About the OSC

The Oak Student Committee (OSC) allows Colby undergraduates to become integrally involved in the Institute and its programming.  The committee is the primary link between the Fellow and the student body, organizing formal meetings and more casual encounters over meals or through field trips. Even when the Fellow is not present on campus, OSC members help plan and execute Oak events. Through participation on this committee, students gain a better understanding of human rights issues and learn key skills involved in human rights advocacy.

Students with Bassam Khabieh, 2018 Oak Humans Rights Fellow

Students with Bassam Khabieh, 2018 Oak Humans Rights Fellow.

2019-2020 Oak Student Committee

Aliza Anderson
Allison Douma
Andres Lovon Roman (Co Chair)
Cam Garfield
Caroline Wren
Charles Beauregard
Emilie Pilchowski
Emma Ainsworth
Emmanuel Sogunle
Erica Lei (Co Chair)
Gal Cohen
Josie Smith
Kabir Signh
Lizzy Holland
Molly Smith
Nathalie Dragnex
Rantel Ransom
Riley Janeway
Sandeep Kaur
Sonia Latcher
Suzanne Singer
Tara Strelevitz
Tiffany Poor
Yutong Xia
Zoe Ward


Internships

The Oak Institute for Human Rights offers summer internship funding to allow students to pursue internships at institutions that work on issues of human rights, broadly defined. Internship funding (up to $5,000) is available to continuing full-time Colby students over the summer. To apply, please submit an application through DavisConnects.

Learn more about Colby’s Grants and Sponsored Programs

Applications for JanPlan 2020 will be live on this DavisConnects webpage on September 25, 2019. Students will submit a general application (please visit DavisConnects funding page to prep all essay questions an application materials) in addition to the following questions by October 9 at 11:59 PM EST.

  1. How does your experience tie into the mission of the human rights mission of the Oak Institute?
  2. You will be prompted on the general application to send a reference request to a Colby faculty or staff member and a reference request to a former or current employer on the Oak Institute application. Both references will be asked to fill out a brief questionnaire. Please give them prior notice of your specific plans and explain that fund disbursement is conditional on a completed and positive reference.
  3. Please upload a copy of your unofficial transcript.
  4. Are you applying for funding from any source other than the Oak Institute? If so, indicate the source and how much are you requesting.

When they return to campus, recipients of Oak Internships will be expected to submit a 500-1000 word report on their internship work that will be posted on our website.

Maan Qraitem ’20 speaking at an Oak Institute lecture by Alia Malek

Maan Qraitem ’20 speaking at an Oak Institute lecture by Alia Malek.

Important Considerations

Student Eligibility – Summer awards are open to first-years, sophomores and juniors. While students who have previously been awarded funds may reapply, preference will be given to new applications.

Internship Eligibility – An internship is a carefully monitored work experience in which a student has intentional learning goals and reflects on what she/he is learning through the experience. Preference is given to unpaid internships at institutions involved in promoting and protecting human rights, broadly defined. Summer awards can be adjusted for the length of the internship, and usually require a minimum of 20 hours/week for 8 weeks.

Funding is not meant to serve as compensation for an internship. Rather, it is designed to cover supplemental costs that come along with an unpaid internship – i.e., transportation, lodging, meals, etc.

Applicants do NOT need to have a confirmed internship to apply. Based on application deadlines, students are often still waiting to hear back regarding their plans for January or the summer. Funding applications can be submitted without a secured internship, but should be completed with information for one specific opportunity – the one that is most likely to take place. The committee will make a decision based on the initial application. If you are awarded funding, it will be provisional on receipt of a letter from the organization confirming the internship. If you plans or circumstances change, you will need to resubmit your proposal with the updated information.

If you are applying for funding from other Colby or non-Colby sources, you have an obligation to let us know and provide details.

If you are planning to do an internship outside the US, please note that Colby will not sponsor your efforts if the experience is located in a country for which the US government has issued a travel warning or recognizes as a dangerous place. Please visit the US State Department’s website here for a list of these countries.

