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Catalogue 2017-2018 [ARCHIVED CATALOG]
Course Descriptions
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Italian: II. Intermediate |
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ITAL 298 - Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
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Italian: III. Advanced |
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ITAL 301 - Senior Seminar Semester Offered: Spring
1 unit(s)
An examination of selected topics in recent Italian culture or of a single topic across several centuries. May be taken more than once for credit when topic changes. Required of all senior majors.
Prerequisite(s): ITAL 220 , ITAL 222 or ITAL 217, ITAL 218 with permission of the instructor.
One 3-hour period.
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ITAL 303 - Senior Project Semester Offered: Spring
0.5 unit(s)
The course is intended to provide Italian majors, who have chosen to produce a senior project, with a collective and regular learning environment. They will receive systematic guidance from their instructor, and discuss problems they encounter in various stages of their project creation with both the instructor and their peers. The class meets three times a semester for two hours. One hour individual meetings are scheduled bi-weekly. Rodica Blumenfeld.
Prerequisite(s): one 300-level course.
Yearlong course (ITAL 302 -ITAL 303).
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ITAL 320 - The Language of Desire and the Modern Self Semester Offered: Spring
1 unit(s)
The course explores ways in which early writers in the Italian vernacular developed the modern concept of selfhood and articulated it through the language of desire. We investigate intimate expressions of both spiritual and physical longing, and analyze how the affirmation of one’s desire requires striking a balance with, or even bending, social norms of gender, ethics, spirituality, and class. We read texts and selections from, among others, San Francis of Assisi, Dante, Petrarca, Boccaccio, Isotta Nogarola, Castiglione, Gaspara Stampa, Veronica Franco e Michelangelo. Eugenio Giusti.
Prerequisite(s): ITAL 220 , ITAL 222 ; or ITAL 217 , ITAL 218 with permission of the instructor.
Offered as ITAL 301 in 2017/18.
One 3-hour period.
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ITAL 323 - Intersections in Music and Literature Semester Offered: Spring
1 unit(s)
(Same as MRST 323 and MUSI 323 ) Topic for 2017/18b: The Italian Madrigal, Music and Poetry in the Renaissance. This course examines the history of the sixteenth-and early seventeenth-century Italian madrigal and related secular forms, with close attention to the varieties of Italian poetry that composers set to music throughout the madrigal’s lengthy history. In particular, we consider the madrigalists’ responses to Petrarch’s Canzoniere, Tasso’s Gerusalemme liberata, and Guarini’s Il Pastor Fido. The course also examines the role of less exalted poetry (“poesia per musica”) in the genre’s history. Brian Mann.
Prerequisites: MUSI 105 /MUSI 106 ; MUSI 205 ; MUSI 246 /MUSI 247 , or permission of the instructor.
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ITAL 331 - Heroes, Paladins, and Non-existent Knights: The Italian Epic Tradition from Charlemagne to Calvino. Semester Offered: Fall
1 unit(s)
A study of the epic tradition from the early Carolingian cantari and Arthurian romances of the twelfth and thirteenth centuries to the leading Italian epics of the sixteenth century written at the Ferrara Renaissance court and their great influence on later literature, music, and paintings. Readings include selections from the Chanson de Roland and the Roman de Tristan, Pulci’s Morgante, Bolardo’s Orlando Innamorato, Ariosto’s Orlando furioso, Torquato Tasso’s Gerusalemme liberata, and Italo Calvino’s parody Il cavaliere inesistente, as a contemporary reference to the traditional epic poetry. This book, epitomizing Calvino’s long interest in the epic poem, provides a good basis for analyzing the archetypal character of Roland, his stoic and ascetic demeanor, and his transformation through the centuries until he becomes indeed “nonexistent.” Roberta Antognini.
Prerequisite: ITAL 220 , 220 or 218 with permission of the instructor.
One 3-hour period.
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ITAL 338 - Literary Masterpieces: Dante’s Divine Comedy Semester Offered: Fall or Spring
1 unit(s)
A close reading of the entire Comedy in its historical, philosophical, theological, and literary contexts. Designed for Italian majors in their senior year. Roberta Antognini.
Prerequisite(s): ITAL 220 , ITAL 222 ; or ITAL 217 , ITAL 218 with permission of the instructor.
Not offered in 2017/18.
One 3-hour period.
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ITAL 342 - Giovanni Boccaccio’s Decameron: The “Novella” as a Microcosm Semester Offered: Spring
1 unit(s)
A reading of the one hundred tales with specific emphasis on social, cultural and gender issues of the later Middle Ages, as represented in the novella genre. Particular attention is devoted to the Decameron’s frame as a connective tissue for the one hundred tales and a space for gender debate and social re-creation. Reference is made to some of the Decameron’s subtexts (Apuleius’ The Golden Ass, the Novellino, the French Fabliaux, and Courtly Literature). Critical interpretations are analyzed after the reading of the entire masterpiece. Issues related to textual censorship, and contemporary re-writings through different media are addressed. Eugenio Giusti.
Prerequisite(s): ITAL 220 , ITAL 222 ; or ITAL 217 , ITAL 218 with permission of the instructor.
Not offered in 2017/18.
One 3-hour period.
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ITAL 375 - Fictions of Youth: Youth Culture in Twentieth-Century Italian Literature Semester Offered: Fall or Spring
1 unit(s)
The course examines the relationship between youth and literature in post-WWII Italy from a double perspective: adolescents as a literary subject, as protagonists of fiction and non-fiction, and as authors. Variously associated with innocence and vitality, innovation and peril, self-creation and anti-authoritarianism, youth long embodied individual and social ideals and fears in literature. In the twentieth century, it also increasingly suggested uncertainty and incompletion. As adolescence acquired importance in both the historical landscape and collective imagination, its symbolic connotations became progressively unstable. When young people wrote about themselves and their peers, first-hand experience mixed with inherited notions in unexpected ways. Using the Bildungsroman as a narrative model for the representation of youth in modern fiction, we study the different ways in which European and American coming-of-age novels influence modern Italian literature. The significance of youth in post-Fascist Italy, the construction of a generational identity through media and popular culture, and the creation of a new literary language for the expression of youth are some of the topics we address. Readings by Pasolini, Moravia, Tondelli, Brizzi, Santacroce, and others. Simona Bondavalli.
Prerequisite(s): ITAL 220 , ITAL 222 ; or ITAL 217 , ITAL 218 with permission of the instructor.
Not offered in 2017/18.
One 2-hour period.
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ITAL 379 - Food and Fiction in Modern Italy Semester Offered: Spring
1 unit(s)
The course investigates the role of food as both subject and metaphor of modern Italian literature and film in the 19th and 20th century. While the representation of eating and cooking practices contributes to the realistic mode in fiction, food often mediates memories, anxieties, and desires in narratives of personal or national coming-of-age. Even non-fictional forms of food writing, such as cookbooks or documentary films, contribute to the narrative of Italian national unification and modernization as much as canonical novels and cinema. We analyze both written texts and film, try some of the dishes described, and explore the relationship between writing, cooking, reading, and eating, as acts of creation and fruition that shape personal, regional, and national identity. Tradition and innovation; scarcity and excess; inclusion and exclusion; taste and disgust; local, national, and global trends are among the ideas structuring class discussion and writing. In Italian. Simona Bondavalli.
Prerequisite(s): ITAL 220 , ITAL 222 ; or ITAL 217 , ITAL 218 with permission of the instructor.
One 3-hour period.
