2010-11 Undergraduate Index A-Z
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Native American Studies [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
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Applied Research: Biomass, Energy, and Environmental Justice
Ted Whitesell Native American studies environmental studies health sustainability studies |
Program | SO - SRSophomore - Senior | 8 | 08 | Day | WWinter | SSpring | Through this program, students will make important contributions to current decision-making on issues of critical importance for sustainability and social justice. In the winter quarter, students will gather and analyze information on current and proposed biomass energy production in western Washington, focusing primarily on the biomass gasification now being considered (fall 2010 - winter 2011) for The Evergreen State College. Since this form of energy production has generated a great deal of controversy, student research at this time can make a critical contribution to informing these debates and helping the college come to the best decision about whether or not to proceed with such a project. In the spring quarter, students will work closely with AP high school science students on the Spokane Indian Reservation, to study the contamination of the Spokane River system from a decommissioned uranium mine. Evergreen student researchers will serve in a mentoring capacity with the high school students. Students must already have good research and writing skills. They will improve those skills through practice, using research to help answer questions such as the following: What are practical alternatives to fossil fuels for Evergreen and Centralia? Can biomass be a carbon-neutral energy source? What forest practices would be compatible with Evergreen's stated sustainability goals and values? What is known about the human health impacts of bioenergy and coal energy production in our region? How may Evergreen's decision-making process be improved as it works to attain its sustainability goals and commitments? How have ecosystems and human health been affected by uranium mining near Native American communities, specifically on the Spokane Indian Reservation? What can be done to address such contamination? Students will employ a variety of research methods, based on their educational background and skills. Research results will be widely shared through the Internet, in public presentations, and through publications, including periodicals and books. | renewable energy and environmental remediation. | Ted Whitesell | Mon Fri | Sophomore SO Junior JR Senior SR | Winter | ||
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Ceremony: Relating Hospitably to the Land
Yvonne Peterson, Gary Peterson, David Rutledge and Raul Nakasone Native American studies communications community studies education environmental studies leadership studies sustainability studies writing Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This program is for learners who have a research topic (with a major focus on spirituality and community) in mind, as well as for those who would like to learn how to do research in a learner-centered environment. Learners will be exposed to research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops, moving River of Culture Moments to documentary, educational technology and the educational philosophy that supports this program. Yvonne Peterson will offer theory-to-praxis workshops to support the particular academic needs of first and second-year participants. We ask participants to take a personal stake in their educational development. Within the program's spirituality and community theme and subjects, learners will pay special attention to what individual and group work they plan on doing, how they plan to learn, how they will know they learned it, and what difference the work will make in their lives and within their communities. Learners will be encouraged to assume responsibility for their choices. Faculty and learners together will work to develop habits of worthwhile community interaction in the context of the education process and liberation. We are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics. Learners will develop individual projects (with an academic focus on ceremony, hospitality and community in close relationship to the land) to examine what it means to live in a pluralistic society at the beginning of the 21st century. Through each learner's area of interest, we will look at a variety of cultural and historical perspectives and use them to help address issues connected to the program theme. Work will be concentrated in cultural studies, human resource development, and ethnographic studies to include historical and political implications of encounters, and cross-cultural communication. We shall explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the Americas. In the fall, participants will state research questions. In late fall and winter, individually and in small study groups, learners will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Ongoing workshops will allow participants to learn the skills for completing their projects. Late winter and into spring quarter, students will write conclusions, wrap up projects and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations. Depending on their individual projects, learners will develop, use and explore some of the following areas: Bloom's Taxonomy; the theory of multiple intelligence; curriculum development, assessment and instruction and Choice Theory; expectations of an Evergreen graduate and the five foci; quantitative reasoning; self- and group-motivation; and communication (to include dialogue, e-mail, resources on the Web and our moodle site). They will also develop skills in creating interactive Web pages, blogs and documentaries, as well as iMovie editing and presentations using PowerPoint or YouTube. | education, social sciences, the arts, multicultural studies, social work, human services and the humanities. | Yvonne Peterson Gary Peterson David Rutledge Raul Nakasone | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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Individual Study: Fiber Arts, Non-Western Art History, Native American Art, Creative Writing
Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | In the fields listed, Gail Tremblay offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case-by-case basis. | the arts, art history, literature and creative writing, especially poetry, and the humanities. | Gail Tremblay | Sophomore SO Junior JR Senior SR | Spring | ||||
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Individual Study: Fiber Arts, Non-Western Art History, Native American Art, Creative Writing
Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Fall |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | In the fields listed, Gail Tremblay offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case-by-case basis. | the arts, art history, literature and creative writing, especially poetry, and the humanities. | Gail Tremblay | Sophomore SO Junior JR Senior SR | Fall | ||||
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Mount Rainier: The Place and its People
Jeff Antonelis-Lapp, Lucia Harrison and Carolyn Dobbs Native American studies environmental studies natural history outdoor leadership and education visual arts |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Mount Rainier, known locally as "the Mountain" or "Tahoma", dominates the landscape of the Puget Sound region and commands the attention, imagination and respect of its inhabitants. The relationship of people to the Mountain has varied widely: prized by Indigenous Peoples for a variety of activities, even today; seen by European-American settlers as a potentially vast resource for timber and minerals; and as a wilderness and recreation destination for Puget Sound inhabitants and tourists from the world over. Some of the questions we will investigate include: What do we know about the natural and human history at Mount Rainier, and how might this predict the future? What are the interrelationships of people, place, flora and fauna at Mount Rainier? What role does Mount Rainier play in the arena of conserving protected areas? Does place-based, experiential conservation service-learning lead to environmental stewardship? To capitalize on the usual pattern of late summer good weather, we will begin the program on September 13, two weeks before the regularly scheduled start of fall quarter. This will allow us to be on the Mountain at arguably the finest time of the year. Students planning to live on campus will receive our help in arranging for storage prior to our departure for the Mountain. Students must be prepared to camp in primitive conditions, and must be ready to undertake strenuous hikes and outdoor work. The tenth week of the program will be the week of November 15, and evaluations will be completed by November 23. Students may begin their winter break at the completion of their evaluation process. We will meet on campus on September 13-14 to plan for our departure to the Mountain, and on our initial field trip, September 15-24, we will study the area's natural history, including an introduction to the geology, geography, watersheds, flora and fauna of the Mountain. Students will learn to draw and create an illustrated field journal documenting their natural history learning. An important portion of this field trip will engage students in conservation service-learning opportunities at Mount Rainier. Potential activities include assisting in archeological excavations, meadow revegetation, historic rock wall restoration, trail work or a variety of other projects. These and other program activities will equip students to continue to learn, teach and advocate for the environment. During winter quarter, we will broaden our study to include the park's neighbors within the Nisqually River Watershed and examine the efforts of the various stakeholders to create a cooperative management strategy that protects and sustains the watershed. We will observe and study the natural history of birds in the watershed, learning to use them as a way to teach environmental education. We will also use drawing as a mode of inquiry in environmental education, assist on service learning projects, and help public school students with water quality field monitoring and at the Green Congress on March 18 . During week 8, a four-day field trip will take us to Mount Rainier and other places in the upper Nisqually watershed. Other day-long field trips will introduce us to organizations and the work they pursue within the Nisqually watershed. We will work with the Park and its neighbors to identify potential student projects for spring quarter. Near the end of winter quarter, students will plan their spring quarter independent or small group projects, which will be spring’s primary focus. Students will develop skills in drawing, visual communication, public speaking and graphic arts computer applications to aid in interpretive projects. Winter and spring quarter field trips to the Mountain and the surrounding watersheds will continue to provide service-learning opportunities in a variety of conservation and environmental education projects. As we enlarge our geographic area of study, the Nisqually River watershed and Nisqually National Wildlife Refuge will provide opportunities to study salmon recovery efforts and avian natural history and opportunities to design and complete individual and group projects. A range of place-based projects—scientific, historical, environmental education, interpretive and artistic—will be available. | biology, civics, environmental education, environmental studies, natural history, visual art, and visual communication. | Jeff Antonelis-Lapp Lucia Harrison Carolyn Dobbs | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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Native Decolonization in the Pacific Rim: From the Northwest to New Zealand