Please do not tie your plans to winning this very competitive award. You need to make alternative plans in case you are not selected. The Oak Institute has limited funds to support somewhere between 3 and 5 internships each year and does not have additional funds.

Past Oak Internships: (2019/2018)

  • Addie Thompson in Greece- Addie spent four weeks in a refugee camp in Thermopylae, Greece where she worked with the non-profit Beyond Words International to pilot a curriculum of non-verbal art-based therapy at a school for the camp.
  • Zoe Ward in Tibet

Oak Institute class discussion with visiting lecturer Amal Kassir and 2018 Oak Fellow Bassam Khabieh

Oak Institute class discussion with visiting lecturer Amal Kassir and 2018 Oak Fellow Bassam Khabieh.


Human Rights Related Study Abroad Programs

Adventure Teaching
Antioch Education Abroad Programs
The Center for Ecological Living and Learning (CELL) Study Abroad
Danish Institute for Study Abroad
International Honors Program (IHP)/Comparative Program – Human Rights: Foundations, Challenges, and Advocacy
International Human Rights Exchange
International Partnership for Service Learning (IPSL)
Institute for Peace & Dialogue Summer Academy – International Summer Academy
Institute for the International Education of Students (IES) Social Environmental Change, San José, Costa Rica
Peace and Conflict Studies Program: Summer Semester at the American University in Bosnia and Herzegovina
School for International Training (SIT) Study Abroad
University Studies Abroad Consortium (USAC) in Florianópolis, Brazil
Social Work & International Affairs: Human Rights with Florida State University
Where There Be Dragons Programs


Courses

Each fall, the current Oak fellow teaches a one credit, non-graded seminar class on human rights. In the seminar, the Oak fellow teaches not only basic human rights concepts but also shares personal background to give students a prominent example of human rights advocacy.


Water Rights Seminar: GS 111

An examination of the intersection of water and human rights. Co-instructed by Moroccan anthropologist, activist, and 2018 Oak Fellow, Jamila Bargach. We will explore many aspects of human rights in relation to water, including economic rights, indigenous rights, rights to security, rights to a clean environment, and gender equity. Students will also consider the different ways to address water and human rights issues through an exploration of policy, advocacy, and technology. May be taken for credit a total of three times. Nongraded.


2019-2020 Courses with a Human Rights Component

 

African American Studies:

 

AA228  Introduction to Race, Ethnicity, and Politics   

Four credit hours.  S, U.  LeVan

Listed as Government 228.

 

AA252  Race, Ethnicity, and Society   

Four credit hours.  U.  Gilkes

Listed as Sociology 252.

 

AA315  Minority Representation   

Four credit hours.  S, U.  LeVan

Listed as Government 315.

 

AA351  Minority Issues and Social Change in the Americas   

Four credit hours.  L, I.  Mauguiere

Listed as French 351.

 

AA397  Race, Labor, and Gender in the Nineteenth-Century U.S.   

Four credit hours.  H, U.  Yankoski

Listed as History 397.

 

AA455  Seminar: Conflict and Crisis in Africa   

Four credit hours.  I.  Seay

Listed as Government 455.

 

American Studies:

 

AM297  Activist Art   

Four credit hours.  U.  Hickey

Focuses on notable developments in activist art from the 18th century to the present, highlighting the relationships between geographically diverse movements — from The Black Panther newspaper’s powerful political graphics to rabble-rousing anti-nuclear activism in Japan. We look at the role of art in social movements, while considering the contexts from which these movements emerged in relation to transnational social, environmental, and economic concerns. The class looks at different activist tactics and forms each week, such as protest walks, grassroots counter-surveillance, and political printmaking, providing students with the tools to analyze how the visuality of activism has developed over time. Students will create a final activist art project.