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ITAL 380 - Modernity in Italy
1 unit(s)
This course explores different manifestations of modernity in Italian literature and culture in the early twentieth century. We will consider both objective and subjective transformations, focusing on the impact of urban life, war, Fascism, and technological modernization on literary creation and its aesthetic and social function. How do Italian writers of the early 20th century relate to modernity and define it? How are the ideas of progress, tradition, and avant-garde defined, expressed and questioned? How does the affirmation of mass culture affect the perceived role of poets? How do artists and intellectuals redefine their role in relation to bourgeois materialism, war propaganda, censorship, or spectacular politics? These are some of the questions that will inform textual analysis, class discussion and students’ writing. In studying specifically Italian modernism, we also investigate how its origins at the peripheries of the nation shape its relation to Italian history and literary tradition. The texts examined include poetry, narrative, theory, and programmatic writings by such authors as Filippo Tommaso Marinetti, Guido Gozzano, Aldo Palazzeschi, Luigi Pirandello, Italo Svevo, Eugenio Montale among others. Simona Bondavalli.
Prerequisite: ITAL 220 , ITAL 222; or ITAL 217 , ITAL 218 with permission of the instructor.
Not offered in 2017/18.
One 2-hour period.
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ITAL 381 - Gender Effects: Women in Italian Cinema
1 unit(s)
Through analysis of various filmic portrayals of the female body, narratives of female subjectivity, articulations of female desire, and experiments with female and feminist agency, we raise questions about female characters in Italian cinema, and the gendering significance of formal cinematic features. We study such films as Pier Paolo Pasolini’s Mamma Roma, Federico Fellini’s City of Women, Lina Wertmüller’s Love and Anarchy, Bernardo Bertolucci’s Besieged, Pappi Corsicato’s Libera. Readings of pertinent works from feminist film theory in English and Italian. Roberta Antognini.
Prerequisite(s): ITAL 220 , ITAL 222; or ITAL 217 , ITAL 218 with the permission of the instructor.
Not offered in 2017/18.
Two 75-minute periods.
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ITAL 384 - Folk Culture
1 unit(s)
When Italy became a kingdom in 1861, the question of a “national language” came to the forefront: What should standard Italian be? As language defines the identity of the speaker, another related question began to rise: What does it mean to be Italian? Throughout the 20th century the choice between the use of standard Italian and the various regional dialects became a socio-political choice. The aim of this class is to select specific case studies to look at: the construction of an “Italian identity;” how dialects have survived the unification of standard Italian; the use of folk tales and folk songs to maintain a people’s memory, rituals, and local tradition; the artistic folk revival movements of the 1960s and the 1990s; the use of dialects in cinema, music and theatre.
Prerequisite(s): ITAL 220 , ITAL 222 , or ITAL 217 , ITAL 218 with permission of the instructor.
Not offered in 2017/18.
Two 75-minute periods.
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ITAL 385 - Three Contemporary Women Writers: Dacia Maraini, Rossana Campo, Laila Wadia Semester Offered: Fall or Spring
1 unit(s)
This course explores new literary styles that reflect the new freedoms of contemporary Italian women and women writers. We study the texts of these writers from the 1970s to 1990s, from the early days of feminist activism, to recent transformations in literature and politics, asking whether postmodernism leads to the de-ideologization of feminism. Rodica Blumenfeld.
Prerequisite(s): ITAL 220 , ITAL 222 ; or ITAL 217 , ITAL 218 with permission of the instructor.
Not offered in 2017/18.
One 3-hour period.
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ITAL 389 - The Impossible Task of Translating: An Introduction of Literary Translation from Italian to English Semester Offered: Fall
1 unit(s)
Whether translation between two languages is at all possible is a question as old as translating itself, but no matter how many answers have been given, the truth of the matter remains that we have always translated and we will continue to do so. Translation studies have flourished in the last few years and literary translation is more and more considered a creative undertaking rather than an unoriginal and quite tedious activity. Given the intrinsic bilingualism of the foreign literature classroom, translation is particularly intertwined with teaching and learning and becomes an integral part of the course. As a result, many students choose to complete their B.A. in Italian with a literary translation. Translating is above all a decision process– careful interpretation and intelligent notation– and as such it requires passion, accuracy, careful attention to details, together with a knowledge and understanding of both the source and the target language and culture. This course aims to give students of Italian some insight into the field –historical and theoretical–as well as a solid grasp of the tools required to be a literary translator. While analyzing different translation strategies and doing practical exercises, such as contrasting and comparing different versions of the same source text, students devote time to studying not only Italian grammar but also English. By the end of the semester, they produce a final original translation, accompanied by a “translation diary,” a metatextual description of the problems encountered during their work. Our theoretical background is Umberto Eco’s considerations on translating, both as a writer and as a translator. Roberta Antognini.
Prerequisite(s): ITAL 220 , ITAL 222 ; or ITAL 217 , ITAL 218 with permission of the instructor.
Not offered 2017/18.
Two 75-minute periods.
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ITAL 399 - Senior Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
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Jewish Studies: I. Introductory |
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JWST 101 - Politics, Law, Story
1 unit(s)
The course examines the political dimensions of Jewish thought, approaching questions of power and powerlessness through the concept of authority. Drawing on classical Jewish understandings of law and story, this multidisciplinary study takes up a wide range of texts, from Biblical narratives and classical rabbinics, to the modern novel and contemporary critical theory. Andrew Bush.
Not offered in 2017/18.
Two 75-minute periods.
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JWST 150 - Jews, Christians, and Muslims Semester Offered: Fall and Spring
1 unit(s)
(Same as RELI 150 ) An historical comparative study of Judaism, Christianity, and Islam. The course focuses on such themes as origins, development, sacred literature, ritual, legal, mystical, and philosophical traditions, and interactions among the three religions. Marc Michael Epstein, Kirsten Wesselhoeft.
Two 75-minute periods.
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JWST 180 - Interrogating Religious Extremism Semester Offered: Spring
1 unit(s)
(Same as RELI 180 ) Where is the center in religion? And what defines the fringes, borders, margins and extremes? The aim of this course is to the concept and category of religious “extremism” and how it relates to the equally fraught idea of “mainstream religiosity:” to what extent does it draw on it and yet differ from it? What is the difference between “extreme” and “marginal”? After investigating these categories, we identify beliefs and social practices of contemporary Jewish, Christian and Muslim groups that depart from what we have identified as “mainstream” bodies of tradition in significant ways and seek to understand the complex theological and social agenda behind them. We also investigate how these groups portray themselves and construct their identity vis-a-vis the more centered groups by simultaneously laying claim on tradition and radically deviating from it. Agi Veto.
Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar.
Two 75-minute periods.
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Jewish Studies: II. Intermediate |
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JWST 201 - Jewish Textuality: Semester Offered: Spring
1 unit(s)
(Same as RELI 201 ) This course addresses characteristic forms of Jewish texts and related theoretical issues concerning transmission and interpretation. On the one hand, canonical texts–Bible, Midrash, Talmud–are considered, including some modern (and postmodern) reactivations of these classical modes. On the other hand, special attention is given to modern problems of transmission in a post-canonical world. Andrew Bush.
Prerequisite(s): JWST 101 or permission of the instructor.
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JWST 214 - The Roots of the Palestine-Israel Conflict Semester Offered: Spring
1 unit(s)
(Same as HIST 214 ) An examination of the deep historical sources of the Palestine-Israel conflict. The course begins some two centuries ago when changes in the world economy and emerging nationalist ideologies altered the political and economic landscapes of the region. It then traces the development of both Jewish and Arab nationalism in the late nineteenth and early twentieth centuries before exploring how the Arab and Jewish populations fought—and cooperated—on a variety of economic, political, and ideological fronts. It concludes by considering how this contest led to the development of two separate, hostile national identities. Joshua Schreier.
