Environmental Studies

Environmental Studies at Sarah Lawrence College is an engagement with human relationships to the environment through a variety of disciplines. Sarah Lawrence’s environmental studies program, a critical component of a liberal-arts education, is an intersection of knowledge-making and questions about the environment that are based in the humanities, the arts, and the social and natural sciences. Sarah Lawrence students seeking to expand their knowledge of environmental studies are encouraged to explore the interconnections between disciplinary perspectives while developing areas of particular interest in greater depth. The Environmental Studies program seeks to develop students’ capacities for critical thought and analysis, applying theory to specific examples from Asia, Africa, and the Americas and making comparisons across geographic regions and historical moments.

Courses include environmental justice and politics, environmental history and economics, policy and development, property and the commons, environmental risk and the rhetoric of emerging threats, and cultural perspectives on nature, as well as courses in the natural sciences.

Environmental Studies offers an annual, thematically focused colloquium: Intersections: Boundary Work in Science and Environmental Studies. This series brings advocates, scholars, writers, and filmmakers to the College, encouraging conversations across the disciplines among students, faculty, and guest speakers, as well as access to new ideas and lively exchanges. Students may participate in internships during the academic year or in rural and urban settings across the country and throughout the world during the summer. Guest study at Reed College (Portland, Oregon), the Council on International Educational Exchange (Portland, Maine), the semester in environmental science at the Marine Biological Laboratory (Woods Hole, Massachusetts), or other programs are available to qualified Sarah Lawrence students. Vibrant connections across the faculty mean that students can craft distinctive competencies while building a broadly based knowledge of environmental issues, problems, policies, and possibilities.

2018-2019 Courses

Environmental Studies

Introduction to 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.

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Landscapes in Translation: Cartographies, Visions, and Interventions

Intermediate/Advanced , Seminar—Fall

Open to students with developed skills in critical thinking and analysis of texts. A background in humanities, social sciences, or arts is preferred.

This course investigates the multiple ways in which landscapes have been imagined, interpreted, physically shaped, and controlled in a variety of historical and contemporary sites. The first section, Cartographies, explores ideas of landscape in Euro-America, Southeast Asia, and colonial-era Africa. The literatures of critical geography and political ecology provide theory and cases illuminating connections between the position of the cartographer and presuppositions about the nature of the territory being mapped and managed. We examine how landscapes on a variety of scales, from “bioregions” to nations, are imagined, codified, and transformed through representational processes and material moves. The second section, Visions, investigates how landscapes are embodied in fine arts and literature, as well as in garden and urban design. Readings draw on examples of landscape design in colonial New England and Indonesia and on contemporary examples of landscape design in response to climate change. We also study reworkings of the urban landscape to integrate more productive, biologically diverse “fringes,” as well as rooftop farms and apiaries. The third section, Control: Emerging Security-Scapes, investigates the rise of militarized “security-scapes” or “surveillance-scapes,” dating from slavery in the United States to the Department of Homeland Security in the post-9/11 era. We analyze the visual surround and landscapes seen by remote drone “pilots” scanning Los Angeles and Somalia and surveillance of the occupied Palestinian landscapes. We draw upon websites, advertisements, and new scholarship in security studies, media studies, and social theory.

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Understanding Experience: Phenomenological Approaches in Anthropology

Open , Seminar—Spring

How does a chronic illness affect a person’s orientation to the everyday? What are the social and political forces that underpin life in a homeless shelter? What is the experiential world of a deaf person, a musician, a refugee, or a child at play? In an effort to answer these and like-minded questions, anthropologists in recent years have become increasingly interested in developing phenomenological accounts of particular “lifeworlds” in order to understand—and convey to others—the nuances and underpinnings of such worlds in terms that more orthodox social or symbolic analyses cannot achieve. In this context, phenomenology entails an analytic method that works to understand and describe in words phenomena as they appear to the consciousnesses of certain peoples. Phenomenology, put simply, is the study of experience. The phenomena most often in question for anthropologists include the workings of time, perception, emotions, selfhood, language, bodies, suffering, and morality as they take form in particular lives within the context of any number of social, linguistic, and political forces. In this course, we will explore phenomenological approaches in anthropology by reading and discussing some of the most significant efforts along these lines. Each student will also try her or his hand at developing a phenomenological account of a specific subjective or intersubjective lifeworld through a combination of interviewing, participant observation research, and ethnographic writing.