 

Anthropology:

 

AY112  Cultural Anthropology   

Four credit hours.  S, I.  Menair

Introduction to the study of human societies and cultures through the concepts and methods of anthropology. Course material will (a) explore the great diversity of human social and cultural arrangements through the investigation of cultural communities around the world and the distinct ways their members experience and understand their lives and (b) investigate the larger historical, political, economic, and symbolic frameworks that shape contemporary human societies and cross-cultural interactions worldwide. Assignments emphasize clarity, concision, and coherence of written and oral arguments, as well as control over and understanding of course content.

   

AY245  Development and Environmental Issues in China   

Four credit hours.  S, I.  Zhang

See East Asian Studies 242.

 

AY268  Politics of Satire and Humor in Modern China   

Four credit hours.  S, I.  Zhang

Listed as East Asian Studies 268. Fulfills anthropology’s culture area requirement.

 

AY3326s    Comparing Inequalities: Caste and Race    Introduces students to the history of anthropological theorizing about caste in South Asia and race in the United States. We will also look at a critical body of texts written by scholar-activists comparing the institutions of Jim Crow to caste discrimination in post-Independence India. Topics may vary according to student interest, but include: inequality and hierarchy, gender, inter-caste and inter-racial romance, affirmative action, social movements, violence, and purity and pollution. In addition to examining the ethnographic record of caste and race, students will read critical texts about the use of the comparative method in anthropology. Students will complete a research project comparing caste and race in a specific social and historical context of their choosing. Prerequisite: Anthropology 112. Four credit hours.  S.    STROHL

 

AY397  Indigeneity and the Politics of Authenticity   

Four credit hours.  Haynes

Globally, indigenous peoples face a variety of social and institutional pressures. These include the need to be recognized by settler states, (mis)representations of Native peoples in public media, as well as internal community expectations about proper indigenous personhood. This course explores indigeneity as a political status, a supposed biological category, a social experience, and a point of departure for political involvement and activism. Case materials are drawn from North and South America, Oceania, with some examples from Europe and Asia. Students will develop their anthropological skills through research and presentations. Prerequisite: Anthropology 112.

 

AY455f    Intervention: The Ethics and Politics of Humanitarianism    Listed as Global Studies 455. Four credit hours.  S.    HALVORSON

 

East Asian Studies:

 

EA242  Development and Environmental Issues in Contemporary China   

Four credit hours.  S, I. Zhang

Will use textbooks and reading materials that provide the social science approach in studying environmental issues in China. Although China is the second largest economy in the world, it is still a developing country on the per capita basis. This course will explore the issues of developmental rights vs. environmental protection, and environmental justice and the human and health costs of ecological degradation and industrial pollution at the global level.

 

EA268f  Politics of Satire and Humor in Modern China    Explores the evolving role of satire, jokes, and comics in modern China from the Republican Period (1912-48) to Maoist China (1949-78) and reform-era China (1978-present). Particular attention to new and historical forms and targets of Chinese political humor as a way to understand changing state-society relations. Should the proliferation of political humor on the Internet be seen as a sign of new political openness or a part of everyday forms of resistance under authoritarian rule in contemporary China? Four credit hours.  S, I.    ZHANG

 

Economics:

 

EC231  Environmental and Natural Resource Economics   

Four credit hours.  Meredith

The objective is to develop and apply economic tools to current environmental and resource-management issues. Causes of and remedies to environmental and resource-management problems are analyzed through economic modeling. These models in turn serve as the theoretical foundation for designing and evaluating policy instruments and practices. Students will learn to analyze current environmental problems and assess the effectiveness of environmental and resource-management policies using economic tools. Prerequisite: Economics 133 and sophomore or higher standing.

 

EC255  Public Policy and Economic Development   

Four credit hours.  Libby

Examines efficient economic models for the promotion of federal, state, and local economic development. This case-based course analyzes frameworks for successful public/private partnerships that promote entrepreneurial activity, small business expansion, and the recruitment of industry to a region through the application of policy-based incentives. Investigates best-practice methods used by all levels of government to accomplish these tasks. Prerequisite: Economics 133.