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JWST 216 - Israeli Media Semester Offered: Fall
1 unit(s)
(Same as RELI 216 ) This course provides students with an in-depth understanding of current political, social and religious developments in Israel by reading and analyzing Israeli media including newspapers, web sites, blogs, TV clips and more. During the first part of the course students learn the development of the Israeli media from the birth of Israel until today as well as the connection between different newspapers to different political parties and religious sectors and the role they play in contemporary political and social debates. Through the study of historical texts and current media, students gain an understanding of Israel’s complex multi-party political system, key political actors, the economic structure and the differences between the religious and political sectors in Israeli society. Tzach Yoked.
Two 75-minute periods.
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JWST 220 - Texts and Traditions
1 unit(s)
Not offered in 2017/18.
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JWST 222 - Psychological Perspectives on the Holocaust
1 unit(s)
(Same as PSYC 222 ) The Holocaust has spawned several now classic programs of psychological research. This course considers topics such as: anti-Semitism and stereotypes of Jews; the authoritarian and altruistic personalities; conformity, obedience, and dissent; humanistic and existential psychology; and individual differences in stress, coping and resiliency. The broader implications of Holocaust-inspired research is explored in terms of traditional debates within psychology such as those on the role of the individual versus the situation in producing behavior and the essence of human nature. The ethical and logical constraints involved in translating human experiences and historical events into measurable/quantifiable scientific terms are also considered. Debra Zeifman.
Prerequisite(s): PSYC 105 or PSYC 106 .
Not offered 2017/18.
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JWST 245 - Jewish Traditions
1 unit(s)
(Same as RELI 245 ) An exploration of Jewish practice and belief in all its variety. The course traces the evolution of various “Judaisms” through each one’s approaches to the text of scripture and its interpretations, Jewish law and the observance of the commandments. It analyzes the Jewish life-cycle, calendar and holidays from a phenomenological perspective, and traces the development of the conceptualization of God, Torah, and the People and Land of Israel in Jewish life, thought, and culture from antiquity through the present day. Marc Epstein.
Prerequisite(s): RELI 150 , JWST 101 , JWST 201 or permission of the instructor.
Two 75-minute periods.
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JWST 255 - Western Mystical Traditions Semester Offered: Spring
1 unit(s)
(Same as RELI 255 ) Textual, phenomenological and theological studies in the religious mysticism of Judaism, Christianity and Islam. May be taken more than once for credit when content changes.
Topic for 2017/18b: Kabbalah. A survey of the historical and phenomenological development of the theoretical/theosophical and practical/magical dimensions of the Jewish mystical tradition from its biblical origins to postmodernity. Marc Michael Epstein.
Prerequisite(s): any 100 level course in Religion or Jewish Studies or permission of the instructor.
Two 75-minute periods.
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JWST 270 - Diasporas Semester Offered: Spring
1 unit(s)
(Same as INTL 270 and POLI 270 )
Two 75-minute periods.
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JWST 283 - A Hundred Gospels and the Confusing, Conflicted Life of Jesus Semester Offered: Fall
1 unit(s)
(Same as RELI 283 ) Who was Jesus? What does the Bible say about him? How did it come to say what it does? Was he a humble carpenter? A divine being? A revolutionary? A rabbi? Was he learned in ancient wisdom, or simple and charismatic and fresh in his teaching? The sources dance in, about and around the issues as they alternately confirm and confound definitions. The canonical Gospels-accounts of Jesus’ life accepted as authoritative by Christians-number four. But even these four contradict each other and require “harmonization” in the eyes of believing Christians. And they are only four out of ten completely preserved examples. In addition to these ten, there are a further six Gospels describing only the childhood of Jesus, four partially preserved Gospels (including the Gospel of Mary Magdalene), and tens of fragmentary, reconstructed, and completely lost Gospels. Once thing is certain from all of these documents: Jesus wasn’t a Christian. How, then, did he come to be regarded as the founder of a new religion, a religion that would be called Christianity? And how did he come to be understood as God, the Son of God, or both at the same time? Marc Michael Epstein.
Two 75-minute periods.
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JWST 285 - Judaisms Semester Offered: Fall
1 unit(s)
(Same as RELI 285 ) The changing social and intellectual landscape of contemporary Jewry has made it impossible to speak of a singular or monolithic ”Judaism” in the twenty-first century. But it has also made us realize that historically there never was such a singular or monolithic Judaism. This course addresses the development of Judaisms, along with their basic texts and concepts including Torah, Talmud, midrash, legal codes, polemics, and forms of expression from autobiography to literature to poetry, in oral, written, dramatic and cinematic media. We also observe the broad range of ways in which Jewish life has been lived in the Middle East, Europe, South and East Asia, Africa and America. Emphasis is placed both upon those groups that adhered to the basic texts and concepts as well as upon those which rejected them in favor of alternate interpretations or of secularisms. We examine the relationship of Jewish religious cultures with the religious cultures of the populations among which Jews have found themselves living as demographic (and sometimes as ethnographic) minorities. Agi Veto.
Two 75-minute periods.
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JWST 290 - Field Work Semester Offered: Fall or Spring
0.5 or 1 unit(s)
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JWST 298 - Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
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Jewish Studies: III. Advanced |
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JWST 300 - Senior Thesis or Project Semester Offered: Fall or Spring
1 unit(s)
Optional for students concentrating in the program. Must be elected for student to be considered for Honors in the program.
Permission required.
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JWST 305 - Advanced Hebrew Semester Offered: Fall
1 unit(s)
Expansion of language proficiency through intensified study of conversation, culture, literary texts, and other Israeli media. Readings are arranged according to thematic topics and course may be repeated for credit if topic changes.
Three 50-minute periods.
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JWST 315 - Jews, Jewish Identity and the Arts Semester Offered: Spring
1 unit(s)
Topic for 2017/18b: Diasporist Manifestos. Late 20th-century painter R. B. Kitaj theorized and practiced what he conceived of broadly as “diasporist art,” and more specifically, in his own case, as “Jewish art.” The course examines his practice, and that of other artists (such as Judy Chicago, Guillermo Kuitca and Helène Aylon), through a close reading of Kitaj’s Diasporist Manifestos, including discussion of some of his principal theoretical sources in the work of Walter Benjamin, Aby Warburg, Gershom Scholem, and Emmanuel Levinas. Andrew Bush.
One 2-hour period and individual conferences with the instructor.
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JWST 350 - Confronting Modernity Semester Offered: Fall
1 unit(s)
Topic for 2017/18a: American Jewish Literature. This course is an exploration of the American Jewish literary imagination from historical, topical, and theoretical perspectives. Among the genres we cover are novels (such as Henry Roth’s Call It Sleep, Philip Roth’s The Counterlife, and Dara Horn’s A Guide for the Perplexed), plays (Sholem Asch’s God of Vengeance), stories (by Isaac Bashevis Singer, Bernard Malamud, Grace Paley, Philip Roth, Melanie Kaye-Kantrowitz, and others), poems (by Celia Dropkin, Moyshe-Leyb Halpern, Irena Klepfisz, and others), essays (Adrienne Rich’s “Split at the Root”), artists’ books (Tana Kellner’s Fifty Years of Silence), and graphic collections (Vanessa Davis’s Make Me a Woman). Topics include the lineages of Talmudic hermeneutics and Midrash, the development of Yiddish American modernism, the (anti)conventions of queer Jewish literatures and the intersections of Jewishness and queerness, the possibilities and limitations of a diaspora poetics, and contemporary representations of the Holocaust. Peter Antelyes.