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Indigenous Mobilities

Open , Seminar—Spring

Indigeneity, by definition, calls into play complex relations to place. In this course, we will address contemporary indigenous experience, politics, and imaginaries in the Americas by exploring questions of place as well as of movement. How might our notions of indigenous peoples and cultures shift if we consider mobility as central to indigenous life? How are connections to ancestral territories and homelands implicated in, or altered by, the increasingly globalized world we inhabit? Looking at indigeneity on the move, we will invoke notions of borderlands and boundaries and explore forms of geographic, social, and virtual mobilities and their intersections with race, legal identity, and claims to space and place. We will look at the new forms of mobility evidenced by recent indigenous transnational migration, as well as the histories of chosen and forced movement, displacement, and dispossession that continually shape the Native American and indigenous experience.

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Spaces of Exclusion, Places of Belonging

Intermediate , Seminar—Fall

How do people construct meaningful places in a favela in Brazil or in the hill farms of Scotland? What should we make of “place-less” spaces or states such as those instantiated through technologies like social media or Hindu yogic and meditative practice? How should we understand notions of displacement, transborder identifications, or longings for homeland, as they play out for Sierra Leonean Muslims in Washington, DC, Ecuadorians in Italy, or indigenous Latin American migrants in California and Wyoming? This course explores issues of identity and difference, locality and community, in the context of transnational mobility and the globalized flow of people, ideas, values, and things. Engaging with recent scholarly work in the fields of anthropology, critical race studies, critical indigenous studies, sociology, geography, architecture, and literature, we will seek to decode sociospatial arrangements to better understand structures and processes of exclusion and marginalization. At the same time, we will observe how people’s navigations through space and their efforts at place-making create sites of collective identity, resistance, belonging, and recognition. Posed in a wide range of ethnographic contexts, our efforts to puzzle through these issues will require attention to the ways in which space and place are, for instance, embodied, gendered, racialized, and (il)legalized. We will likewise attend to the politics and ethics of postcolonial scholarship on space and place and to the meanings of an engaged anthropology that leans toward social justice.

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Architectures of the Future, 1780 to the Present

Open , Seminar—Year

Through PowerPoint presentations, readings, and discussion, the course gives a challenging, inclusive, and nuanced understanding of buildings and monuments; visionaries and builders; users and functions; and thoughts, practices, and theories of architecture from the Enlightenment to today—all claiming in one way or another to rethink the past, realize the present, and, most importantly, create the future. We will learn to read architecture and read with architects; to contextualize form and its urban, sociopolitical, and epistemological implications; and to see how architecture gives form to context, sense to experience, image to philosophy. Over 200 years, notions of ideal beauty, type, and function mutated to progress in form and function and contemporary iterations in theories of the unformed, the sustainable, the mysterious objective, the abject, and the playful. We will analyze major movements (neoclassical, arts and crafts, technological sublime, art nouveau, Bauhaus, postmodernism, deconstruction, new pragmatism, figural, digital, sustainable) and figures (William Morris, Frank Lloyd Wright, Le Corbusier, Mies van der Rohe, Peter Eisenman, Rem Koolhaas, Sam Mockbee, Zaha Hadid, Jean Gang). Readings will be drawn from history, philosophy, literature (realist, sci-fi, and visionary), Diderot, Edmund Burke, William Blake, William Morris, Buckminster Fuller, Heidegger, Foucault Benjamin, and others. Projects, papers, an architectural notebook dedicated to class notes, readings, drawings, musings, etc., and a conference project will be required in the history, theory, philosophy, and sociopolitical context, including women as users, patrons, and makers of art and architecture. Well-formulated design projects are a possibility. This course shares connections with visual arts, film, and a broad range of subjects in the humanities and social sciences.

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Environmental Metagenomics

Intermediate , Seminar—Spring

Students who wish to enroll in this course should have previous laboratory experience in biology and a willingness to learn some basic command-line programming.

How many different species of fungi can live in tiny plant seeds? You may be surprised to learn that that number is actually quite large. The amount of biodiversity in the microbial world is vast; but, until recently, peering into this “black box” has been extremely difficult. With the advent of high-throughput DNA sequencing methods, it is now far easier to characterize this cryptic diversity. In this course, students will participate in an ongoing research project on the hidden fungal diversity in plant seeds and determine if and how those fungal communities shift in response to landscape fragmentation. Students will learn current methods to characterize microbial communities, including both high-throughput DNA sequencing and bioinformatics techniques. The course will involve both laboratory work and data analyses.