 

Education:

 

ED201fs Education and Social Justice   An introduction to the relationship between education (theory, research, and practice) and social justice in U.S. schools. Goals include (1) understanding the concept of social justice, the dynamics of power, privilege, and oppression, and how these dynamics shape the experience of students and teachers; (2) developing relationships with children and youth in the greater Waterville area; (3) expanding ethical capacities, including compassion, empathy, respect, responsibility, and commitment to social justice; (4) honing key academic and intellectual skills. In addition, students are required to spend a minimum of 50 civic engagement hours in a local classroom. Previously listed as Education 231. Four credit hours.  S, U.    SABA, TAPPAN

 

ED245f    Dimensions of Educational Equity    Explores the historical and societal roots of educational inequality and efforts to build a more equitable schooling systems. We will consider the challenges and tensions involved in defining and pursuing “fairness” and “inclusion” in schools, such as how to acknowledge difference without reifying it, and whether differentiation or standardization of schooling promises greater equity. Finally, we will analyze the potential promise and problems of various contemporary reforms aimed at greater educational equity. Four credit hours.  U.    YOSHIZAWA

 

247f    Current Policy Issues in U.S. Education    Provides an overview of contemporary policy issues in American K-12 and higher education. Topics will include standardized testing and accountability policy, achievement gaps, school choice, Common Core and curriculum reform, teacher turnover and evaluation, mayoral control, affirmative action, and college completion, among others. Particular attention will be given to exploring the challenges of using policy to improve education and the implications of contemporary reforms for American democracy.Four credit hours.    SABA

 

ED322s Social Class and Schooling 

The significance of class as a critical dimension of inequality in the United States. Various theoretical, empirical, and pedagogical perspectives on social class and schooling provide a basis for analyzing class stratification in education. Unraveling the cultural dynamics of class distinctions to understand the social, economic, and cultural landscapes within which young people come to understand the meaning of their schooling in a shifting global economy. Prerequisite: Introductory course in education or sociology. Four credit hours. U. HOWARD

ED345  Reform and the Classroom   

Four credit hours.  Yoshizawa

Examines the school and the classroom as contexts for reform. Why does so much of schooling appear to remain unchanged over time? How and when do external policies and pressures shape what teachers and students do? This course draws on sociological studies of schools and teachers’ work as well as theories on organizational behavior to build an understanding of the processes, structures, and beliefs that enable or constrain change. We will use this framework to analyze reforms and policies aimed at improving classroom instruction, such as curriculum standards, school restructuring, and teacher evaluation.

 

ED398A  Education and Sustainable Development   

Four credit hours.  Roy

During the past quarter century, the concepts of sustainability, development, and the role of education has been contested by scholars. This course will introduce students to these central debates, develop students’ ability to critically reflect upon sustainable development in an educational context, and prepare them to create, design, evaluate, and share educational materials on sustainable development goals. The course aims to first prepare students “bilingual,” able to utilize terms, theories, and concepts from sustainability, development, and education fields. The course also focuses on some of the most “global” of all sustainable development challenges: climate change, energy systems, population growth, and food systems and their relationships with schooling.

 

English:

 

EN120Qf    Language, Thought, and Writing: Scenes of Displacement, Migration, and Exile    In this writing intensive course emphasizes the fundamentals of academic writing and evidence-based argumentation skills. Pursuant to that goal, we will look at various ways that selected texts including novels, essays, film, poetry and photography respond to the subject of displacement, migration and exile in the 20th and 21st Centuries. From voluntary migration in search of more habitable spaces, to politically exiled intellectuals and writers, from narratives of asylum seekers to undocumented migrant labours in the North Atlantic, we will examine and analyze different forms of exile as represented in selected fiction and non-fiction work. We will train to read critically and write compellingly, in relation to the aesthetic responses to forms of dispossession and exploitation. Four credit hours.  W1.    SHABANGU

 

Environmental Studies:

 

ES126  Environmental Activism   

Four credit hours.  S.  Carlson

An introduction to the history, theory, and practice of environmental activism, incorporating both global and local perspectives. We focus on individual activists, grassroots groups, indigenous people, and large environmental organizations, analyze their motivations, strategies, and experiences, and determine how their actions have sparked effective social, political, and environmental change. We explore the social phenomena that underlay environmental activism, taking an interdisciplinary approach that encompasses history, environmental justice, social movement theory, political theory, public policy, and communications. We make significant use of primary source narratives by activists and communities on the front-lines of environmental struggles. We will place particular emphasis on climate and energy activism. Energy/Exhaustion humanities theme course. Prerequisite: First-year standing.