One 2-hour period.
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JWST 371 - The Fishman Seminar Semester Offered: Spring
0.5 unit(s)
The course is offered by the Fishman Fellow in Jewish Studies, appointed annually to lecture on his/her scholarly concerns in the field of Jewish history, texts or culture. Students are encouraged to take note of the fact that each Fishman Seminar is uniquely offered and will not be repeated. Since the topic changes every year, the course may be taken for credit more than once.
Topic for 2017/18b: Legacy of Blood: Jews, Pogroms and Ritual Murder in Eastern Europe.This course explores two crucial manifestations of antisemitism during the modern period, namely ethnic violence and ritual murder accusations against Jews. By focusing in particular on Russia and Eastern Europe, this course studies the specific social, economic and political context that led to the emergence and persistence of these manifestations of antisemitism during the nineteenth and twentieth centuries. The course also investigates the multilayered responses of individual Jews, as well as Jewish communities, to instances of antisemitism, including rape and sexual violence carried out in the context of the pogroms, and to modern permutations of the “blood libel.” Readings include a variety of historical studies, memoirs, diaries and eyewitness accounts. Elissa Bemporad.
Second six-week course.
One 2-hour period.
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JWST 399 - Advanced Independent Work Semester Offered: Fall or Spring
0.5 or 1 unit(s)
Prerequisite(s): Prerequisite for all 300-level courses unless otherwise specified: one unit at the 200-level or permission of the instructor.
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Korean: I. Introductory |
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KORE 105 - Beginning Korean Semester Offered: Fall
1 unit(s)
Special Permission.
Yearlong course KORE 105-106 .
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KORE 106 - Beginning Korean Semester Offered: Spring
1 unit(s)
Special Permission.
Yearlong course KORE 105 -106.
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Korean: II. Intermediate |
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KORE 210 - Intermediate Korean Semester Offered: Fall
1 unit(s)
Special Permission.
Year long course 210-KORE 211 .
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KORE 211 - Intermediate Korean Semester Offered: Spring
1 unit(s)
Special Permission.
Year long course KORE 210 -211.
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Korean: III. Advanced |
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KORE 310 - Advanced Korean Semester Offered: Fall
1 unit(s)
Special Permission.
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KORE 311 - Advanced Korean Semester Offered: Spring
1 unit(s)
Special Permission.
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Latin American and Latino/a Studies: I. Introductory |
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LALS 105 - Conceptualizing Latin and Latino/a America Semester Offered: Spring
1 unit(s)
Topic for 2017/18b: Memory, Human Rights, Politics in the Americas. This course explores historical memories, legacies and interweavings of racist, colonialist, and political violence across the Americas, as well as efforts to “come to terms with” such violations of human rights of the recent and not-so-recent past. Drawing from history, sociology, political science, museum studies, literary analysis, as well as memoirs, testimonies, and visual arts, the course examines historical injustices and struggles to address them across Latin America and the U.S. We also think about the cross-border, transterritoriality of violence and the reproduction of violence through historical memory and lived experience. Katherine Hite.
Two 75-minute periods.
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LALS 106 - Dynamic Women: From Bachelet to Ugly Betty
1 unit(s)
How do issues of inequality, social justice, representation, popular culture, migration, environmental justice and globalization look when women’s voices and gender analysis are at the center? This multidisciplinary course examines writing by and about women in Latin America, the Caribbean, and Latino/a USA. We read and write about a range of genres — from testimonio, film and fiction to social science. The goal is to develop an appreciation and understanding of the varied lives and struggles of Latinas and Caribbean women, the transnational politics of gender, key moments in the history of the hemisphere, and contemporary issues across the Americas. Light Carruyo.
Satisfies college requirement for a Freshman Writing Seminar.
Not offered in 2017/18.
Two 75-minute periods.
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LALS 107 - Popular Education and Social Struggle in Latin America Semester Offered: Fall
1 unit(s)
This course examines the relationships between popular education, critical pedagogy, and social change in Latin America. Latin American educators have been responsible for introducing popular education models which challenge dominant approaches and build on the values of solidarity, inclusion and respect for human rights. The course examines the development of popular education in Latin America since 1960. Students analyze popular education’s philosophical and theoretical assumptions as well as its liberating pedagogical practices which encourage learners to problem-solve and to question the taken for granted (Jara, 2011). In addition to their reading and writing assignments, students in the class learn about popular education by watching short documentaries produced by the La Educación en Movimiento Project (http://laeducacionenmovimiento.com ) and interacting via Skype with educators, participants, and directors of these projects to learn first hand about their philosophies, pedagogies, and the social, economic, and environmental problems in the communities that these programs seek to address. Tracey Holland.
Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar.
Two 75-minute periods.
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LALS 164 - Latin American History ‘through the lens’
0.5 unit(s)
(Same as HIST 164 ) Film can be a source of entertainment, a propaganda tool, a medium of artistic expression, and a shaper and reflector of national identity. This course explores the history of specific moments and themes in twentieth-century Latin America-US perceptions of Latin America; revolution; “Dirty Wars”; the transition from authoritarianism to democracy; and Liberation Theology-that have defined the region’s recent history and been the subject of domestic film production and foreign consumption. Course readings include historical studies of the specific themes and primary materials that illuminate critical aspects of each theme. Leslie Offutt.
First and second six-week course.
Not offered in 2017/18.
Two 75-minute periods plus outside screenings.
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Latin American and Latino/a Studies: II. Intermediate |
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LALS 214 - Transnational Perspectives on Women and Work
1 unit(s)
(Same as SOCI 214 and WMST 214 ) This class is a theoretical and empirical exploration of women’s paid and unpaid labor. We examine how women’s experiences as workers — across space, place, and time — interact with larger economic structures, historical moments, and narratives about womanhood. We pay particular attention to the ways in which race, class, gender, sexuality and citizenship intersect and shape not only women’s relationships to work and family, but to other women workers (at times very differently geopolitically situated). We are attentive to the construction of women workers, the work itself, and the meanings women give to production, reproduction, and the global economy. Light Carruyo.
Not offered in 2017/18.
Two 75-minute periods.
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LALS 227 - Colonial Latin America Semester Offered: Spring
1 unit(s)
(Same as HISP 227 ) Studies in Latin American literary and cultural production from the European invasion to the crisis of the colonial system.
Topic for 2016/17b: The Invention of America. This course explores a variety of texts and genres that trace the process of the “invention” of the New World. We begin with the Mayan myth of creation in the Popol Vuh and examine a variety of forms of mythical, literary and historical fabrications in texts like Alvar Núñez Cabeza de Vaca’s Naufragios, Bartolomé de las Casas’s Brevísima Relación, Clorinda Matto de Turner’s Aves sin nido and Gertrudis Gómez de Avellaneda’s Sab. In these and other texts we trace the invention and reinvention of Latin America in popular and scholarly imagination until the end of the nineteenth century. Michael Aronna
Two 75-minute periods.
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LALS 229 - Postcolonial Latin America Semester Offered: Fall
1 unit(s)
(Same as HISP 229 ) Studies in Latin American literary and cultural production from the emergence of the nation states to the present. Thematically structured, the course delves into the social, political, and institutional processes undergone by Latin America as a result of its uneven incorporation into world capitalist development.
Topic for 2017/18a: Latin American Literature and the Environment. The course explores the links between history, the environment, and literature in Latin America. It follows the environmental history of the continent from pre-Columbian societies to the present through its representation in salient works of Latin American literature, from Amerindian texts to 21st –century literature and film. Lizabeth Paravisini-Gebert.
