2010-11 Undergraduate Index A-Z
Have questions about the curriculum? Contact Academic Advising
Tips for Using the Catalog
Cultural Studies [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Age of Irony: 20th Century America
Susan Preciso, John Baldridge and Sarah Ryan American studies cultural studies geography history literature writing |
Program | FR - SRFreshmen - Senior | 8, 12 | 08 12 | Evening | FFall | WWinter | SSpring | What is history for? This year-long investigation of 20th Century American history and culture will be organized around the pivotal roles of wars and social movements as shapers of American life and thought, especially the development of our sense of irony as reflected in politics and culture. Fall quarter's work will focus on World Wars I and II and the Vietnam War. During winter quarter, we will study three key movements for social change: the Progressive movements of the early 20th century, the African American Civil Rights Movement of the mid-century, and the second wave of feminism of the 1960s and 1970s. Students will write articles based on their own historical research and will publish them in a program web-zine. During spring quarter's study of culture as history, we will see how these turning points were and are reflected in our cultural lives.This is an all-level program, ideal for returning and transfer students, especially those pursuing the "Upside Down" BA degree. It is a broad liberal arts program designed for students who want to improve their historical knowledge, research skills and (multi)cultural literacy. We especially encourage those who would like a supportive atmosphere for senior-level project work to attend. | education, library science, geography, history, and literature. | Susan Preciso John Baldridge Sarah Ryan | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |
|
Anatomy of Abjection
Laura Citrin and Shaw Osha (Flores) aesthetics art history cultural studies gender and women's studies psychology sociology |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | “These gestures, which aim to establish matter as fact, are all associated with making something dirty. Here is a paradox: a fact is more purely defined if it is not clean….the truth of things is best read in refuse.”-Roland Barthes on Cy Twombly In Julia Kristeva’s (1982), she introduced the concept of the , that which is situated outside the symbolic order, that which breaks down the boundaries between self and other, and that which is repellent and simultaneously desirous. Utilizing the abject as a rich source for aesthetic and psychological inquiry into the body and embodiment, we will explore the ways that seemingly opposing dualisms—such as normal/dysfunctional, inside/outside, order/disorder, dirty/clean, raw/cooked, black/white, citizen/alien —function in our lives. These dualisms will enable a discussion of such social psychological themes as cultural alienation, marginalization, stigma, disgust, purity, and moralization. Through the study of art, visual culture, and art history, we will work to translate a larger narrative on these themes into material form through visual art. The program will explore notions of epistemology (ways of knowing, ways of producing knowledge) and consider as a form of epistemology. Utilizing a social psychological approach, we will explore connections between the psychology of the individual and the larger historical, cultural, political and social context in which she resides (looking and seeing broadly); and utilizing an aesthetic/visual culture approach, we will examine art and art history via close reading (looking and seeing very closely). In this interdisciplinary program, all students will learn the fundamentals in 2D representation and figure drawing, as well as the fundamentals of social psychological research methodology. A final project will engage both practices/approaches by creating art that is informed by psychological research, and research that is informed by aesthetic/visual ways of seeing and knowing. Potential readings include: Julia Kristeva’s, ; Craig Houser, Leslie Jones, Simon Taylor, and Jack Ben-Levi’s ; William Miller's ; social psychological experiments by Paul Rozin on disgust; Freud's ; Sander Gilman's ; Mary Douglas' ; Victoria Bynum’s, ; and Barbara Creed’s, | the arts, cultural studies, and social sciences. | Laura Citrin Shaw Osha (Flores) | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
|
Andean Roots: Biocultural Diversity Conservation in Highland Peru
Steven Scheuerell biology cultural studies environmental studies sustainability studies |
Program | SO - SRSophomore - Senior | 8 | 08 | Day, Evening and Weekend | SuSummer |
This study-abroad program to highland Peru will combine studies of biocultural diversity, cultural ecology, conservation biology, and sustainable development to learn how people are working to conserve cultural landscapes in the face of globalization and climate change. The Cusco region of Peru provides an ideal place to immerse in these studies. Here the headwaters of the Amazon flow from glacial covered peaks of the Andes to tropical rainforest, passing through radical changes in flora and fauna and thousands of years of continuous human habitation and domestication. Globally recognized as one of the origins of agriculture, these cultural landscapes hold an immense wealth of cultural knowledge and agricultural and ecosystem diversity that has developed and endured through pre-Incan, Incan, Spanish, and Peruvian rule. Yet these people, knowledge, culture, biodiversity, and landscapes, summed up as biocultural diversity, are straining from rapid development of resource extraction industries, industrial agriculture, globalization, and climate change. To study this we will base out of the town of Pisac in the Sacred Valley of the Incas, from which we will make day and overnight visits to highland Quechua communities, valley locations, and high jungle tropical sites. We will participate in local projects that support diversity while providing for sustainable human development in order to understand the complexities of global initiatives such as the Convention on Biological Diversity and the Millennium Development Goals.