 

ES231  Environmental and Natural Resource Economics   

Four credit hours.  Meredith

Listed as Economics 231.

 

ES265  Global Public Health   

Four credit hours.  Carlson

An introduction to the principles and measures of global health, disease burdens, and environmental determinants of health, including poverty, climate change, pollution, population, violence, and lack of safe food, clean water, and fuels. We will also study international health institutions, key actors, and environmental regimes for the regulation of environmental health hazards. Through small-group presentations and discussion we will explore global case studies that highlight the complex relationship between human health and the environment. Prerequisite: Environmental Studies 118 or a course in the natural sciences.

 

ES366  The Environment and Human Health   

Four credit hours.  N.  Carlson

How human health is affected by physical, chemical, biological, and social environments; how we use science to measure the effects of these determinants at the level of cell, tissue, individual, and population; how we assess these determinants to make regulatory decisions. Topics include introductions to toxicology, epidemiology, and risk assessment; health effects of pollution, synthetic chemicals, consumer products, climate change, and the built environment; the etiology of health outcomes including cancer, obesity, endocrine disruption, and respiratory diseases. Students use primary scientific literature for independent research and, when appropriate, engage in environmental health policy debates in Congress and/or the Maine legislature. Prerequisite: Environmental Studies 118 or 126, and sophomore or higher standing.

 

French:

 

FR297  Indigenous Resistance to Petro Capitalism (in English)   

Four credit hours.  I.  Maurer

Pacific activists, writers, and artists are at the forefront of the movement to oppose petrol capitalism and to fight American carbon imperialism. In this Humanities Lab, students will analyze Pacific cultural production, interview climate activists from Oceania, and read critical articles on the opposition to nuclear energy and resource exhaustion. Students will also help to promote the message of Pacific climate activists by transforming handmade documents and embodied performances into digital artefacts. Course and readings in English. French studies majors required to submit all written work in French.Prerequisite: Any W1 course.

 

FR351  Minority Issues and Social Change in the Americas   

Four credit hours.  L, I.  Mauguiere

Examines issues of cultural representation, migration, diaspora, and social change primarily in Quebec, Maine, and Louisiana. Postcolonial, transatlantic, and border theories will be used to better understand the French experience in the Americas. Goals include developing critical reading, presentation, and writing skills. Students will analyze print and visual texts, including films and oral stories, and they will contribute to a digital humanities project as part of an on-going, interdisciplinary effort to remap America and American studies.Prerequisite: French 231 and at least one other 200-level course, preferably two.

 

Global Studies: 

 

GS111  Human Rights in Global Perspective   

One credit hour.  Bargach, Carlson

An examination of the intersection of water and human rights. Co-instructed by Moroccan anthropologist, activist, and 2018 Oak Fellow, Jamila Bargach. We will explore many aspects of human rights in relation to water, including economic rights, indigenous rights, rights to security, rights to a clean environment, and gender equity. Students will also consider the different ways to address water and human rights issues through an exploration of policy, advocacy, and technology. May be taken for credit a total of three times. Nongraded. Prerequisite: Sophomore or higher standing.

 

GS298A  Religious Violence   

Four credit hours.  W2.  Maidhof

Are there ‘proper’ or ‘improper’ practices of religion? Is it at best a matter of private belief, to be kept separate from or protected by the state, or is it something that at times requires the state’s intervention? Does religion represent the last vestiges of the premodern world, or is it something that is integral to modern life? To answer these questions, we will call on anthropologists and other social scientists and theorists to understand, first, what is “religion,” and then what is, can be, or should be its relationship to the modern state in various historical and geographical locations.