Prerequisite(s): HISP 216 or HISP 219 .
Two 75-minute periods.
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LALS 230 - Latina and Latino Literature Semester Offered: Fall
1 unit(s)
(Same as ENGL 230 ) Students and instructor collaborate to identify and dialogue with the growing but still disputed archive of “Latinx Literature.” The category “Latinx” presents us then with our first challenge: exactly what demographic does “Latinx” isolate (or create)? How does it differ from the categories “Hispanic,” “Chicanx,” “Raza,” “Mestizx,” or “Boricua,” to name only a few alternatives, and how should these differences inform our critical reading practices? When and where does Latinx literature originate? Together, we work to identify what formal and thematic continuities might characterize a Latinx literary heritage. Some of those commonalities include border crossing or displacement, the tension between political and cultural citizenship, code-switching, indigeneity, contested and/or shifting racial formations, queer sexualities, gender politics, discourses of hybridity, generational conflict, and an ambivalent sense of loss (differently articulated as trauma, nostalgia, forgetting, mourning, nationalism, or assimilation). Hiram Perez.
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LALS 234 - Creole Religions of the Caribbean
1 unit(s)
(Same as AFRS 234 and RELI 234 ) The Africa-derived religions of the Caribbean region—Haitian Voodoo, Cuban Santeria, Jamaican Obeah, Rastafarianism, and others—are foundational elements in the cultural development of the islands of the region. This course examines their histories, systems of belief, liturgical practices, and pantheons of spirits, as well as their impact on the history, literature, and music of the region. Lisa Paravisini-Gebert.
Not offered in 2017/18.
Two 75-minute periods.
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LALS 242 - Brazil in Crisis: Continuity and Change in Portuguese America
1 unit(s)
(Same as AFRS 242 , GEOG 242 , INTL 242 ) Brazil, a giant of Latin America and the Global South, has long been known as the “land of the future.” Yet frustrating political-economic crises have repeatedly followed periods of rapid growth and social progress. Taking current crises as a point of departure, this course examines Brazil’s contemporary evolution in light of the country’s historical geography, the distinctive cultural and environmental features of Portuguese America, and the political-economic linkages with the world system. Specific topics for study include: the legacies of colonial Brazil; race relations, Afro-Brazilian culture, and ethnic identities; issues of gender, youth, violence, and poverty; processes of urban-industrial growth; regionalism and national integration; environmental devastation and sustainability; controversies surrounding the occupation of Amazonia; and long-run prospects for democracy and equitable development in Brazil. Brian Godfrey.
Not offered in 2017/18.
Two 75-minute periods.
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LALS 243 - Mesoamerican Worlds
1 unit(s)
(Same as ANTH 243 ) A survey of the ethnography, history, and politics of indigenous societies with deep historical roots in regions now located in Mexico, Guatemala, Belize, and Honduras. This course explores the emergence of Mesoamerican states with a vivid cosmology tied to warfare and human sacrifice, the reconfiguration of these societies under the twin burdens of Christianity and colonial rule, and the strategies that some of these communities adopted in order to preserve local notions of identity and to cope with (or resist) incorporation into nation-states. After a consideration of urbanization, socio-religious hierarchies, and writing and calendrical systems in pre-contact Mesoamerica, we will focus on the adaptations within Mesoamerican communities resulting from their interaction with an evolving colonial order. The course also investigates the relations between native communities and the Mexican and Guatemalan nation-states, and examines current issues—such as indigenous identities in the national and global spheres, the rapport among environmental policies, globalization, and local agricultural practices, and indigenous autonomy in the wake of the EZLN rebellion. Work on Vassar’s Mesoamerican collection, and a final research paper and presentation is required; the use of primary sources (in Spanish or in translation) is encouraged. David Tavárez.
Not offered in 2017/18.
Two 75-minute periods.
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LALS 246 - The U.S.-Mexico Border: Capital, State, and Nation Semester Offered: Spring
1 unit(s)
(Same as GEOG 246 ) Born in large part of violence, conquest and dispossession, the United States-Mexico border region has evolved over almost two centuries into a site of intense economic growth and trade, demographic expansion, ethno-cultural interaction, and political geographic conflict. The course focuses on these processes over space and time as they relate to capitalist production, state-making, and nation-building on both sides of the international divide. In doing so, the course considers the U.S.-Mexico borderlands as a region, one characterized by dynamic transboundary ties and myriad forms of socio-spatial difference. Joseph Nevins.
Two 75-minute periods.
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LALS 248 - The Human Rights of Children - Select Issues Semester Offered: Fall
1 unit(s)
(Same as EDUC 248 and INTL 248 ) This course focuses on both theories surrounding, and practices of, the human rights of children. It starts from the foundational question of whether children really should be treated as rights-holders and whether this approach is more effective than alternatives for promoting well-being for children that do not treat children as rights holders.. Consideration is given to the major conceptual and developmental issues embedded within the framework of human rights in the Universal Declaration of Human Rights and the Convention on the Rights of the Child (CRC). The course covers issues in both the domestic and international arenas, including but not limited to: children’s rights in the criminal justice context including life without parole and the death penalty; child labor and efforts to ban it worldwide; initiatives intended to abolish the involvement of children in armed conflict; violence against street children; and the rights of migrant, refugee, homeless, and minority children. The course provides students with an in depth study of the Right to Education, including special issues related to the privatization of education and girls’ education. The course also explores issues related to the US ratification of the CRC, and offers critical perspectives on the advocacy and education-based work of international human rights organizations. Tracey Holland.
Two 75-minute periods.
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LALS 249 - Latino/a Formations
1 unit(s)
(Same as AFRS 249 and SOCI 249 ) This course focuses on the concepts, methodologies and theoretical approaches for understanding the lives of those people who (im)migrated from or who share real or imagined links with Latin America and the Spanish-Speaking Caribbean. As such this course considers the following questions: Who is a Latino/a? What is the impact of U.S. political and economic policy on immigration? What is assimilation? What does U.S. citizenship actually mean and entail? How are ideas about Blackness, or race more generally, organized and understood among Latino/as? What role do heterogeneous identities play in the construction of space and place among Latino/a and Chicano/a communities? This course introduces students to the multiple ways in which space, race, ethnicity, class and gendered identities are imagined/formed in Latin America and conversely affirmed and/or redefined in the United States. Conversely, this course examines the ways in which U.S. Latina/o populations provide both economic and cultural remittances to their countries of origin that also help to challenge and rearticulate Latin American social and economic relationships. Carlos Alamo.
Not offered in 2017/18.
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LALS 251 - Development and Social Change in Latin America
1 unit(s)
(Same as SOCI 251 ) This course examines the ways in which Latin American and Caribbean nations have defined and pursued development and struggled for social change in the post World-War II era. We use country studies and development theories (including Modernization, Dependency, World-Systems, Feminist and Post-Structuralist) to analyze the extent to which development has been shaped by the tensions between local, national, and international political and economic interests. Within this structural context we focus on people and their relationships to each other and to a variety of issues including work, land, reproductive rights, basic needs, and revolution. Integrating structural analysis with an analysis of lived practice and meaning making allows us to understand development as a process that shapes, but is also shaped by, local actors. Light Carruyo.
Not Offered in 2017/18.
