1998-1999 Social Science Program
Offerings
Contested Realities: Power
and Representation in Nations and Communities
Family, Community and Public Policy
Health and Human Development
Management in aChanging World
Multicultural Psychological Counseling: A New
Way to Integrate and Innovate Psychological Theory and Practice
Political Economy and Social Change: The End of
Prosperity
Regeneration: A Celebration With the Land
Self and Community
Social Movements and Social Change: Theory and
Practice in Comparative Perspective
Contested Realities: Power and Representation in Nations
and Communities
Fall, Winter, Spring/Coordinated Study
Faculty: Therese Saliba, Anne Fischel, Larry Mosqueda
Enrollment: 75
Prerequisites: Sophomore standing and above; critical reading and writing skills
as demonstrated in the application process.
Faculty Signature: Yes, Faculty will assess student's training in media, political
economy and writing. Students must submit a one-page writing sample and supporting
material at least one week prior to the Academic Fair, May 13, 1998.
Special Expenses: $100 or more for research, video and film production.
Internship Possibilities: Yes, with faculty signature.
Travel Component: None
This program will examine the contested terrain of "reality"—
who defines it, which views are dominant and how we can redefine reality by
making alternative images. We will examine how narratives of collective identity
are constructed through literature, film, history, the mass media and other
representational forms. While paying critical attention to mainstream media
and alternative representations, we will explore the development of national
and community identity, the power relations underlying representations of these
identities and the forms of conflict they create. Finally, we will learn skills
in video production, oral history and political analysis with the goal of working
with community groups struggling to represent their own sense of identity, history
and reality.
Our approach will be international, national and local, developing case studies
of local communities and national movements. The study of Jewish, Arab, Latin
American and United States nationalisms exposes the ways narratives of identity
construct and manipulate representations of gender, class and ethnicity. By
analyzing the Israeli-Palestinian conflict, the Lebanese War and U.S.-Latin
American conflict and tensions, we can understand how power relations are deployed
to construct "contested realities." We will also look at contested
realities within social movements, as, for instance, in struggles over gender
relations within Arab and Jewish societies. Finally, we will look at class,
labor and ethnic struggles within Washington state, exploring how social movements
have historically been represented, and how those forms of representation shape
community identity and experience today.
Some major goals of this program will be developing critical skills in viewing
and reading mainstream media and developing the skills necessary to make images
that challenge dominant forms of representation. We will look closely at films
and other media forms that support dominant versions of reality, as well as
films, literature, histories and analytical texts that resist these "master
narratives." We are interested in documentary and experimental forms of
representation that question accepted notions of reality and singular historical
perspectives and that are actively constructing alternative versions of history
and collective identity.
Central to our work will be a focus on community activism. Students will engage
in long-term collaborative projects within communities that enable those communities
to participate in producing their own representations. These projects may take
the form of a documentary or experimental video, an oral history, a research
report, a community-based project or another appropriate form of representation.
Credit awarded in cultural studies*, community research*, video production,
media studies, comparative literature, political economy and oral history.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies in video production,
community organization and graduate work in political economy, media studies,
gender studies and cultural studies.
This program is also listed under Culture, Text and Language and Expressive
Arts.
Family, Community and Public Policy
Fall, Winter, Spring/Coordinated Study
Faculty: Stephanie Coontz, Peta Henderson, Greg Weeks
Enrollment: 75
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: Yes, spring quarter with faculty signature.
Travel Component: None
This three-quarter foundation program for the social sciences will study how
families and communities respond to economic trends and government policies,
and how both public policy and the economy have changed (or not changed) to
accommodate transformations in family and community conditions.
This program is designed to help students improve their general academic skills
and to develop specific research expertise. Qualitative and quantitative research
methods will be an important focus of the program. Consequently, students will
cover ethnographic research methods, statistics and expository writing for the
social sciences.
During the fall and winter quarters we will emphasize building a foundation
for independent research projects or internships that will take place during
spring quarter. These research projects may involve original ethnographic studies
of families in economically distressed areas, analyses of public policies that
affect families and communities, or internships in public, private or nonprofit
organizations that deal with family and community issues.
Credit awarded in anthropology, history, public policy, quantitative and
qualitative methods.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies in public policy,
teaching and social service.
Health and Human Development
Fall, Winter, Spring/Coordinated Study
Faculty: Elizabeth Diffendal, Janice Kido,
Elizabeth Kutter, Sherry Walton
Enrollment: 96
Prerequisites: One year of college work.