 

GS316  Religion and Social Change in Contemporary Africa   

Four credit hours.  Halvorson

Participants will build awareness of the religious diversity of contemporary African societies using selected studies from Madagascar, Tanzania, Mali, Mozambique, and other sites. Students will learn to identify the relationship of African religions with diverse, transforming views on biomedicine and healing, urbanization, gender relations, modern subjectivities, development and humanitarianism, and the colonial legacy. Ongoing written and oral discussion will enable students to gain facility with key theoretical models to analyze the role of African religions in dynamic processes of political, economic, and cultural transformation. Previously listed as Anthropology 316. Prerequisite: Anthropology 112 and junior or senior standing.

 

Government:

 

GO131  Introduction to International Relations   

Four credit hours.  S.  Babik

An introduction to the basic concepts and theories of international relations, focusing primarily on the core issues of war and peace as they have evolved in the international system, as well as the prospects for cooperation through international institutions to address issues such as human rights, nuclear proliferation, the world economy, and the global environment.

 

GO228  Introduction to Race, Ethnicity, and Politics   

Four credit hours.  S, U.  LeVan

Examines broadly the ways in which racial and ethnic minorities influence and are influenced by American politics and public policy. The course is organized in three parts. Part I will explore the theoretical and historical contexts of race in American politics. Part II will focus on race and political behavior, paying close attention to public opinion, participation, and representation. Part III will examine particular policy-related case studies: minority education, housing, employment, and criminal justice. Prerequisite: Government 111.

 

GO251  Israelis and Palestinians: Conflict and Accommodation   

Four credit hours.  S.  Denoeux

Examines the origins, evolution, and current state of the conflict between Israelis and Palestinians. Explores the forces that have sustained the dispute, the main reasons behind failed attempts at peacemaking, and the factors that account for the current stalemate. Focuses on key historical junctures, including the British mandate over Palestine, the creation of Israel and dispossession of the Palestinians, the “Oslo Process” and its collapse, the failed 2000 Camp David Summit and the second intifada, as well as the new situation created by the events of the past decade. Attention also is paid to media coverage of, and U.S. policy toward, the conflict. Prerequisite: Sophomore or higher standing.

 

GO264  Democracy and Human Rights in Latin America   

Four credit hours.  S, W2, I.  Mayka

What have been the challenges associated with the establishment and consolidation of democracy that protects human rights in Latin America? This course examines democracies and authoritarian regimes in Latin America over the past 50 years, with a particular emphasis on the quality of democracy and protection of human rights in the current period. Topics discussed include the breakdown of democracy; democratization; social movements; citizenship; state violence; and the rights of marginalized groups, including the poor, racial and ethnic minorities, women, and LGBTQI individuals.

 

GO315  Minority Representation   

Four credit hours.  S, U.  LeVan

Inequalities persist throughout everyday life and remain apparent within American political institutions. We will examine how these inequalities manifest in American political institutions and why they matter. Part I will explore the multifaceted nature of representation. Part II will explore the conditions that affect minority representation, specifically: population size, public opinion/support, interest group support, and group access to resources. Part III will focus on the future of representation, paying close attention to changing demographics. Prerequisite: Government 111.

 

GO451  Seminar: Political Violence   

Four credit hours.  Denoeux

Explores a variety of theoretical perspectives on, and case studies of, political violence, with particular emphasis on terrorism (both secular and religious) and ethnic conflict. Examines drivers of radicalization and violent extremism, the factors that lead to the rise, decline, and/or demise of terrorist organizations, and the nexus between transnational organized crime and international terrorism. Introduces key concepts and analytical frameworks and provides students with an opportunity to apply them to a case study of their choice. Students present the preliminary results of their research projects to the class. Prerequisite: Senior standing as a government major.

