in the modern world; the Enlightenment and the Age of Revolutions; the Industrial Revolution; and the Great Divergence, among others. The second part of the course explores major transnational issues today in historical perspective, including: climate change and environmentalism; social justice and human rights; movement of diseases and global health; world trade and financial inequality; migration and labor movements; and world religions and multiculturalism, among others. The course has a community work component; it asks students to interrogate the concepts, practices, processes, and events studied in class through and within their work within the Yonkers community. The course will help students situate the experience of migration, labor, finance, health, education, religion, and culture of Yonkers communities and individuals within wider and longer patterns of flows, structures, and networks between the Americas and the world.

Faculty

Globalization Past and Present: Global and Local Communities in Yonkers

Open, Large seminar—Spring

This course is an introduction to thinking globally and acting locally; it examines how different regional, national, and local communities see their place in the world and how events, processes, or structures that cross national and regional boundaries affect specific communities and individuals. The course encompasses all continents but gives special attention to Latin America and Latino flows, networks, and exchanges. The course assumes globalization as both historical and contemporary; thus, it is divided into two parts. The first part of the course explores globalization in a long-term historical perspective, including ancient world precedents; 14th-century exchanges before European hegemony; the encounter and collision of Europe, Africa, and the Americas in the modern world; the Enlightenment and the Age of Revolutions; the Industrial Revolution and the Great Divergence; among others. The second part of the course explores major transnational issues today, including climate change and environmentalism, social justice and human rights, movement of diseases and global health, world trade and financial inequality, migration and labor movements, and world religions and multiculturalism, among others. The course has a community work component: It asks students to interrogate the concepts, practices, processes, and events studied in class through and within their work with the Yonkers community. The course will help students situate the experience of migration, labor, finance, health, education, religion, and culture of Yonkers communities and individuals within wider and longer patterns of flows, structures, and networks between the Americas and the world.

Faculty

An Introduction to Statistical Methods and Analysis

Open, Lecture—Fall

Variance, correlation coefficient, regression analysis, statistical significance, and margin of error—you’ve heard these terms and other statistical phrases bantered about before, and you’ve seen them interspersed in news reports and research articles. But what do they mean? And why are they so important? Serving as an introduction to the concepts, techniques, and reasoning central to the understanding of data, this lecture course focuses on the fundamental methods of statistical analysis used to gain insight into diverse areas of human interest. The use, misuse, and abuse of statistics will be the central focus of the course; specific topics of exploration will be drawn from experimental design theory, sampling theory, data analysis, and statistical inference. Applications will be considered in current events, business, psychology, politics, medicine, and other areas of the natural and social sciences. Statistical (spreadsheet) software will be introduced and used extensively in this course, but no prior experience with the technology is assumed. Group conferences, conducted in workshop mode, will serve to reinforce student understanding of the course material. This lecture is recommended for anybody wishing to be a better-informed consumer of data and strongly recommended for those planning to pursue advanced undergraduate or graduate research in the natural sciences or social sciences.

Faculty

International Political Economy

Open, Seminar—Fall

It is often said that all politics is economics. The aim of this course is to show that all economics is politics. Though economists and policymakers often present their economic policy decisions and views as neutral—based solely on abstract mathematical models, guided by the laws of nature (or the “invisible hand” of the market)—they are, in fact, driven by transparent political ends and ideology. In this class, we will question the frequently proclaimed universality, neutrality, and inevitability of economic principles and policies through a close examination of neoliberal ideology and the ways in which it limits political discourse, reforms, and development. We will look at the origins of capitalism. We will examine the economic and political origins and consequences of shock therapy in Latin America and Eastern Europe, structural adjustment policies in countries suffering from economic crisis, and austerity measures imposed by the Troika on Greece and other states in the European Union. We’ll also look at socioeconomic explanations for the recent rise of populist parties and politicians. Some of the questions that we will explore include: What is the role of international economic institutions in domestic and international affairs? How do the interactions between international and domestic institutions and actors determine the production and distribution of scarce resources? And what is the relationship between capitalism and democracy, conditional lending and democratization, and international institutions and national sovereignty?