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LALS 253 - Children of Immigration Semester Offered: Spring
1 unit(s)
(Same as SOCI 253 ) Immigration to the U.S. since the 1970s has been characterized by a marked and unprecedented increase in the diversity of new immigrants. Unlike the great migrations from Europe in the late 1800s and early 1900s, most of the immigrants who have arrived in the U.S. in the last four decades have come from Latin America, Asia, and the Caribbean. New immigration patterns have had a significant impact on the racial and ethnic composition and stratification of the American population, as well as the meaning of American identity itself. Immigrants and their families are also being transformed in the process, as they come into contact with various institutional contexts that can facilitate, block, and challenge the process of incorporation into the U.S. This course examines the impact of these new immigration patterns by focusing on the 16.4 million children in the U.S. who have at least one immigrant parent. Since 1990, children of immigrants - those born in the U.S. as well as those who are immigrants themselves - have doubled and have come to represent 23% of the population of minors in the U.S. In this course we study how children of immigrants are reshaping America, and how America is reshaping them, by examining key topics such as the impact of immigration on family structures, gender roles, language maintenance, academic achievement, and identity, as well as the impact that immigration reforms have had on access to higher education, employment, and political participation. This course provides an overview of the experiences of a population that is now a significant proportion of the U.S. population, yet one that is filled with contradictions, tensions and fissures and defies simple generalizations. Eréndira Rueda.
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LALS 255 - Global Political Economy Semester Offered: Spring
1 unit(s)
(Same as INTL 255 ) This course explores competing visions of economic globalization, and uses these distinct frameworks to analyze the meaning, causes, extent, and consequences of globalization, with a particular focus on the relationships among global, national and local economic phenomena. What do we mean by globalization? What are the effects of globalization on growth, inequality, and the environment? How might international economic policy and the particular form(s) of globalization that it promotes help to explain the pace and form of urbanization? Who benefits from globalization, and who might be hurt? Why do economists and others disagree about the answers to these and related questions? This course explores some of the ways that interdisciplinary analysis might enrich our understanding of economic globalization. Timothy Koechlin.
Two 75-minute periods.
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LALS 258 - Latin American Politics Semester Offered: Fall
1 unit(s)
(Same as POLI 258 ) Drawing from political processes across several Latin American countries, this course will focus on conceptual debates regarding political representation and participation, political institutions, political culture, and political economy in the region. A major theme will be inequality. The course will examine historical-structural patterns, relationships among social, economic, and political conditions at the national, sub-national and regional levels, and important social and political actors and institutions. The course will also examine the evolution of US roles in Latin America. Katherine Hite.
Two 75-minute periods.
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LALS 268 - Religion, Repression, and Resistance in Latin America
1 unit(s)
(Same as ANTH 268 and HIST 268 ) What was it like to live in a society where crimes of thought and religious transgressions were prosecuted and punished? How did various populations confront and resist inquisitorial activities? What is the legacy of the Inquisition in the Americas? This course addresses these and other questions through a focus on the Latin American Inquisition and Extirpation (ecclesiastic attempts to reform or destroy Precolumbian indigenous religions). The course tracks the emergence of Inquisition tribunals in Mexico City, Lima, and Cartagena after 1571, and the Catholic Church’s prosecution of indigenous idolatry and sorcery. It focuses both on trends in prosecution, torture, and punishment, and on the dynamic responses of those who were either targets or collaborators: indigenous peoples, Jews, Africans, female healers, people of mixed descent, and Protestants. Towards the end of the course, based on students’ interests, we also review other select case studies of religious control and resistance in Latin America. Students proficient in Spanish or Portuguese are encouraged to work with primary sources. David Tavárez.
Not offered in 2017/18.
Two 75-minute periods.
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LALS 269 - Constructing School Kids and Street Kids
1 unit(s)
(Same as EDUC 269 and SOCI 269 ) Students from low-income families and racial/ethnic minority backgrounds do poorly in school by comparison with their white and well-to-do peers. These students drop out of high school at higher rates, score lower on standardized tests, have lower GPAs, and are less likely to attend and complete college. In this course we examine theories and research that seek to explain patterns of differential educational achievement in U.S. schools. We study theories that focus on the characteristics of settings in which teaching and learning take place (e.g. schools, classrooms, and home), theories that focus on the characteristics of groups (e.g., racial/ethnic groups and peer groups), and theories that examine how cultural processes mediate political-economic constraints and human action. Eréndira Rueda.
Not offered in 2017/18.
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LALS 275 - Caribbean Discourse
1 unit(s)
(Same as AFRS 275 and ENGL 275 ) Study of the work of artists and intellectuals from the Caribbean. Analysis of fiction, non-fiction, and popular cultural forms such as calypso and reggae within their historical contexts. Attention to cultural strategies of resistance to colonial domination and to questions of community formation in the post-colonial era. May include some discussion of post-colonial literary theory and cultural studies.
Not offered in 2017/18.
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LALS 284 - Undocumented, Unapologetic, Unafraid Semester Offered: Spring
1 unit(s)
(Same as EDUC 284 and SOCI 284 ) This course places contemporary discourse about the approximately 11 million undocumented people in the U.S. in its historical, academic, legal, political, social, cultural, and economic context. The course takes a historical look at immigration law and legal enforcement, with a particular focus on the (mis)construction and criminalization of undocumented immigrants. By examining how the concept of undocumented/unauthorized has been created, we understand the ways that the assignation of immigration status excludes and exploits undocumented people. Course content considers the array of social institutions that are complicit in this work (e.g., schools, government agencies, industry, media) and how undocumented people resist these forms of oppression and dominance that are exerted by these institutions. A special focus of this course examines how undocumented students navigate K-12 schooling experiences and pathways to college. Key topics include current legislation like DACA, DREAM Act, SUCCEED Act; current campaigns like Comprehensive Immigration Reform and the Undocumented, Unapologetic, and Unafraid campaign; the privatization and expansion of immigration detention centers; unaccompanied minors; the experiences of families with mixed authorized status; the theoretical intersectionality of xenophobia and nativism with other forms of oppression; and the global capitalist economic forces that create both the need to migrate and the need for immigrant labor. Jaime Del Razo and Eréndira Rueda.
Two 75-minute periods.
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LALS 290 - Field Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
By special permission.
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LALS 297 - Reading Course Semester Offered: Fall or Spring
0.5 unit(s)
By special permission.
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LALS 298 - Independent Research Semester Offered: Fall or Spring
0.5 to 1 unit(s)
By special permission.
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Latin American and Latino/a Studies: III. Advanced |
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LALS 300 - Senior Thesis Semester Offered: Fall
0.5 unit(s)
Yearlong course 300-LALS 301 .
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LALS 301 - Senior Thesis Semester Offered: Spring
0.5 unit(s)
Yearlong course LALS 300 -301.
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LALS 302 - Senior Thesis Semester Offered: Fall
1 unit(s)
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LALS 303 - Senior Project Semester Offered: Fall
0.5 unit(s)
US Latino/a studies programs have their origins in the joining of university students with grassroots organizers to create multidisciplinary curricula and initiatives recognizing the contributions of Latino communities. A senior project reflects that spirit. In conjunction with two faculty members, one of whom must come from the LALS steering committee, students formulate a project topic based on continuing community-based work they have done during their Vassar years. The project might be rooted in the local Latino/a community, or from sustained work in Latin America. Students submit a proposal and bibliography, develop a work plan, and follow the same schedule as thesis writers. The senior project must go beyond a fieldwork experience, and requires a well-defined written analytical component.
Yearlong course 303-LALS 304 .
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LALS 304 - Senior Project Semester Offered: Spring
0.5 unit(s)
Yearlong course LALS 303 -304.