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Inorganic Chemistry

Open , Seminar—Spring

In this course, we will investigate the properties of the chemical elements and some of their most important compounds. In so doing, we will discover the trends in structure, bonding, and reactivity that emerge as we move from one element to the next in the periodic table. Included in our survey will be discussions of the important roles that inorganic substances play in our everyday lives, particularly in the fields of bioinorganic chemistry, industrial materials, and nanotechnology. In the laboratory section of the course, we will prepare important examples of inorganic compounds and then investigate their reactivity. This will involve learning how to work with highly reactive and air-sensitive materials using vacuum-line and glove-box techniques. Chemistry plays a pivotal role in all of the natural sciences. Accordingly, this course will be useful for any students with an interest in the physical, biological, and medicinal sciences and for pre-engineering students.

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First-Year Studies: Cultivating Creativity in Dance, Gardening, and Food Justice: A First-Year Studies Community Partnership

Open , FYS—Year

First-Year Studies in Dance is primarily practice-based, with most of our work occurring in the studio. While there is some reading and writing required in analytic components, it is scaled in proportion to the demands of movement-centered pursuits.

Where can dancing and dance-making flourish? How can we cultivate deep and enduring practices as dance artists, scholars, and active community members? What can we learn about dance in the process of gardening, which has been described by landscape architects as the slowest of the performing arts? In this interdisciplinary FYS course, we will begin to make connections between the fundamental aspects of the Sarah Lawrence College dance program and the practical experience of related disciplines that foster similar values. The discipline of dance cultivates and stimulates the acquisition of technique, creativity, and theoretical inquiry and thrives with consistent practice. The multiple phases of growing and harvesting in the garden, from conceptual to practical, provide a unique mirror to dance as an art form, while emphasizing attentive care of our planet and care for ourselves through the cultivation of food- and community-based work. We will have two weekly First-Year Studies in Dance class sessions (one in the dance studio and one in the garden, see below), along with component classes in improvisation, dance history, and movement practices that include African Diasporic Dance, Contemporary Practice, Ballet, Hip Hop, Contact Improvisation, and Bharatanatyam. Students of all experience levels, from beginning to advanced, are welcome! During registration, each student will be guided in arranging an individualized schedule of component classes tailored to his/her level and designed to support the ongoing development of skills in various aspects of dance as an art form. Students should expect to be dancing on a daily basis. All students in the dance program may elect to perform in our departmental productions. These include Open Performance each semester, where any SLC student may present his/her own choreography, and Winter Performance, MFA Thesis Performance, and Spring Performance, with works choreographed by graduate and upperclass undergraduate students in the Dance Making class. Our weekly FYS class session in the studio will be devoted to creating a collective performance piece informed and inspired by our experiences over the course of the year, as well as to discussing class readings, presenting individual research and writing, and reflecting on experiences in the garden with community partners. Class readings will draw on texts from several fields of study, including dance and performance, gardening and farming, cultural studies, and service learning. Weekly donning conferences support all phases of students’ academic endeavors. Weekly FYS garden sessions, in partnership with Douglass DeCandia, Food Growing Project Coordinator for the Food Bank for Westchester, will provide opportunities to engage in service learning and social justice practice literally from the ground up. In these sessions, we will work alongside local community members (site staff, residents, and volunteers), building connections through planting, harvesting, and processing produce for distribution to local hunger relief programs.

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Econometric Analysis: Structural Explorations in the Social Sciences

Open , Lecture—Year

This lecture requires some basic knowledge (high-school level) of mathematics and statistics. A review of core concepts in these subjects will be carried out at the beginning of the fall semester.

The 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. It 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 a social metric 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 those problems. In addition, we will take a similar approach to understanding and correcting model specification errors. Finally, we will focus on the analysis of historical time-series models and the study of long-run trend relationships between variables. At the end of the fall semester, students will have to carry out an econometric analysis of a World Bank study on labor markets. The spring semester class will build on the fall class by introducing students to advanced topics in econometrics. We will study 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. At the end of the spring semester, students will have to do in-class presentations of self-designed econometric projects (either singly or in groups) on topics of their choice. 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.

