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Course Criteria
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3.00 Credits
This course is designed to serve as an in-depth undergraduate level introduction to archaeological perspectives on the African diaspora. In this course, we examine the formation and transformation of the black Atlantic world beginning with the transatlantic slave trade to the middle of the 19th century through the study of archaeological and historical sources. The emphasis in this course is on English - speaking African America, where the vast majority of archaeological investigations have been undertaken. A major objective of this course is to understand the material world of communities of the African diaspora within the context of the history and historiography of the black Atlantic. This course is organized around the following themes: 1) diaspora and the Atlantic world 2) material life of the diaspora 3) diverse communities of the diaspora 4) intersections of race, class, gender, and representation.
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3.00 Credits
This class will introduce students to major events in Caribbean History and the various ways in which these histories have been represented. This course will present a picture of the Caribbean very different from that held by many North Americans. For 500 years, this region has been the site of encounters and clashes among Native Americans, Europeans, Africans, and Asians. For three centuries Europe's leading states fought each other to control these islands, which were the most valuable real estate in the Atlantic world. At the same time Dutch, English, French and Spanish colonists imported millions of enslaved men, women, and children from Africa to work on the sugar and coffee plantations that made the region so profitable for its masters. Supported by racism and colonialism, plantation slavery left its mark on the Caribbean long after emancipation and independence. We will be emphasizing recent, representative texts, monographs and essays but placing them in the context of early research.
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3.00 Credits
This course will introduce students to organizations and movements arising from and on behalf of black populations in the Diaspora, including the United States and various nations in Latin America and the Caribbean. "Movements" is defined broadly in this course to include both historical and contemporary instances of collective resistance, revolt, and rebellion as well as sustained collective activism and organizing around artistic, cultural, social, intellectual, political, and/or religious agendas aimed at bringing about black liberation, social justice, and cultural/ethnic/racial awareness and pride. Among the topics to be considered are varying expressions of black nationalism within the U.S., Rastafarianism in Jamaica, black identity groups in Brazil, and black organizational presence and community building on the internet. Readings and class discussions will encourage students to think about blackness (and identity and mobilization more generally) in global terms, searching for points of connection across international borders along with points of disconnect based on differing historical, cultural, and socio-political realities and differing local understandings of race and ethnicity.
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3.00 Credits
How do people in immigrant-receiving countries shape their attitudes toward immigrants? What are the differences between refugees and other migrants? How is immigration related to urban immigrant riots? And what can anthropological studies of borders and national policies tell us about the transnational world in which we live? We will examine these and related questions, and more generally the causes, lived experiences, and consequences of migration. We will acquire a sound understanding of migration in its social, political, legal, and cultural facets. Fieldwork accounts from countries of origin and from the US, Europe, Australia, and Japan will enable us to appreciate both global and US distinctive trends. Rather than merely learning a collection of facts about immigrants, we will address how migration intersects with gender and class; the mass-media; border enforcement; racism; the economy; territory and identity formation; and religion.
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3.00 Credits
The success or failure of students in school has been the subject of much research and debate, particularly for students whose racial, ethnic, linguistic, or social class backgrounds differ from that of the dominant group. This course will focus on both the individual experiences (psychological responses), and how societal and educational structures, policies, and practices affect student learning. Students will explore ways that teachers, individually and collectively, can provide high quality education in spite of obstacles that may get in the way. Multicultural education will be placed within a broad sociopolitical context considering education, politics, society, and economics.
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3.00 Credits
"Sun, Sex & Fun" is how the global tourism industry often packages the Caribbean to its potential travelers. In this course we will unpack such simplistic representations of the region. Students will be introduced to the diverse experiences and cultures of the peoples that made up the Caribbean from colonization in the 15th century to slave emancipation in the 19th century. The four major themes that we will examine are Indigenous peoples and European encounters; the laboring lives and the cultural worlds of enslaved Afro-Caribbean peoples; resistance and rebellion; abolition and emancipation. In this course we will watch films, use pictorial sources, slave narratives and diaries to capture the commonality of the experiences of the peoples of the Spanish, French, British and Dutch Caribbean.
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3.00 Credits
This course is an opportunity for students from a variety of disciplines to familiarize themselves with a lynchpin of US democracy - American schooling. The course will begin with a focus on the political, social, and economic factors impacting the emergence and evolution of American schooling over the history of the nation. A special emphasis within the evolution of American schooling will be placed on how a variety of constituent groups - immigrants, Native Americans, and African-Americans were, and often still are, educated separately and differently than their white counterparts. Private and parochial education will also be touched upon. This course is in no way meant to be an exhaustive history of American schooling but an introduction into the significant events in the history of American schooling and their social, political, and economic influences. Students will garner additional historical contexts to use when analyzing modern day educational trends and issues in American education.
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3.00 Credits
description on file.
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3.00 Credits
The course is divided into two parts. The first part provides an overview of the institutional and empirical features of the developing world, followed by a survey and critical evaluation of the conventional development theories. The second part looks into the selected topics evoking the critical, controversial stakes in Third World development debates today. The topics include: rent-seeking activities, land tenure and peasantry, micro-financing, corporate governance, state and market failure, market and democracy, income-distribution and poverty, feminism in development, ethnic conflicts in resource use, and population pressures. The approach taken in this course is a political-economy perspective with references to the historical, cross-cultural, and empirical materials. The course aims at providing the students with intellectual spaces for alternative development paradigms and strategies. Where appropriate, the tools used in economic analysis will be reviewed at an elementary and accessible level.
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