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LALS 305 - Senior Project
1 unit(s)
US Latino/a studies programs have their origins in the joining of university students with grassroots organizers to create multidisciplinary curricula and initiatives recognizing the contributions of Latino communities. A senior project reflects that spirit. In conjunction with two faculty members, one of whom must come from the LALS steering committee, students formulate a project topic based on continuing community-based work they have done during their Vassar years. The project might be rooted in the local Latino/a community, or from sustained work in Latin America. Students submit a proposal and bibliography, develop a work plan, and follow the same schedule as thesis writers. The senior project must go beyond a fieldwork experience, and requires a well-defined written analytical component.
This will serve as a 1-unit/1-semester option for a Latin American Studies Project. Special permission.
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LALS 321 - Feminism, Knowledge, Practice
1 unit(s)
(Same as SOCI 321 and WMST 321 ) How do feminist politics inform how research, pedagogy, and social action are approached? Can feminist anti-racist praxis and insights into issues of race, power and knowledge, intersecting inequalities, and human agency change the way we understand and represent the social world? We discuss several qualitative approaches used by feminists to document the social world (e.g. ethnography, discourse analysis, oral history). Additionally, we explore and engage with contemplative practices such as mediation, engaged listening, and creative-visualization. Our goal is to develop an understanding of the relationship between power, knowledge and action and to collectively envision healing forms of critical social inquiry. Light Carruyo.
Not offered in 2017/18.
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LALS 340 - Advanced Urban/Regional Studies
1 unit(s)
Previous topics include: Ethnic Geography and Transnationalism and World Cities: Globalization, Segregation, and Defensive Urbanism.
Not offered in 2017/18.
One 3-hour period.
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LALS 351 - Language and Expressive Culture
1 unit(s)
Not offered in 2017/18.
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LALS 352 - Indigenous Literatures of the Americas
1 unit(s)
(Same as AMST 352 and ANTH 352 ) This course addresses a selection of creation narratives, historical accounts, poems, and other genres produced by indigenous authors from Pre-Columbian times to the present, using historical, linguistic and ethnographic approaches. We examine the use of non-alphabetic and alphabetic writing systems, study poetic and rhetorical devices, and examine indigenous historical consciousness and sociopolitical and gender dynamics through the vantage point of these works. Other topics include language revitalization, translation issues, and the rapport between linguistic structure and literary form. The languages and specific works to be examined are selected in consultation with course participants. They may include English or Spanish translations of works in Nahuatl, Zapotec, Yucatec and K’iche’ Maya, Quechua, Tupi, Aymara, and other indigenous languages of Latin America. David Tavárez.
Not offered in 2017/18.
One 2-hour period.
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LALS 360 - Amerindian Religions and Resistance
1 unit(s)
Not offered in 2017/18.
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LALS 363 - Revolution and Conflict in Twentieth-Century Latin America
1 unit(s)
(Same as HIST 363 ) Revolution has been a dominant theme in the history of Latin America since 1910. This course examines the revolutionary experiences of three nations—Mexico, Cuba, and Nicaragua. It examines theories of revolution, then assesses the revolutions themselves—the conditions out of which each revolution developed, the conflicting ideologies at play, the nature of the struggles, and the postrevolutionary societies that emerged from the struggles. Leslie Offutt.
Prerequisite(s): HIST 264 or permission of the instructor.
Not offered in 2017/18.
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LALS 382 - Race and Popular Culture
1 unit(s)
(Same as AFRS 382 and SOCI 382 ) This seminar explores the way in which the categories of race, ethnicity, and nation are mutually constitutive with an emphasis on understanding how different social institutions and practices produce meanings about race and racial identities. Through an examination of knowledge production as well as symbolic and expressive practices, we focus on the ways in which contemporary scholars connect cultural texts to social and historical institutions. Appreciating the relationship between cultural texts and institutional frameworks, we unravel the complex ways in which the cultural practices of different social groups reinforce or challenge social relationships and structures. Finally, this seminar considers how contemporary manifestations of globalization impact and transform the linkages between race and culture as institutional and intellectual constructs. Carlos Alamo.
Not offered in 2017/18.
One 2-hour period.
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LALS 383 - Nation, Race and Gender in Latin America and the Caribbean - Senior Seminar Semester Offered: Fall
1 unit(s)
With a focus on Latin America and the Spanish-speaking Caribbean this course traces and analyzes the ways in which the project of nation building creates and draws upon narratives about race and gender. While our focus is on Latin America, our study considers racial and gender formations within the context of the world-system. We are interested in how a complicated history of colonization, independence, post-coloniality, and “globalization” has intersected with national economies, politics, communities, and identities. In order to get at these intersections we examine a range of texts dealing with policy, national literatures, common sense, and political struggle. Specific issues addressed include the relationship between socio-biological theories of race and Latin American notions of mestizage, discursive and material “whitening,” the myth of racial democracy, sexuality and morality, and border politics. Light Carruyo.
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LALS 384 - Native Religions of the Americas
1 unit(s)
(Same as AMST 384 and ANTH 384 ) The conquest of the Americas was accompanied by various intellectual and sociopolitical projects devised to translate, implant, or impose Christian beliefs in Amerindian societies. This course examines modes of resistance and accommodation, among other indigenous responses, to the introduction of Christianity as part of larger colonial projects. Through a succession of case studies from North America, Mesoamerica, the Caribbean, the Andes, and Paraguay, we analyze the impact of Christian colonial and postcolonial evangelization projects on indigenous languages, religious practices, literary genres, social organization and gender roles, and examine contemporary indigenous religious practices. David Tavárez.
Prerequisite(s): prior coursework in Anthropology or Latin American Latino/a Studies or permission of the instructor.
Not offered in 2017/18.
One 2-hour period.
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LALS 385 - Women, Culture and Development
1 unit(s)
(Same as INTL 385 , SOCI 385 , and WMST 385 ) This course examines the ongoing debates within development studies about how integration into the global economy is experienced by women around the world. Drawing on gender studies, cultural studies, and global political economy, we explore the multiple ways in which women struggle to secure well-being, challenge injustice, and live meaningful lives. Light Carruyo.
Not offered in 2017/18.
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LALS 386 - Ghetto Schooling
1 unit(s)
(Same as EDUC 386 and SOCI 386 ) In twenty-first century America, the majority of students attend segregated schools. Most white students attend schools where 75% of their peers are white, while 80% of Latino students and 74% of black students attend majority non-white schools. In this course we will examine the events that led to the U.S. Supreme Court’s 1954 decision in Brown v. Board of Education of Topeka and the 60-year struggle to make good on the promises of that ruling. The course will be divided into three parts. In part one, we will study the Brown decision as an integral element in the fight against Jim Crow laws and trace the legal history of desegregation efforts. In part two, we will focus on desegregation policies and programs that enabled the slow move toward desegregation between 1954 and the 1980s. At this point in time, integration efforts reached their peak and 44% of black students in the south attended majority-white schools. Part three of the course will focus on the dismantling of desegregation efforts that were facilitated by U.S. Supreme Court decisions beginning in the 1990s. Throughout the course we will consider the consequences of the racial isolation and concentrated poverty that characterizes segregated schooling and consider the implications of this for today’s K-12 student population, which is demographically very different than it was in the 1960s, in part due to new migration streams from Latin America, Asia, and the Caribbean. Over the last 40 years, public schools have experienced a 28% decline in white enrollments, with increases in the number of black and Asian students, and a noteworthy 495% increase in Latino enrollments. Eréndira Rueda.
Not offered in 2017/18.
One 2-hour period.