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Resource Economics and Political Ecology

Open , Seminar—Fall

Humankind’s ability to radically shape, alter, degrade, and threaten the Earth’s system(s) is strongly evidenced. From stratigraphic (geological) markers to plastic and electronic waste to climate change, nonrenewable resource depletion, and soil, water, and air spoliation, the consequences of human activity-induced (anthropogenic) provisioning are well-known, unceasing, and, it appears, accumulating and intensifying. Given the impact and interaction between humankind and the natural environment, far less certainty exists as to how to conceptualize, give narrative to, and address the complex, evolving, and continuous influence between humankind and its environment. As for the discipline of economics, significant tensions exist as to what tools, methods, vision, qualitative and quantitative measurement indicators, and theoretical foundations are appropriate and best-suited for voicing, revealing, stewarding, and redressing existing and future ecological challenges. Along with established and significant topics such as sustainability, externalities, pollution, regulation, global governance, benefit-cost analysis, taxation and subsidy, property rights and the commons, technology, competition and markets, biophysical realities, planetary boundaries, ecosystem services, consumption, and environmental ethics, this semester-long seminar will: 1) investigate distinct and alternative methodological, analytical, and theoretical tools of various schools of economic thought and their approaches to environmental concerns (e.g., mainstream neoclassical, ecological economics, post-Keynesian, Marxian, feminist/ecofeminist, institutionalist, behavioral); 2) examine and stress issues of environmental, racial, and intergenerational justice; unequal ecological exchange; trade and development; labor and ecological arbitrage; legal, political, and public policy dimensions; monetary considerations, accounting; value theory and social costs; 3) consider topics such as deep, shallow, social, industrial, urban, and dark ecology; thermodynamics; and novel ecosystems; 4) analyze and apply evaluative tools, methodologies, and practices, including interdisciplinarity, theoretical pluralism, systems thinking, critical ethnography, critical realism, neoliberalism, ultrasociality, cultural ecosystem services, and indigenous and postcolonial ontologies and epistemologies; and 5) critically explore, appraise, envision, and theorize as to existing and alternative provisioning possibilities and theses such as green capitalism, ecosocialism, degrowth (décroissance), metabolic rift analysis, capitalocene, anthropocene, and subsistence and sufficiency perspectives. Conference production (work) will look to situate students (economists) as keen and discerning interdisciplinary social scientists and will consist of research projects where a broad range of formats or mediums will be accepted in offering the opportunity to examine a topic of personal interest concerning the complex and evolving interaction between humankind’s economic system(s) and the Earth’s system(s).

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Microeconomic Theory and Policy: Advanced Topics

Intermediate , Seminar—Fall

Some prior background in economics is required.

What assumptions, methodologies, values, vision, and theoretical foundations do microeconomists incorporate and rely upon for analyzing economic behavior at the individual level? What insights, knowledge, inferences, and/or conclusions can be gleaned through examining characteristics of individual firms, agents, households, and markets in order to understand capitalist society? How do our theories of individual and business behavior inform our interpretation of distributional outcomes? Among other topics, this semester-long seminar in intermediate microeconomics will offer an inquiry into economic decision-making vis-à-vis: theories of demand and supply, the individual (agents), households, consumption (consumer choice); theories of production and costs; theories of the firm (business enterprise, corporations); theories of markets and competition; prices and pricing theory; public policy and legal foundations; and theories of value and income distribution. Critical analysis, reflection, and insight into these and other topics will be supported and strengthened by appealing to a broad range of traditions in economics, including neoclassical (orthodox, mainstream, marginalist) and post-Keynesian, feminist, Marxian, law and political economy, and institutionalist (heterodox schools of thought). Insights from legal analyses on microeconomic topics (such as cost-benefit analysis, the Coase theorem, and Pareto optimality) will also be discussed.