Kristina Ackley and Zoltan Grossman American studies Native American studies cultural studies geography international studies Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices – all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). A comparative study of the role of treaties in Washington state and New Zealand—in natural resources, governance, the arts, education, etc.--will provide a key framework for the program. By concentrating on a larger region, students will have an opportunity to broaden Indigenous studies beyond the Lower 48 states, and explore common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, art and literature. In fall our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations, and preparing to travel to Aotearoa or elsewhere. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from state-building in the U.S. and Canada to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of western Washington and British Columbia. We will later expand the focus to appreciate the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, such as Native Alaskans, Aboriginal peoples in Australia, and South Pacific island peoples. We will emphasize common Pacific Rim concerns such as climate change, tourism, and cultural domination. For up to five weeks in winter quarter, many of us will travel to Aotearoa, where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land, and politics, and their still unfolding, changing relationships with the Pakeha (non-Maori) people and society. Other students in the program may fulfill their Study Abroad work in other Pacific Rim Indigenous regions, such as British Columbia, Australia, the Philippines, Hokkaido, Siberia, western Mexico, Central America, Ecuador, Peru, or Chile. Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. We will take as our basic premise in this program that those wishing to know about the history of a particular Native group should write it with a purpose to be in solidarity with these people today. Students will develop skills as writers and researchers by studying scholarly and imaginative works and by conducting policy research and fieldwork with Native and non-Native communities, and to compare community and government relationships in the U.S., Canada and New Zealand. Students will be expected to integrate extensive readings, lecture notes, films, interviews, and other sources in writing assignments. | Native American studies, geography, cultural studies and world Indigenous peoples studies | Kristina Ackley Zoltan Grossman | Sophomore SO Junior JR Senior SR | Fall | |||
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New Zealand: Maori and Native Decolonization in the Pacific Rim
Zoltan Grossman and Kristina Ackley American studies Native American studies cultural studies geography study abroad Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices—all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). By concentrating on a larger region, students will broaden Indigenous studies beyond the lower 48 states, and show common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization, treaty relationships, and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, art and literature. In fall, our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations, and preparing to travel to New Zealand. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from nation building in America to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of western Washington and British Columbia. In winter, we will examine the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, including Aboriginal peoples in Australia, Pacific island peoples, and Tribal Filipinos. We will emphasize common concerns such as climate change, natural resource control, and the impacts of trade, tourism, militarization and cultural domination. For five weeks in winter quarter, most of us will travel to Aotearoa (New Zealand), where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land and politics. Through guest speakers and visits to Maori (communal social, spiritual, political centers), education centers, historical and contemporary public sites, and a Köhanga Reo (preschool Maori language program) we will build on our knowledge and work with Native nations. Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. Our basic premise in this program is that those wishing to know about the history of a particular Native group should write with a purpose to be of support to these people today. Students will develop skills as writers and researchers by studying scholarly and imaginative works and by conducting policy research and fieldwork. There will be films and guest speakers that reflect important aspects of Indigenous experiences. The program will include a range of research and presentation methodologies such as the production of thematic maps (cartography) and other computer graphics. Students will be expected to integrate extensive readings, lecture notes and other sources in writing assignments. | cultural studies, geography, Native American studies and world Indigenous peoples studies. | Zoltan Grossman Kristina Ackley | Sophomore SO Junior JR Senior SR | Fall | |||
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Reality Check: Indian Images and [Mis]Representations