 

GO455  Seminar: Conflict and Crisis in Africa   

Four credit hours.  I.  Seay

Focuses on political violence in Africa from the precolonial period to the present day. Students will be able to identify, compare, and contrast major theories of conflict and conflict resolution as they apply in sub-Saharan Africa. Students will also be able to describe the history of political violence in Africa, including pre colonial conflicts, conflict related to colonization, wars of liberation, and post-colonization civil and intrastate wars. Prerequisite: Government 251, 252, 253, 255, 256, or 259.

 

History:

 

HI120C  Spotlight on History: The Holocaust and Genocide in Europe   

Four credit hours.  H, W1, I.  Scheck. What do the Armenian genocide, mass violence in the Stalinist Soviet Union, the Holocaust, and “ethnic cleansing” in Yugoslavia have in common? What differentiates them? Focus is on survivor testimony and historians’ debates on the motives of the perpetrators, the experience of victims, and ways of coming to terms with the past.

 

HI141  Genocide and Globalization: 20th-Century World History   

Four credit hours.  H, I.  van der Meer

The terms genocide and globalization aptly describe the long 20th century in world history, which begins in the 19th century with the “opening” of China and Japan, German unification, and the onset of imperialism. By focusing on the roots and the context, the history of the 20th century as well as present tensions in the Middle East, Ukraine, South China Sea, etc. are easier to understand. The focus will shift from national (Germany, United States, China) to regional (Europe, Africa, Americas, Asia) to global perspectives. Introduces the major relevant ideologies and systems, such as nationalism, National-Socialism, fascism, communism, capitalism, social democracy, imperialism, decolonization, total war, genocide, and globalization.

 

HI327  Daily Life under Stalin   

Four credit hours.  H.  Josephson

Many workers and peasants, and of course political elites, supported the Stalinist system, overlooking, discounting, or even justifying the great human costs of collectivization, industrialization, and the Great Terror as needed to create a great socialist fortress. An examination of the nature of regime loyalty under Stalin, making extensive use of primary sources. Prerequisite: Sophomore or higher standing.

 

HI397  Race, Labor, and Gender in the Nineteenth-Century U.S.   

Four credit hours.  H, U.  Yankoski

An examination of the interrelatedness of race, labor, and gender, and consideration of how ideas about these themes changed over the course of the nineteenth century. We will study broad topics, such as whiteness / blackness, freedom / slavery, and plantations / factories. This course also takes a continental approach and moves outside of the east, south, and north to think about how people labored in the west. We will consider how Asian laborers, Indigenous people, and New Mexicans were socialized differently than white Americans and Africans. We will analyze gender alongside of race, as we learn about who did what jobs in the nineteenth century.

 

Jewish Studies:

 

226j    Community Organizing and Social Justice    For decades, ordinary citizens have exercised their power on a local and state level using the principles of congregation-based community organizing (CBCO). In this hands-on introduction to the principles of CBCO, students will learn how to organize to build power and create political change. With special attention to the Jewish texts that underlie this work, we will focus on the history of Jewish involvement in social justice movements as a case study for making change. Guest speakers from across the country will share their experiences. Three credit hours.    ASCH

JS251  Israelis and Palestinians: Conflict and Accommodation   

Four credit hours.  S.  Denoeux

Listed as Government 251.

 

Latin American Studies:

 

LA237  Conquest and Resistance in the Americas   

Four credit hours.  L, I.  Millones

Listed as Spanish 237.

 

LA264  Democracy and Human Rights in Latin America   

Four credit hours.  S, W2, I.  Mayka

Listed as Government 264.

 

LA297A  Crime, Violence, and Security in Latin America   

Three credit hours.

Through the examination of three cases – Mexico, El Salvador, and Brazil – students will explore the various manifestations of crime and violence occurring in Latin America and the diverse responses to it by states, citizens, and private entities. Some of the major themes and issues covered in the course include the significance of weak and corrupt state institutions; historical legacies of authoritarianism, inequality, and racism; the role of U.S. domestic and foreign policies; the upsurge in organized crime and street gang membership; and the emergence of private security. As part of the course, students will break into groups and create their own anti-crime and violence organization for one of the countries under study.