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Food, Agriculture, Environment, and Development

Sophomore and above , Seminar—Year

Where does the food we eat come from? Why do some people have enough food to eat and others do not? Are there too many people for the world to feed? Who controls the world’s food? Will global food prices continue their recent rapid rise? And, if so, what will be the consequences? What are the environmental impacts of our food production systems? How do answers to these questions differ by place or by the person asking the question? How have they changed over time? This course will explore the following fundamental issue: the relationship between development and the environment, focusing in particular on agriculture and the production and consumption of food. The questions above often hinge on the contentious debate concerning population, natural resources, and the environment. Thus, we will begin by critically assessing the fundamental ideological positions and philosophical paradigms of “modernization,” as well as critical counterpoints that lie at the heart of this debate. Within this context of competing sets of philosophical assumptions concerning the population-resource debate, we will investigate the concept of “poverty” and the making of the “Third World,” access to food, hunger, grain production and food aid, agricultural productivity (The Green and Gene Revolutions), biofuels, the role of transnational corporations (TNCs), the international division of labor, migration, globalization and global commodity chains, and the different strategies adopted by nation-states to “develop” natural resources and agricultural production. Through a historical investigation of environmental change and the biogeography of plant domestication and dispersal, we will look at the creation of indigenous, subsistence, peasant, plantation, collective, and commercial forms of agriculture. We will analyze the physical environment and ecology that help shape but rarely determine the organization of resource use and agriculture. Rather, through the dialectical rise of various political-economic systems such as feudalism, slavery, mercantilism, colonialism, capitalism, and socialism, we will study how humans have transformed the world’s environments. We will follow with studies of specific issues: technological change in food production; commercialization and industrialization of agriculture and the decline of the family farm; food and public health, culture, and family; land grabbing and food security; the role of markets and transnational corporations in transforming the environment; and the global environmental changes stemming from modern agriculture, dams, deforestation, grassland destruction, desertification, biodiversity loss, and the interrelationship with climate change. Case studies of particular regions and issues will be drawn from Africa, Latin America, Asia, Europe, and the United States. The final part of the course examines the restructuring of the global economy and its relation to emergent international laws and institutions regulating trade, the environment, agriculture, resource extraction treaties, the changing role of the state, and competing conceptualizations of territoriality and control. We will end with discussions of emergent local, regional, and transnational coalitions for food self-reliance and food sovereignty, alternative and community supported agriculture, community-based resource management systems, sustainable development, and grassroots movements for social and environmental justice. Films, multimedia materials, and distinguished guests will be interspersed throughout the course. One farm field trip is possible, if funding permits. The seminar participants may also take a leading role in a campus-wide event on “food and agriculture,” tentatively planned for the spring. Please mark your calendars when the dates are announced, as attendance for all of the above is required. Attendance and participation is also required at special guest lectures and film viewings in the Geography Lecture and Film Series—approximately once per month in the evening from 6-8 pm. The Web board is an important part of the course. Regular postings of assignments will be made there, along with follow-up commentaries. There will be in-class essays, debates, and small group discussions. Conferences will focus on in-depth analyses of course topics. You will be required to prepare a poster project and paper on a topic of your choice related to the course, which will be presented at the end of each semester in a special session.

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Introduction to Development Studies: The Political Ecology of Development

Intermediate/Advanced , Seminar—Year

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 evolution 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 its associated institutions and the role that they 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 and their policies; for example, the IMF, World Bank, AIIB, and WTO. We will then turn to contemporary development debates and controversies that increasingly find space in the headlines: widespread land grabbing by sovereign wealth funds, China, and hedge funds; the “global food crisis”; and the perils of climate change. Throughout the course, our investigations of 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 beginning in the fall semester and 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.

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The Bible and Literature

Open , Lecture—Year

The Bible: the story of all things, an epic of human liberation and imaginative inspiration; a riven and riveting family saga that tops all others in its depiction of romance, intrigue, deception, seduction, betrayal, existential dread, love, reconciliation, and redemption; an account, as one commentator described it, of God’s ongoing “lover’s quarrel” with humanity; a primary source book for major literature across the planet, still powerful in its influence on the style and subject matter of both prose and poetry. In the first term, this course will provide close readings of major biblical narratives and poetry in Hebrew and Christian scriptures. Lectures will explore and interpret a number of patterns and literary types: the major historical narratives of both scriptures; the poetics and speech acts of creation, blessing, promise, covenant, curse, and redemption; the visionary prophetic tradition from Moses to John, the writer of the Apocalypse; the self-reflective theological interpretations of history by Hebrew chroniclers and the New Testament letters of Paul; the sublime poetry of the Psalms, the Song of Songs, and the Apocalypse of John; and the dark wisdom of the Book of Job and of Ecclesiastes. The second term will study the work of major writers who have grounded their own work in biblical themes, narrative patterns, characters, and images and who have so transformed their biblical sources as to challenge their readers to rethink what scripture is and how it works. Selections will be drawn from the work of Dante Alighieri, John Milton, John Bunyan, William Blake, Herman Melville, Franz Kafka, Sigmund Freud, Zora Neale Hurston, William Faulkner, and Toni Morrison. If there is enough interest in the class, there will be a “Bible Blockbusters” film series on Sunday evenings during the spring term.

