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Course Criteria
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3.00 Credits
Spanish American Testimonio
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3.00 Credits
Fall 2006. GUSTAVO FAVER ®N -PATRIAU. A careful examination of the Argentinian writer Jorge Luis Borges's work. Focuses not only on Borges's short stories, poems, essays, film scripts, interviews, and cinematic adaptations, but also on the writers who had a particular influencce on Borges's work, as well as on Latin American, European and United States writers who were later influenced by the Argentinian master. An organizing concept is Borges's idea that "a writer creates his ownprecursors. His work modifies our conception of the past, as it will modify the future." (Same as Latin American Studies 339.) Prerequisite: Two of the following: Spanish 207, 208, 209, 210, or permission of the instructor.
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3.00 Credits
THE DEPARTMENT.
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3.00 Credits
Fall 2006. AVIVA BRIEFEL. (Same as English 10.)
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3.00 Credits
Fall 2006. KRISTA MCQUEENEY. Explores how young girls construct a sense of self amidst considerable social inequalities. Many scholars identify adolescence as a critical turning point for girls in multiple social realms (e.g., school, sports, body image, self-esteem). What accounts for the often detrimental impact of this transition from girlhood to adolescence How do social institutions; cultural messages; and interactions with peers, teachers, coaches, and parents influence the transition differently for girls than for boys How might popular images of adolescent girls as violent, prematurely sexual, mean, and materialistic be disentangled from the lived realities of everyday "girl cultures" How do race, class, sexuality, and other social differences andinequalities shape the path to developing an adolescent self Examines the sociological realities of girls' lives, taking young people seriously as actors who are shaped by-butsometimes subvert-entrenched inequalities in educational, sexual, and consumer cultures in the contemporary United States. (Same as Sociology 11.)
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3.00 Credits
" Fall 200 6. MARK FOSTER According to French theorist Luce Irigaray, "the couple is the basic social unit." If this istrue, how then has the "couple," broadly speaking, been used in literary and cultural textseither to shore up this "social unity" or to critique its normative assumptions regarding thelinkages between embodiment and various forms of "desire" What narrative strategies havecultural producers used to challenge and rewrite those assumptions Possible authors' texts include Edward Ball's Peninsula of Lies, Peter Lefcourt's The Dreyfus Affair, Lydia Davis'The End of the Story, Monica Jay's Geraldine, Joyce Carol Oates's Rape, A Love Story, DarinStrauss's Chang and Eng, Ian McEwan's Enduring Love, Caroline Knapp's Drinking, and thfilms A Love Story, Thelma and Louise, Brokeback Mountain, and Bob and Rose, among others. (Same as English 19.)
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3.00 Credits
Fall 2006. O'NEILL BLACKER-HANSON. An examination of Latino immigration in the context of United States foreign policy. Begins with an overview of United States expansion and empire-building, positioning the histories of Latino "immigration" (Mexican, Puerto Rican, Cuban, Caribbean, and CentralAmericans) in international context. United States cultural attitudes of race, class, labor, and gender frame the study. Explores classic "push" and "pull" factors in the histories immigration. Political, cultural, and economic differences among the many diverse populations defined as "Latino" are explored. Concludes with analysis of contemporary debates onimmigration positioned in its historic context of US-Latin American relations. Course materials include primary and secondary sources, both historiographic and cultural (videos, music, autobiography). (Same as History 18.)
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3.00 Credits
Spring 2007. AVIVA BRIEFEL. (Same as English 20.)
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3.00 Credits
Fall 2007. GRETCHEN BERG. (Same as Theater 203.)
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3.00 Credits
Fall 2006. MARK FOSTER. (Same as Africana Studies 273 and English 273.)
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