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LALS 387 - Latin American Seminar Semester Offered: Fall or Spring
1 unit(s)
(Same as HISP 387 ) A seminar offering in-depth study of topics related to the literary and cultural history of Latin America. This course may be repeated for credit when the topic changes.Michael Aronna (a); Lisa Paravisini-Gebert (b).
Topic for 2017/18a: Detective Fiction in Latin America. This seminar examines the unique literary origins and development of detective fiction in Latin America in different national, political, and cultural contexts to inquire how specific genres of detective fiction and film correspond to particular issues of organized crime, class and ethnic difference, governability, corruption, quotidian violence, urbanization, and the media across Latin America. Michael Aronna.
Topic for 2017/18b: Art, Film, Literature and Climate Change in Latin America. This seminar addressed the toll climate change is taking on Latin America through its expression in art, film and literature. Melting glaciers, coral bleaching, changing rainfall patters, rising sea levels, water and food insecurity are among the topics addressed eloquently through the arts in the region. The course will examine the central role artists and writers have played as key environmental activists throughout LatinAmerica, focusing on literary work by Gabriel García Márquez (Colombia) and Homero Aridjis (Mexico), artists like Tomás Sánchez (Cuba), Alejandro Durán (Mexico), and Ruby Rumié (Colombia), and films like Even the Rains (2011), The Motorcycle Diaries (2004), A Place in the World (1992), The Naked Jungle (1954), and The Towrope (2012). Lizabeth Paravisini-Gebert.
Prerequisite(s): HISP 216 and one course above 216.
One 2-hour period.
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LALS 388 - Latin American Economic Development Semester Offered: Fall
1 unit(s)
(Same as ECON 388 ) This course examines why many Latin American countries started with levels of development similar to those of the U.S. and Canada but were not able to keep up. The course begins with discussions of various ways of thinking about and measuring economic development and examines the record of Latin American countries on various measures, including volatile growth rates, high income and wealth inequality, and high crime rates. We then turn to an analysis of the colonial and post-Independence period to examine the roots of the weak institutional development than could explain a low growth trajectory. Next, we examine the post WWII period, exploring the import substitution of 1970s, the debt crises of the 1980s, and the structural adjustment of the 1990s. Finally, we look at events in the past decade, comparing and contrasting the experience of different countries with respect to growth, poverty and inequality. Sarah Pearlman.
Prerequisite(s): ECON 209 .
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LALS 399 - Senior Independent Research Semester Offered: Fall or Spring
0.5 to 1 unit(s)
By special permission.
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Mathematics and Statistics: I. Introductory |
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MATH 121 - Single Variable Calculus Semester Offered: Fall
1 unit(s)
The calculus of one variable and its applications are discussed. Topics include: limits, continuity, derivatives, applications of derivatives, transcendental functions, the definite integral, applications of definite integrals, approximation methods, differential equations, sequences, and series. The department.
Prerequisite(s): a minimum of three years of high school mathematics, preferably including trigonometry.
Mathematics 121 is not open to students with AP credit in mathematics or students who have completed MATH 101 or its equivalent.
Yearlong course sequence 121, MATH 126 /MATH 127 .
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MATH 126 - Calculus IIA: Integration Theory Semester Offered: Fall and Spring
0.5 unit(s)
In this course, we expand and build upon basic knowledge of differential and integral calculus. Various techniques and applications of integration will be studied. The calculus of transcendental functions—such as the exponential, logarithmic, and inverse trigonometric functions—will also be developed. A main theme in this course is the many ways functions can be defined, and arise naturally in problems in the mathematical sciences.
Prerequisite(s): MATH 121 or its equivalent.
First or second six-week course.
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MATH 131 - Numbers, Shape, Chance, and Change Semester Offered: Spring
1 unit(s)
What is the stuff of mathematics? What do mathematicians do? Fundamental concepts from arithmetic, geometry, probability, and the calculus are explored, emphasizing the relations among these diverse areas, their internal logic, their beauty, and how they come together to form a unified discipline. As a counterpoint, we also discuss the “unreasonable effectiveness” of mathematics in describing a stunning range of phenomena from the natural and social worlds. The department.
Prerequisite(s): at least three years of high school mathematics.
Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar.
Two 50-minute periods and one 50-minute discussion period.
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MATH 132 - Mathematics and Narrative
1 unit(s)
To most, mathematics and narrative live in opposition-narrative is ubiquitous while mathematics is perceived as inscrutably esoteric and obscure. In fact, narrative is a fundamental part of mathematics. Mathematical proofs, problems and solutions, textbooks, and journal articles tell some sort of story. Conversely, many literary works (Arcadia, Proof, and Uncle Petros and the Goldbach Conjecture) use mathematics as an integral part of their narrative. Movie and television narratives such as Good Will Hunting and Numb3rs are also mathematically based. Nonfiction works about mathematics and mathematical biographies like Chaos, Fermat’s Enigma, and A Beautiful Mind provide further examples of the connection between mathematics and narrative. We use this course to explore this connection by reading and writing a variety of mathematical narratives.
Open only to freshmen; satisfies college requirement for a Freshman Writing Seminar.
Not offered in 2017/18.
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MATH 141 - Introduction to Statistical Reasoning Semester Offered: Spring
1 unit(s)
The purpose of this course is to develop an appreciation and understanding of the exploration and interpretation of data. Topics include exploratory data analysis, basic probability, design of studies, and inferential methods including confidence interval estimaation and hypothesis testing. Applications and examples are drawn from a wide variety of disciplines. When cross-listed with biology, examples are drawn primarily from biology. Statistical software is used. Computationally less intensive than MATH 240 . Ming-Wen An, Jingchen Hu.
Prerequisite: three years of high school mathematics.
Not open to students with AP credit in statistics or students who have completed MATH 240 , ECON 209 or PSYC 200 .
Not recommended for students who have taken a semester of calculus: those students should instead consider MATH 240 . AP Statistics, MATH 141 and MATH 240 all provide an introduction to statistics and students should not take more than one; they all can serve as a prerequisite for further statistics courses in the Mathematics and Statistics Department.
In certain semesters, one section may be cross-listed with BIOL 141 .
Three 50-minute periods.
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MATH 142 - Statistical Sleuthing: Personal and Public Policy Decision-Making in a World of Numbers
1 unit(s)
The world inundates us with numbers and pictures intended to persuade us towards certain beliefs about our health, public policy, or even which brand of product to buy. How can we make informed decisions in this context? The goal of this course is for us to become statistical sleuths who critically read and summarize a piece of statistical evidence. We read articles from a variety of sources, while using basic statistical principles to guide us. Course format: mixture of discussion and lecture, with regular reading and writing assignments. The department.
Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar.
Not offered in 2017/18.
Three 50-minute periods.
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Mathematics and Statistics: II. Intermediate Prerequisites for all intermediate courses: MATH 126 and MATH 127 , or permission of the department, unless otherwise indicated.
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MATH 220 - Multivariable Calculus Semester Offered: Fall and Spring
1 unit(s)
This course extends differential and integral calculus to functions of several variables. Topics include: partial derivatives, gradients, extreme value problems, Lagrange multipliers, multiple integrals, line and surface integrals, the theorems of Green and Gauss.
Prerequisite(s): MATH 126 and MATH 127 or equivalent.
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MATH 221 - Linear Algebra Semester Offered: Fall and Spring
1 unit(s)
The theory of higher dimensional space. Topics include: geometric properties of n-space, matrices and linear equations, vector spaces, linear mappings, determinants. The department.
Prerequisite(s): MATH 126 and MATH 127 or equivalent, or permission of the department.
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