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Food Environments, Health, and Social Justice

Open , Seminar—Spring

With obesity and diabetes rising at alarming rates and growing awareness of disparities in food access, researchers and policymakers are rethinking the role of the environment in shaping our diets and health. This course takes a collaborative approach to investigating some of the key issues guiding this area of research and action. Students will critically review literature on food environments, food access, and health inequalities and explore how modes of food production and distribution shape patterns of food availability and health in cities. Students may use photography and/or video to examine foods available in the neighborhoods where they live, review media related to the course themes, and use a time/space food diary to reflect on the ways in which their own eating habits are influenced by the social and material settings of their day-to-day lives. The course concludes with students writing letters to the editor/op-eds to a news outlet of their choice with suggestions about how to move forward with action to improve food access, public health, and social justice in the places where they live.

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Intensive Semester in Yonkers: Inequalities and Opportunities in Yonkers: Integrating Theory, Research, Policy, and Practice

Intermediate , Seminar—Fall

This course is part of the Intensive Semester in Yonkers program and is no longer open for interviews and registration. Interviews for the program take place during the previous spring semester.

This course provides an introduction to the methodologies of community-based and participatory action research within the context of a community partnership course. All students work for 10-15 hours per week in a community-based organization that addresses issues of inequality. Over the course of the semester, we discuss participatory action and community-based research methods and practice; integrating theory, research, policy, and practice; public health and public policy; nongovernmental organizations and private-public partnerships; understanding and addressing environmental inequalities for children and families; interactions with and impacts of media on children and families; media, identity, and globalization; intersections of class, race, gender, immigration status, and nation of origin with inequalities; and integrating artistry and performative practices in community-based work. Students also attend monthly group conferences with other students working in their community-based organization and biweekly one-on-one conference meetings with associated reading and written work.

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Advanced Research Seminar

Intermediate/Advanced , 3-credit seminar—Year

Permission of the instructor is required.

In this research seminar, students will gain valuable research experience through a weekly seminar meeting focused on research methods, research ethics, and contemporary research questions and approaches; a weekly lab meeting with one of the faculty members leading the research seminar; and individual and group conference meetings with faculty supervisors on a regular, as-needed basis. The seminar component will include readings on, and discussions of, research methods and ethics, both broad and specific to the research in which students are involved, as well as the discussion of contemporary research articles that are relevant to student and faculty research projects. All faculty and students involved in the research experience will take turns leading the discussion of current research, with faculty taking the lead at the beginning of the semester and students taking the lead as their expertise develops. Weekly lab meetings will also involve reading and discussing research articles and research methods papers specific to the topics of research being undertaken by each student and faculty member. Students will be expected to learn the current research approaches being employed by their supervising faculty member, contribute toward ongoing research in the form of a research practicum, and develop and implement their own independent research projects within the labs in which they are working. Faculty supervising each lab will also be available to meet with students individually and in small groups on an ongoing basis, as needed and at least every other week, in addition to the regular weekly, hour-long lab meeting. Students participating in the Psychology Advanced Research Seminar will be expected to attend and actively participate in weekly full group seminars, weekly lab meetings, and regular (typically, at least biweekly) individual and group conference meetings; keep an ongoing journal and/or scientific lab notebook; select and facilitate group and lab discussions of relevant contemporary research articles (at least once for each meeting type); work at least 5 hours within a lab and/or community setting, as appropriate for their projects; contribute toward ongoing research and practice within their lab or community settings; develop, implement, and report on (in the form of a short paper prepared for possible publication and a poster at the Natural Sciences and Mathematics Poster Session) an independent research project; and provide their colleagues with ongoing verbal and written feedback on their projects.