Frances V. Rains Native American studies cultural studies history media studies political science |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | This program will address historic and contemporary images and misrepresentations of Indians in a variety of media. Indian images from films, photographs, language, mascots, popular culture and commercial interests will be deconstructed and analyzed for meaning, significance, power, representation and issues of authenticity. Colonialism, U.S./Indian history, geo-politics, and economics will be decolonized through the lenses of Native resistance, Native sovereignty and Native political and economic issues. Essential to this exploration will be an investigation of the dynamics of “self” and “other.” Learning will take place through readings, seminars, lectures, films and workshops. Students will improve their research skills through document review, observations, and critical analysis. Students will also have opportunities to improve their writing skills through weekly written assignments. Oral speaking skills will be improved through small group and whole class seminar discussions, and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class. | art, cultural studies, education, geography, history, media studies, Native studies and political science. | Frances V. Rains | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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Reservation-Based Community-Determined: Contemporary Indian Communities in Global Society
Michelle Aguilar-Wells, Francine Swift, Dorothy Flaherty, Mark Ferguson, Cynthia Marchand-Cecil and Renee Swan-Waite Native American studies community studies cultural studies government history law and government policy leadership studies political science sustainability studies |
Program | JR - SRJunior - Senior | 12 | 12 | Day | FFall | WWinter | SSpring | The Reservation-Based Community-Determined (RBCD) program is an upper-division program designed specifically for students residing on or connected to reservations. Students meet two evenings a week at a tribal site to build and sustain a learning community at the reservation. In addition, students from all sites meet four Saturdays per quarter for classes at the Longhouse. Tribes help to design the curriculum by addressing the question, "What does an educated tribal member need to know in order to contribute to their community?" The RBCD interdisciplinary approach allows students to participate in seminar, participatory research, and study their individual areas of interest while meeting the challenges and topics identified by the tribes. The 2010-11 academic year theme is Contemporary Indians in a Global Society. In fall, students will engage in work that allows them to understand the historical, cultural, legal and intergovernmental relationship between the tribes as Sovereign Governments and the United States. In winter, they will examine leadership qualities through history, literature and within tribal settings, as they begin to look for applications to the global society. In spring, they will study economic, cultural and environmental sustainability and management within a global context. Students will also have opportunities for independent work and study as well as 1-2 credit strands on a broad range of topics including, art, theater, literature, writing and management. Muckleshoot - Fall: 10255 (12), 10258 (v); Winter: 20178 (12); 20179 (v); Spring: 30186 (12), 30187 (v) Nisqually - Fall: 10253 (12), 10254 (v); Winter: 20176 (12); 20177 (v); Spring: 30184 (12), 30185 (v) Port Gamble - Fall: 10259 (12), 10260 (v); Winter: 20180 (12), 20181 (v); Spring: 30188 (12), 30189 (v) Quinault- Fall: 10251 (12), 10252 (v); Winter: 20174 (12); 20175 (v); Spring: 30182 (12), 30183 (v) Tulalip- Fall: 10249 (12), 10250(v); Winter: 20172 (12); 20173 (v); Spring: 30180 (12), 30181 (v) | government, indigenous political science and history, intergovernmental relations, leadership, literature, tribal and public services, Native American studies, and political science. | Michelle Aguilar-Wells Francine Swift Dorothy Flaherty Mark Ferguson Cynthia Marchand-Cecil Renee Swan-Waite | Junior JR Senior SR | Fall | ||
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Student Originated Studies: Center for Community-Based Learning and Action
Therese Saliba African American studies Native American studies anthropology communications community studies cultural studies economics education environmental studies gender and women's studies history international studies law and government policy law and public policy leadership studies media studies outdoor leadership and education queer studies sociology sustainability studies Signature Required: Spring |
SOS | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | community or youth organizing; community development; economic, racial, and gender justice; education; immigrant rights; international solidarity and International Studies; popular education; public policy; sociology; and queer studies. | Therese Saliba | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||||
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Student Originated Studies: Managing for a Healthy Work Environment - Tribal and Non-Profit Agencies
Gary Peterson Native American studies business and management cultural studies education gender and women's studies history law and public policy leadership studies political science sociology writing Signature Required: Winter |
SOS | FR - SRFreshmen - Senior | 16 | 16 | Evening and Weekend | FFall | WWinter | This fall and winter SOS welcomes students who plan to work for tribal government or non-profit agencies. Our work will focus on developing healthy relationships between Tribal Councils or boards of directors and administrators. We will examine mission statements, policies, and procedures and how their implementation affects relationships in the workplace and services to client populations. Students will learn about the dynamics of service delivery, reverberations of historical oppression in recipient communities, power relationships, community needs, and other effects on the work environment and services. Students will hear lectures from managers who utilize healthy management skills and tools and they will visit organizations that have a history or operating on the Relational World View, and other models, to maintain organizational balance. They will learn how gossip, rumors, cliques, etc., can undermine organizational health. Students will research and write about culture, organizational culture, identity, goal setting and other elements of organizational functioning. They will learn about the importance of financial and organizational reporting. They will research organizational services, early childhood development for example, that operate within Tribal and Non-Profit agencies. Meeting times will be scheduled to facilitate working students, evenings and weekends. Guest lectures will be presented by Yvonne Peterson. For students interested in continuing Spring quarter, Gary Peterson will offer Individual Learning Contracts or Internships. | early childhood education, tribal/non-profit management, education, human resources, native american studies, political science, communications, cultural competence, and information technology. | Gary Peterson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Tribal Administration and Management