Faculty Signature: No
Special Expenses: $40 for fall quarter retreat.
Internship Possibilities: Spring quarter only.
Travel Component: None
"Attitudes about health reflect the basic world view and values of a culture,
such as how we relate to nature, other people, time, being, society versus community,
children versus elders, and independence versus dependence."
— Joseph Hartog, M.D. and Elizabeth Ann Hartog, M.A.
In Health and Human Development we will investigate biological, cultural, spiritual
and social forces that influence healthy human development so that we may develop
strong foundations for further work in the areas of health, human services,
anthropology and education. Program material will be presented on the basis
of two important assumptions. First, health and development are mutually influenced
by biological and social forces. Second, culture defines and influences our
understanding and facilitation of health.
Drawing particularly from human biology, anthropology, communication and human
development theories, the program will examine the interactions of culture,
mind, body and spirit in the facilitation of healthy human development. Emphasis
will be on physical and cognitive development, perception, interpersonal and
intercultural communication, mind-body interactions and the influences of nutrition,
environment, gender, culture and world view on human health.
An early fall-quarter retreat will enable students begin forming a learning
community. In fall and winter quarters, through workshops, lectures, seminars,
guest presentations, group and individual projects, students will develop skills
and knowledge to support their selection of a spring quarter project or intern-ship
in an area of interest. The program will encourage development in reading, writing,
self-awareness, social imagination, research and communication, as well as strategies
to facilitate students' own good health.
Credit awarded in human biology, human development, cultural anthropology,
theories of human learning, approaches to health, interpersonal and intercultural
communication, nutrition and composition.
Total: 16 credits each quarter. Students with strong background in science
or those pursuing language study may substitute a four-credit course, (i.e.,
chemistry, college algebra, statistics, language) with faculty signature.
Program is preparatory for careers and future studies in the health professions,
human services and education.
This program also listed under Scientific Inquiry.
Management in a Changing World
Fall, Winter, Spring/Coordinated Study
Enrollment: 50
Faculty: TBA
Prerequisites: Junior standing, microeconomics or equivalent, statistics encouraged
Faculty signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This yearlong program focuses on developing leaders, not just
managers. Business, government and nonprofit organizations face unprecedented
challenges and their survival depends upon visionary leaders who can build sustainable,
adaptable organizations. To develop our ability to create organizations that
are effective, humane and strategically positioned, we will study management
through three distinct tracks: organizational dynamics (strategic planning,
marketing, teamwork, communications and quality management), finance (managerial
accounting) and global challenges (international business, macroeconomics and
trade). Students may enroll full-time or part-time.
Credit will be awarded in the sociology of complex organizations,
organizational psychology, social change, public policy, the cultural and political
environments of international organizations, strategic planning, issues management,
quantitative and qualitative analysis, organizational diagnostics, personnel
management, budgeting, finance and operational cost analysis, international
business and international trade theory, marketing and macroeconomics.
Total: 8, 12 or 16 credits each quarter. Consult the Evergreen
Times for part-time options.
Program is preparatory for careers and future studies in business
and management.
Multicultural Psychological Counseling:
A New Way to Integrate and Innovate Psychological Theory and Practice
Fall, Winter, Spring/Group Contract
Faculty: Heesoon Jun
Enrollment: 25
Prerequisites: Senior standing with background psychology or related areas.
Students who have taken courses in Theories of Personality, Developmental Psychology
and Abnormal Psychology will be preferreded.
Faculty Signature: Yes, submit application, essay and portfolio to the faculty
by Friday, May 15, 1998. Portfolio should include all TESC evaluations (faculty
and self), college transcripts and major papers. The essay (double-spaced, typed,
maximum of five pages) should describe you, your motivation for enrolling and
your ability to be on time, attend consistently and meet all deadlines.
Special Expenses: Travel to and from internship site and possible retreat fee.
Internship Possibilities: 16 hours each week required for winter and spring
quarters.
Travel Component: Traveling to internship and retreat site.
This is a senior-level program requiring internships in psychological counseling.
It allows students to make a commitment to counseling ethnically and culturally
diverse clientele— and then to test that commitment.
The goals of this program are: 1) to incorporate multicultural awareness with
psychological theories, intervention, assessment, treatment, research interpretation
and ethical guidelines, and 2) to increase multicultural counseling competency
in psychological counseling.