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Marx and Marxisms: Lineages and Contemporary Relevance

Advanced , Seminar—Year

Ideas of social movements and social change throughout the world in the 19th and 20th centuries were significantly informed by the ideas of one social thinker: Karl Marx. Even today, thinkers in the humanities and social sciences— including media and cultural studies—along with social and political activists continue to be engaged with Marx’s ghost. While many detractors would argue—following the collapse of the Soviet Union and the end to the “Cold War”—that Marx’s thought is now irrelevant, others argue the opposite: that the current phase of globalization that we are presently in was, in fact, anticipated by Marx. In this seminar, through a close and in-depth study of Marx’s writings and those of others about him, we will examine the impact of Marx’s ideas on thinking about and practices of social change. The themes in Marx’s writings on which we will focus include the following: his views on human nature, social structures and individual agency and subjectivity, alienation, religion and ideology, objectification and commodification, social class and power relations, and political economy including globalization. Following our close scrutiny of Marx’s work in the fall, in the second semester we will study later thinkers whose work has been inspired by Marx and who carried his ideas further and/or addressed new questions in the light of developments since the historical period in which Marx was writing. Among the latter, we will include thinkers such as Gramsci, Barthes, and Williams, who addressed questions of culture and hegemony; structuralists like Althusser, who dealt with the state and ideology; socialist feminists interested in the relationship of class, gender, and sexuality; geographers interested in the relationship of space, class, and power such as David Harvey and Dorren Massey; critical race theorists; and current analysts of globalization. For conference, students could work on specific social thinkers in the Marxist tradition and/or examine political and social movements inspired by his analysis.

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Lost and Found: Collage and the Recycled Image

Open , Seminar—Fall

This course will consider the use, reuse, and, therefore, possible reinterpretation of existing images and discarded materials in the production of new works of art. The creative potential of viewing the familiar in a new context will be the focus of our exploration. Issues such as recognition, replication, prime objects, invention within variation, appropriation, history, and memory (both personal and cultural) will be examined. Each student will be expected to nurture and sustain a unique and individual point of view. The course will revolve around daily exercises, clearly-defined problems, and assignments both inside and outside the studio that are designed to sharpen awareness and reinforce the kind of disciplined work habits necessary to every creative endeavor.

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Eco-Poetry

Open , Seminar—Year

In this poetry class—a yearlong school of poetry and the Earth—we will consider the great organism Gaia, of which we are a part. We will read the long and rich tradition of poetry addressing itself to this subject, from the early indigenous peoples through the Zen monks and Wordsworth and right up through Gary Snyder and to utterly contemporary poets such as Brenda Hillman and Chase Twitchell. We will also read books and articles that teach us about the physical world. We will wonder how eco-poetry is different from nature poetry. We will practice one and then the other. Each student will research an aspect of the natural world and incorporate that knowledge into documentary poems. Each student will present his/her knowledge and poems to the class community as a conference project each semester. We will read books of poems but also watch films, take field trips, and meet with each other outside of class. By the end of the class, my hope is that each of us will have a greater understanding of the great organism that we call Earth and will create a collection of poems that engage the questions that our class raises: What is time? What is death? What is Eden? Where is the garden now? Who are the other organisms? How have we, as a species, affected the other organisms? How have we affected the oceans, the earth, the air? How can poetry address the ecological crisis? Required for this class: intellectual curiosity, empathy, and a willingness to observe the world—to pay attention and to write poetry that matters—beyond the individual self. This is a class for experienced writers, as well as for those who want to give writing poetry a try. All are welcome.

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What’s the Story? A Radio Journalism Class

Open , Seminar—Fall

Almost two years into a politically divisive presidency that has fractured the country—and with the proliferation of fake news—journalism is more important than ever. And so are the skills required to do the job. The landscape of radio is exploding, and new podcasts are being launched almost faster than listeners can decide which episode to download next. These outlets, shows, and storymaking machines are hungry—both for stories and for the producers with the skills to know how to tell stories. In this class, we’ll learn the fundamentals of making radio news—both writing and production, for short stories and long. We’ll cover editing, software, interviewing skills, and, of course, how to hold your microphone. We’ll learn what makes a story, how to get good tape, and how to write for the ear (very different than for the eye—just try comparing an article from The New York Times with a transcript from NPR). We’ll also cover the skills critical for all nonfiction narrative storytelling, print or audio, from “Morning Edition” to “This American Life.” We’ll talk research, ethics, fact checking, how to find sources, and how to get them to talk. Finally, we’ll cover the art of the pitch. That’s industry lingo for selling your story. It’s no good getting the scoop if you don’t know how to sell your stuff. News is new. Come and learn something new.

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