Faculty

The Age of Global Uprisings

Open, Seminar—Spring

The first two decades of the 21st century have been decades of uprisings. Looking at images of protesters filling the streets of Paris, France, or Santiago, Chile, it’s hard to believe that, in 1989, Francis Fukuyama famously proclaimed the end of history—delivered by the final victory of liberalism over competing ideologies. He concluded: “The end of history will be a very sad time. The struggle for recognition, the willingness to risk one’s life for a purely abstract goal, the worldwide ideological struggle that called forth daring, courage, imagination, and idealism will be replaced by economic calculation, the endless solving of technical problems, environmental concerns, and the satisfaction of sophisticated consumer demands. In the posthistorical period, there will be neither art nor philosophy, just the perpetual caretaking of the museum of human history.” The 1990s, indeed, seemed to confirm Fukuyama’s predictions. Liberal ideology—with its promarket, technocratic, and antidemocratic policies—left no space for politics or resistance. Margaret Thatcher’s infamous argument that “There is no alternative” became a posthistorical axiom rather than an ideological position. But in Belgrade on October 5, 2000, a state radio/television station was charged by a heavy-equipment machine, beginning a series of Colour Revolutions in Eastern Europe; and just like that, the posthistorical period of boredom was over. In this class, we will look at a series of uprisings that have taken the early 21st century by storm. We will start with the Colour Revolutions, move on to the Arab Spring and the Occupy movement, and end with more recent uprisings—including the Yellow Vests in France, independence movements in Catalonia and Hong Kong, and antiausterity protests in Latin America, Europe, and the Middle East. Some of those movements organized in opposition to corrupt and undemocratic governments or fake elections; others, in response to democratic governments’ lack of consideration for the livelihood of the working people and dominance of capital over human beings and environment. Not all of those movements were ultimately emancipatory projects, however, and their demands and tactics have been radically different. This class will look at the differences and similarities between the movements and ask: What can we learn from those uprisings, and what is next?

Faculty

Sociology of the Built Environment

Open, Lecture—Fall

This course begins with a question: What is nature? Over the course of one semester, we will answer this question—drawing on insight from science and technology studies and the tools of ethnographic methods. Lectures will explore key concepts in the sociology of nature—including Karl Marx’s reproduction, Michael Bell’s natural conscience, and William Cronon’s second nature—in addition to substantive topics like the human ability to act on nature, the politics of land ownership, the relationship between humans and animals, and the conception of humans and cities as natural spaces. Group conferences will be devoted to training in ethnographic methods and peer review of ongoing ethnographic work. For their final conference work, students will craft an ethnographic portfolio of weekly ethnographic fieldnotes, memos reflecting on connections to course concepts, and a final analysis that summarizes key findings.

Faculty

Global Refugees: Temporariness and Displacement

Sophomore and Above, Seminar—Fall

What does it mean to be a “temporary” person? The multiple discourses surrounding “migrants,” “refugees,” “illegals,” and other “foreign” 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 its 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. Even during a global pandemic, displacement around the world has continued to lead to large numbers of people stuck in “temporary” status and conditions, while the dual threat of climate displacement and geopolitical conflict promises even more expulsions and displacement. 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. We will explore different forms through which the experiences of being temporary, precarious, and displaced are depicted and represented, including the mediums of photography, film, fiction, and video games. Lastly, we will look at how societies around the world are attempting to prepare for a changing demographic reality of hyperdiversity and a more permanent state of precariousness and vulnerability. The course will require students to seek out and develop reflective projects (blogs, forums, wikis, or journals) focusing on these key questions. As part of conference projects, students will be encouraged to imagine different, nonconventional ways of writing and expressing themes of vulnerability, precarity, temporariness, and being out-of-place in today’s world.

Faculty

Travel and Tourism: Economies of Pleasure, Profit, and Power

Sophomore and Above, Seminar—Fall

This course takes a long view of travel, seeing it as a “contact zone”—a contradictory site of learning and exchange, as well as exploitation. Among the questions the course will address are the following: What are the reasons for travel historically and in the modern world? What factors draw individuals to travel singly and as members of collectivities? What sites draw the traveler and/or the tourist? What is the relationship between the visited site and the sight of the visitor? How is meaning produced in/through/of particular sites? How do these meanings differ, depending on the positionality of the traveler? What makes particular sites inviting? What is the relationship between the visitor and the local inhabitant? Can one be a traveler in one’s own home (site)? What is the relationship between travel and tourism, pleasure and power in/through travel? How are race, gender, and class articulated in/through travel? We will examine these questions through a multiplicity of sources—including but not limited to diaries, journals, and memoirs by travelers, as well as films and scholarly writings on travel and tourism. Throughout, the relation between material and physical bodies will remain a central focus of the course. Conference possibilities include analyses of your own travel experiences, examination of travel writings pertaining to specific places, theoretical perspectives on travel and/or tourism, or the political economy of travel. Fieldwork locally is yet another possibility for conference work.

Faculty

Technology and Social Identity

Open, Seminar—Spring

In this course, we will explore the nature of agency—or the motivation behind and responsibility for action—and the role of technology in shaping personal social identity. We begin by discussing how to treat nonhumans as actors in their own right before exploring key concepts that include Donna Haraway’s cyborg and Bruno Latour’s hybrid agent—concepts that allow us to consider how humans utilize nonhumans in their environment (assistive technologies for people with disabilities, animals, clothing, etc.) to enact social identity and become inseparable from them. This lays a foundation for us to explore how social identities like race, gender, ability, and socioeconomic status are made and unmade in interactions with technology. We will consider how identities are shaped by institutions, embodied in individuals, and conceived as lifelong projects. In past conference projects, students have explored deaf identity and cochlear implants, responsible pet ownership and leashes, bicycles in urban space, and hacking culture on video-game servers.

Faculty