Program participants will examine the effectiveness of existing psychological
counseling theories and techniques when they are used to counsel individuals
with culturally and ethnically diverse backgrounds.
Students will explore their self-knowledge by studying the counselor/therapist
in order that they might better understand that self-awareness is a prerequisite
to any particular technique or skill.
They will build psychological counseling skills that promote cultural empathy
through the operationalization of their conceptual understanding of psychological
counseling theories, through counseling practice with peers and through videotaping.
Students will learn basic techniques for to interpreting research articles
and incorporateing research findings into practice.
Ethics in multicultural settings will be explored through examining Ethical
Principles of Psychologists and Code of Conduct, American Psychological
Association; Code of Ethics and Standards of Practice, American Counseling
Association; The Law Relating to Psychologists, Washington State Department
of Health; and The Law Relating to Counselors, Washington State Department
of Health.
Internships will entail a minimum commitment of 16 hours each week for six-months.
They will require 1) supervision by a qualified professional; 2) experience
with psychological development, mental health and counseling; 3) direct contact
with an ethnically diverse clientele; 4) work in an area in which the student
has not had previous significant experience. Obtaining placement in an internship
is a prerequisites for continuing winter and spring quarters.
Instructional strategies will include lectures, hands-on workshops, films,
seminars, role-playing, group discussions, videotaping, field trips, guest speakers,
internship case studies, paper and pencil tests.
Credit will be awarded in multicultural counseling theories*, multicultural
psychological counseling skill building*, abnormal psychology* (including use
of DSM-IV), developmental psychology*, personality theories*, ethnic studies*,
sexual orientation and adoption*, studies of "isms"* (ageism, classism,
racism, sexism), psychological research interpretation, ethics in the helping
professions*, group process* and internship*.
Total: 16 credits each quarter.
Program is preparatory for careers and future study in psychological counseling,
clinical psychology, social work, school counseling, crosscultural studies,
research psychology, class, race, gender and ethnicity studies.
Political Economy and Social Change: The End of Prosperity
Fall, Winter/Coordinated Study
Faculty: Alan Nasser, TBA
Enrollment: 75
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program will examine the nature and dynamics of contemporary capitalism
with the U.S. experience as our primary focus. We will be especially interested
in historical developments that have brought about the current crises of the
U.S. political and economic system: declining wages and salaries, increasing
inequality and poverty, the increasing irrelevance of a college education to
the chances of a higher income, corporate downsizing and restructuring, the
successful effort by political and business elites to make government less responsive
to the needs of working people, a grim job market, and widespread cynicism about
the political system reflected in declining voter participation in electoral
politics. It is widely acknowledged that the U.S. political-economic systems
is in the midst of a fundamental reorganization the impact of which on working
people has been strikingly negative. What historical forces have brought this
crisis about? And is there anything we can do about it?
In fall quarter we will trace the etiology of this problem by studying the
origins of modern capitalism and identifying the principal economic, political,
social, cultural and philosophical forces that have shaped it. This will involve
tracing the historical evolution of the modern global economy with special emphasis
on its development from a system based on small, family-run businesses to one
based on large multinational corporations. We will study not only objective
social, political and economic forces that have shaped our current predicament
but also "subjective" factors that have played a major role: what
have these developments meant to the people involved, how did they experience
these historical transformations and what effect did their experiences have
on history itself?
In winter quarter we will focus on two major issues. First, we will analyze
the details of the present crisis, its impact on our lives and the realistic
possibilities of making things different. Second, we will analyze the emergence
of two related phenomena that have exactly paralleled the decline of the U.S.
political-economic system. The first is the new temperance/moral crusade movement
in America — the hysteria about "family values," the war on drugs,
the anti-smoking campaign, the concern with violence and sex on TV and in the
movies, the diet/fat/cholesterol obsession, the campaign against teen sex. The
second is the rise of "identity politics," evidenced by ubiquitous
conflicts and struggles around issues such as, political correctness and affirmative
action. These two developments include major race and gender components, while
political-economic decline is mainly about the slowing of economic growth and
the redistribution of wealth and income between classes. What is the importance
of class to our understanding of controversies about race and gender? We shall
examine arguments on different sides of these issues.
Credit awarded in political economy, international political economy, political
theory, and contemporary social and political issues.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies in economics, history,
political science, public service, government and law.