Gary Peterson Native American studies business and management community studies cultural studies economics education government history law and public policy leadership studies philosophy political science sociology writing Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Tribal administration presents unique challenges for policy makers, administrators and employees. This course is designed to provide a framework for understanding the dynamic relationships that must be mastered in order to effectively provide needed services in tribal communities. Students will learn about upheaval in tribal communities and how that affects efforts to manage governmental affairs today.A Native American concept, the Relational World View Model, will be the foundation for understanding tribal management. Learning to maintain workplace balance for individual workers and policy makers, creating a healthy work environment, will be the goal of the program. The concept of a "good spirit" will be a guiding principle in framing that goal. Students will learn the language of culture and organizational culture.Targeted students will include tribal employees, community members, elected officials, planners, etc. Classes will be held in tribal communities evenings and in intensive weekend sessions every third week. Expert tribal, state, and federal administrators, private business operators, community members, employees, and others will engage students in seminars about services in their communities. | administration, management, supervision, planning board/staff relations, human services, social work, and cultural competence. | Gary Peterson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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Visions and Voices: Culture, Community and Creativity
Lara Evans, Therese Saliba and Laurie Meeker Native American studies art history community studies cultural studies literature media studies Signature Required: Winter |
Program | FR ONLYFreshmen Only | 16 | 16 | Day | FFall | WWinter | This program will focus on community-based conceptions of the arts and politics, with attention to how artistic production can reflect the “visions and voices” of communities and cultures. Students will be introduced to the foundations of cultural and literary studies, media and visual studies, and community studies, with an emphasis on the alternative visions and forms of cultural expression of often marginalized groups seeking to preserve land and cultures faced with colonization and globalization. We will explore themes such as the connection between native peoples, land, resources and struggles for self-determination; the power of story and artistic expression in illuminating hidden histories; and the role that public art, literature and media can play in community struggles and organizing. With an emphasis on multiculturalism, identity, and especially Native American and Arab cultures, this program will explore the histories of colonialism and Empire and how art, media and narrative have been used as tools of both conquest and resistance. We will draw on critiques of Orientalism, colonialism and the male gaze through indigenous and feminist cinema, literature and art. We will examine how the visions and voices of indigenous and diasporic communities challenge the western cult of individualism, the masculinist notion of the solo artist, and the consumerist system of media production. We will emphasize the participatory, communal and public aspects of art and narrative, situating them within larger, shared cultures and within the historical and socio-political contexts of struggles for self-determination. We will also explore perspectives, points-of-view and the politics of representation, as well as the tensions between individualism and collaboration in the production process. With attention to the role of spectator and consumer, we will examine the reception, circulation and marketing of art forms, and the dangers of their political and cultural co-optation, as we envision community-based alternatives to capitalist production and consumption of art. Students will learn to read cultural texts, including film, visual art and literature, to understand the relationships of people and communities to their environments and their sense of shared identity. Students will develop skills in visual and media literacy, creative and expository writing, analytical reading and viewing, literary analysis, and the terminologies and methodologies of cultural and gender studies, film history and theory, and art history. Through workshops, students will also learn a range of community documentation skills, including photography, video, radio-audio documentary, interviewing and oral history, ethnography and auto-ethnography. Students will have the opportunity to work individually and collaboratively in the contexts of cultural and community engagement. | visual studies, film studies, cultural studies, literary studies, Native American studies, Arab studies, gender studies, community organizing and advocacy, documentary journalism, and education. | Lara Evans Therese Saliba Laurie Meeker | Freshmen FR | Fall |