Participating in this program will require the ability to travel independently and as a cooperative member of our learning community. We will have orientation meetings on the Evergreen Olympia campus preceeding summer session, but students will travel independently to Cusco, Peru, where we will gather together at a designated hostel June 20-21. Each participant will have to purchase their own plane tickets, which minimizes cost to you and maximizes flexibility in travel routes and timing. Faculty will arrange all lodging and local group transport during the stay. We will study together from June 21 to July 22; this includes evaluation writing and conferences. Students are encouraged to consider further independent study at one of the local language schools or independent travel to local communities, Incan sites such as Machu Picchu, and diverse ecosystems.
Please understand the following about costs and travel conditions. A non-refundable deposit of $150 is due by May 1 to secure your space. Students will be required to pay an $800 student fee that covers lodging, group transport, program site visits, and a fraction of faculty travel costs. Lodging costs are calculated on youth-hostel like conditions with same-sex shared rooms and shared bathrooms. Private accomodations can be arranged in advance at approximately double the price, contact faculty if you prefer this option. Students will pay out-of-pocket for their own food and meals in order to meet dietary needs and different budgets; $7 per day gives you ample options at restaurants, shops, and outdoor markets. Students will pay out-of-pocket for any personal items and independent outings during free time to local areas of interest including museums, artisan markets, and Incan archeological sites. ATM machines are easy to access in the region. Students will arrange and pay for their own plane flights to Cusco, Peru. Faculty can provide advice on travel options. Students need to have sufficient Spanish language ability to greet people, ask and understand directions, work with currency, and purchase food. Much of what we do will require extensive walking, sometimes at high elevation and on uneven ground. You will have to carry everything you bring, so pack light and know that you can buy just about anything you need. Contact faculty for a suggested packing list. Please email any questions to faculty member Steve Scheuerell at
(scheuers |
conservation biology, agricultural diversity conservation, biocultural diversity studies, ecology, cultural studies, sustainable development | Steven Scheuerell | Mon Tue Wed Thu Fri Sat Sun | Sophomore SO Junior JR Senior SR | Summer | |||
|
Art, Culture, and Spirit
Hirsh Diamant consciousness studies cultural studies education literature somatic studies visual arts Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 4, 8, 12 | 04 08 12 | Evening and Weekend | FFall | WWinter | All human societies and cultures express their relationship to spirit through art. Art is the earliest and most enduring expression of humanity. For community and the individual, art can be a practice of connecting with higher consciousness and with the spirit. In today's global community it is important to understand art of other cultures and by so doing to awaken art within oneself while learning to understand the "other." All children naturally understand the importance of art and are creating art constantly in their play. All children are artists and all can paint, play, sing, and dance. Children also have an instinctive sense of right and wrong. In the modern, industrial world these natural abilities often become suppressed and lost. Modern educators need to be confident in their own artistic abilities and grounded in their own moral core; they need to be trained in communication across cultures and able to support children's healthy development. The students in this half-time, interdisciplinary program will immerse themselves in study and practice of art and in cultural experiences that are vastly different from the Western dominant culture by studying Native American, Muslim, Hebrew, and Chinese cultures. Students will make art, study myths and world religions as they have been shaped by cultures and landscapes of the past, and examine cultural and ethical norms. Students will also examine cultural influences and pressures of today's global society and will investigate the importance of preserving and developing cultural, artistic, and ethical traditions. Students will engage in traditional academic study such as reading, writing, and seminars and will also engage in art making, meditation, community events, and the practice of Tai Ji. Students will participate in their community's spiritual practices and will cultivate their own spiritual, meditative, ethical, and artistic life. In addition to classroom study, students will participate in mediation retreats and will go on field trips to explore art and spiritual resources in the community. In winter quarter students will be able to work on community service projects, in schools, and on Native American reservations. Students will also have the option to travel to China in March of 2011 to study in important Daoist, Buddhist, and Confucian centers. Students who wish to participate in this travel option should register for either 4 credits (just the trip) or 12 credits (8-credit program plus the trip). | community, culture, and consciousness studies; art; education; literature; and writing. | Hirsh Diamant | Wed Thu Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