 

Philosophy:

 

PL111  Central Philosophical Issues: Justice and Society   

Four credit hours.  S.  Gordon

An introductory course in philosophy through readings on justice and oppression, individual freedom and rights, incarceration, state power, violence, and economic inequality. Readings from Michelle Alexander, Hannah Arendt, John Locke, Karl Marx, John Stuart Mill, Plato, Malcolm X, and Iris Marion Young. Students will learn philosophical thinking, reading, speaking, and writing. In addition, they will gain an understanding of fundamental issues in social philosophy, including freedom, justice, the mechanisms of oppression, state formation, (il)legitimate uses of violence, revolution, incarceration, minority rights, etc.

 

PL328  Radical Ecologies   

Four credit hours.  Peterson

Radical ecologies interrogate our everyday, scientific, and metaphysical conceptions of nature, they emphasize that environmental problems in human-to-nature relations originate in human-to-human relations (e.g., gender, class, and race relations), and they call for comprehensive social and cultural changes through their critiques of existing social forms. They critically explore the historical, cultural, ethical, political, economic, and technological aspects of the place of the human in nature. Readings from anarchist social ecology, deep ecology, ecofeminism, and ecosocialism. Prerequisite: One philosophy course.

 

Sociology:

 

SO252  Race, Ethnicity, and Society   

Four credit hours.  U.  Gilkes

An examination of the role of race and ethnicity in organizing complex stratified societies, in structuring systems of durable inequalities, and in organizing and shaping communities and enclaves within stratified societies. Using multiple sociological perspectives on race, ethnicity, minority groups, prejudice, discrimination, and institutional racism, special attention is paid to the United States with reference to immigration, slavery, conquest, annexation, colonialism, internal migration, social conflict, social movements, labor, citizenship, transnational adaptation, law, and public policy. Prerequisite: Sociology 131 or 231 or American Studies 276 or Anthropology 112.

 

SO322  Social Class and Schooling   

Four credit hours.  U.  Roy

Listed as Education 322.

 

SO268  Social Policy and Inequality   

Four credit hours.  S.  Kesler

How does social policy shape inequalities in income, educational attainment, the job market, health, and housing? How do we assess the effects of such policies? We will consider examples of both small- and large-scale policies that target social inequalities. We will evaluate their effects and also consider the social forces that influence policymaking in the United States and other advanced democracies.

 

SO2XXB  Sociology of Globalization   

Four credit hours.  Hikido

 

Spanish:

 

[SP265] The Short Novel in Spanish America Close readings of contemporary Spanish-American short novels by representative authors. Explores representations of gender, history, human rights, politics, race, and sexualities within the context of the social and political realities of Spanish America in the 20th and 21st centuries. Also considers critical literary concepts such as narrative perspective, parody, intertextuality, and self-consciousness. Prerequisite: Spanish 135. Four credit hours. L.

SP397  Struggle, Memory, and Truth: Human Rights in Latin America   

Four credit hours.  L, I. Gardeazabal Bravo

An overview of human rights literature and culture in Latin America. Exploration of literary works that reveal the contradictions and complexities stemming from human rights’ discourse and their relation to different kinds of violence (structural, gender-based, slow). Students will study how writers, filmmakers, and artists examine criticisms of the logic of human rights and the humanitarian, hierarchical, or therapeutic view it contains. By reading genres like testimony, post-conflict, and post-dictatorship literature we will examine the importance of the cultural representation of human rights violations as part of the different processes of mourning, justice, and historical memory, while we reflect on the limits of literary language regarding the representation of certain types of violence. Prerequisite: A 200-level Spanish literature, culture, or film course

 

Women and Gender Studies:

 

WG493  Seminar: Identity Formation, Social Movement, and Gender   

Four credit hours.  Thomas

An examination of current debates about social and political identity in an effort to understand the terrain of these debates by examining (and in some cases forcing) conversations between and among projects that attempt to offer ways of thinking about the relationship between identity formation and social movements. Students will complete an independent project on a topic of their own choosing.Prerequisite: Women’s, Gender, and Sexuality Studies major or minor.