Regeneration: A Celebration With the Land
Fall, Winter, Spring/Coordinated Study
Faculty: Carol Minugh, Alan Parker
Enrollment: 50
Prerequisites: Junior and senior standing.
Faculty Signature: Yes
Special Expenses: Up to $50 for materials.
Internship Possibilities: With faculty permission.
Travel Component: Field trips.
Regeneration is a major concept in understanding the relationship indigenous
people have to land, the politics of people and land and policies governing
land use. This program will combine focused study of Native American culture
(including an analysis of the effects of natural resource policies on nature
and people, tribal and aboriginal rights) with project work and academic research.
To design these projects, students are asked to reflect on: What do I need to
do? How do I propose to do it? What do I plan to learn? What difference will
my work make? All students will answer these four questions and propose individual
or group projects relating to the program theme by Monday of the third week
of each quarter.
Students will share common activities: reading, reviewing and discussing texts
and articles, court cases, films and slides that represent images of regeneration
and indigenous culture. This material will combine studies in natural resource
policies, indigenous history, federal policy and literature, as well as a discussion
of human beings/relationships in the natural world. These studies are expected
to raise issues for students and provide context as they formulate projects.
Individuals and groups will discuss projects with faculty and colleagues to
share expertise and help one another maximize learning. The program will allow
people from a variety of communities to learn about the culture and issues important
to indigenous people and to create intercultural understanding.
Credit awarded in Native American policy, natural resource policy, Native
American studies and credits tailored to student's projects.
Total: 12 or 16 credits each quarter. Students may enroll in a four-credit
course each quarter with faculty signature.
Program is preparatory for careers and future studies in Native American
studies, natural resources, tribal policy, cultural studies and American Indian
law.
This program is also listed under Native American Studies.
Self and Community
Fall, Winter, Spring/Coordinated Study
Faculty: TBA
Enrollment: 50
Prerequisites: Core program or equivalent; preference given to sophomores and
juniors.
Faculty Signature: No
Special Expenses: Travel to internship, $30 for retreats.
Internship Possibilities: Yes
Travel Component: Retreats.
This program is intended to prepare students for further study in the area
of human services, psychology, the social sciences and the field of education.
It will provide a broad background that will integrate both theory and practice.
This program is part of the preparation of students for graduate study although
it primarily targets sophomore- and junior-level students. The program will
cover psychology and its interface with other social sciences and additional
areas related to human growth and development. It will include qualitative and
quantitative methods and the application of theory into practice.
Credit will be awarded in several areas of psychology, such as developmental,
social, gender studies, research methodology, family systems and theory and
group dynamics.
Total: 16 credits each quarter. Students may enroll in a four-credit course
with faculty signature.
Program is preparatory for careers and future study in psychology, counseling,
childhood education, educational psychology and teaching, social work and private
and public-sector organizations.
Social Movements and Social Change: Theory and Practice in Comparative Perspective
Fall, Winter/Group Contract
Faculty: Jeanne Hahn
Enrollment: 25
Prerequisites: Junior or senior standing; previous work in political economy,
political sociology, history.
Faculty Signature: Yes, based on portfolio and interview. Portfolio should contain
evaluations and writing examples; interviews will be conducted before or at
the Academic Fair. Contact Jeanne Hahn, (360) 866-6000, ext. 6014.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
We will investigate social movements and social change and their relationship
historically and in the late 20th century, both theoretically and comparatively.
We will also be interested in the vision of a future desirable society held
by various movements and the ways in which those movements have or have not
furthered that vision. Our comparative lens will be the United States and India
(student research will investigate additional areas).
Our focus will be on studying a series of concrete social movements from large
collective movements to small-scale and local actions. We will see social movements
as collective attempts to construct and reconstruct the theory and practice
of power and will be interested in various theoretical perspectives developed
to explain and understand social movements and social change, the specific historical
contexts out of which social movements arise, the development of the movements
and the relationship between social movements and the state.
Among others, we will investigate the North American and the South Asian independence
movements, various working class social movements, populism of the left and
right, Hindu fundamentalism, the U.S. civil rights movement, movements in India
against big development projects, women's movements and indigenous peoples'
movements. We will study the post-1960s "new social movements" and
investigate the global context of social movements emerging as new economic
conditions in the world capitalist system undermine traditional social and political
forces.
Credit awarded in sociology, South Asian studies, political economy, history
and political sociology.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies in history, political
economy, sociology, teaching and law.
|