|
Art, Time and Narrative
Shaw Osha (Flores) and Marilyn Freeman aesthetics art history cultural studies media studies visual arts writing |
Program | FR ONLYFreshmen Only | 16 | 16 | Day | FFall | WWinter | "The wall between artist and audience is very thin, all you have to do is walk through."- PICA on Portland’s Time-Based Art Festival Contemporary art considers maker and audience, it can be materially based and conceptually based, and it can be multi-media and interdisciplinary. How do the various practices relate and inform us as both makers and audience? In this program we will consider the relationship of drawing and writing to other media as a means of examining basic ideas around time and narrative. What is our relationship as art makers and viewers to our perceptions of time? This visual art and writing program will explore concepts of time and artistic practices with references to temporal space by developing foundational skills in critical thinking, drawing and 2-D art, creative non-fiction and analytical writing, audio recording, basic photography and multimedia editing in the context of contemporary visual culture and art history. We will use personal narratives to explore time, memory, and perspective through words and images; and we will consider the relation of moving and still images, drawings and sound and what happens when we confound the senses by juxtaposing them. The context of art history and critical theory will be integral to our inquiry. The curriculum will include studio practice, writing, workshops, lectures, readings, research, seminar, screenings, gallery and museum visits, multimedia production and presentations, and critiques. There will be one field trip each quarter to either Seattle or Portland. In fall quarter we will develop personal narratives in essay form and drawing. Students will be introduced to theories and practices relative to time- and process-based art. Fall quarter work will culminate in collaborative word/sound/image projects on everyday time. In winter quarter we will advance the study of relationships between art, time and narrative through a comprehensive integration of writing and drawing in the mode of graphic creative nonfiction. We will start working immediately on creative and research projects that will culminate in a final edition of works on paper and multimedia presentations. This quarter will include additional theory-based texts and figure drawing instruction as well as in-depth studio and writing workshop time. There will be an overnight trip to Portland for First Thursday gallery openings. This rigorous program is designed for students who are ready for an immersive college experience—academically, creatively, personally. Students are expected to join field trips and attend off-campus film screenings, to participate fully in all program activities, and to work about 40 hours per week including class time. | visual arts, media arts, creative and critical writing, cultural studies and art history. | Shaw Osha (Flores) Marilyn Freeman | Freshmen FR | Fall | |||
|
Asian Studies: Education, Culture and Contemporary Life
Helena Meyer-Knapp and Tomoko Hirai Ulmer cultural studies international studies language studies sociology |
Program | FR - SRFreshmen - Senior | 10 | 10 | Evening and Weekend | WWinter | In this program we will be focusing on language, culture, history, and social relations, using them to examine relations across Asia today. Our central focus will be Japan and Korea, exploring how they are both similar and different and how each one explains the other in textbooks, newspapers, and popular media. Japan and Korea each existed for centuries quite isolated from global trade and politics. Both underwent industrial modernization at a rapid pace under pressure from external powers. They co-existed for half a century in a colonizer-colonized relationship. These days they compete head-to-head on the skating rink at the Olympics and on the soccer field. Many Japanese are devoted to Korean soap operas and film stars. Inter-Korean conflicts between North and South are tangible threats to Japan. And all of these issues circulate through the daily lives of Korean and Japanese young people in school textbooks and the popular media, affecting everything from recreation to their views of the wider world. Each time we meet in this intensive weekend program, we will take up a distinctive cross cultural theme. Topics will include modernization, colonization, and cosmology. Individual student research projects will take up similar issues, using them to explore relations today between either Japan or Korea, and one other nation in Asia or on the Pacific Rim. This program is designed for students considering careers in education, business, international relations, or public life with a focus on Asia and the Pacific. Students considering a year abroad teaching English as a Second Language in Asia are particularly encouraged to take this course. | Helena Meyer-Knapp Tomoko Hirai Ulmer | Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
|
Basque Language and Culture
Amaia Martiartu |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This course will introduce the basics of the Basque language, history, politics, and culture. The course will include readings, film, food, and discussion with a focus on the Basque conflict. The instructor is a native Basque and Basque language teacher from Mondragon (the center of the world's largest system of worker-owned cooperatives). | Amaia Martiartu | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
|
Buddhist Psychotherapy
Ryo Imamura |
Program | FR - SRFreshmen - Senior | 8, 12 | 08 12 | Evening and Weekend | SuSummer | Western psychology’s neglect of the living mind, both in its everyday dynamics and its larger possibilities, has led to a tremendous upsurge of interest in the ancient wisdom of Buddhism which does not divorce the study of psychology from the concern with wisdom and human liberation. We will investigate the study of mind that has developed within the Buddhist tradition through lectures, readings, videos, workshops, and field trips. Students registering for 12 credits will attend a meditation retreat. | Buddhist Studies, Asian psychology, consciousness studies, psychotherapy, social work | Ryo Imamura | Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
|
Caribbean Cultural Crossings
Tom Womeldorff |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | cultural studies, political economy, international relations, and economic development. | Tom Womeldorff | Tue Tue Wed Fri Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
|
Caribbean Tourism: A Critical Analysis
Tom Womeldorff cultural studies economics international studies study abroad |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | Escaping to paradise on a tropical island has been a part of the Western psyche for centuries. Exotic plants and animals, sunshine, coconut palms, turquoise waters and romance all form part of a modern day fantasy to be lived out on a Caribbean tropical island. The tourism industry has developed to fulfill the fantasy, offering packaged deals at resorts, island hopping on cruises and local cultural entertainment. More recently, the market has expanded, catering to "non-tourists" who want to experience the authentic, wild and untouched. While not perceiving of themselves as tourists, they are driven by very similar desires and images. The collective fantasies are reinforced and shaped by countries seeking to attract needed tourist dollars, and the tourism industry carefully constructing resorts and tours to cater to the tourist's preconceptions. While tourism provides an important source of jobs and income for Caribbean peoples, it comes at a cost. Fulfilling tourist fantasies constrains self-determination. Caribbean peoples become commodified; they themselves are consumed by the tourist. In this program, we will study the evolution of Caribbean tourism with particular focus on economic impacts, the shaping of the tourist experience, impacts on the local people, changing Western perceptions of the region and the tourism mentality. In the first four weeks, we will analyze the development of Caribbean tourism and its economic role, how the tourist experience is marketed, and what happens when cultures cross and mix through the tourist experience. In week five, each of us will begin an in-depth individual investigation of tourism. The quarter will culminate in the sharing of our individual projects, comparing and contrasting the impact of tourism across the region. With approval, students previously enrolled in (Fall 2010) will have the option to travel to the Caribbean during weeks 5, 6 and 7 as part of their independent project. All other students will complete their investigations on the Evergreen campus. The regular class schedule will continue throughout the quarter. | economics, economic development, Caribbean studies, and the social sciences and humanities. | Tom Womeldorff | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
|
China, Then and Now
Wenhong Wang |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | FFall | WWinter | What is China? How has China changed, and how is it changing today? This program will attempt to answer these questions by exploring some thematic topics in Chinese history, society, and culture, from the classical to the contemporary. Fall quarter, we will emphasize the foundations of Chinese culture in classical China with a focus on "Three Teachings" of Daoism, Confucianism, and Buddhism and its manifestations in the Chinese people's deep connection with the land and China's natural environment, and their practical and creative strategies in social and economic development "with Chinese characteristics." Winter quarter we will focus on China's modern period from the Chinese Diaspora to present-day China. We will start in the 17th century when internal ethnic disharmony and interventions by Western powers destabilized its centuries-old monarchy and continue through the 20th century when China was transformed into a republic and then into a Communist state, concluding with China's transformation since the late 1980s, with its "reform and opening up." We will study the cultural, social, economic, and political ramifications of these changes, paying close attention to China's current image as a dynamic economic powerhouse and enigmatic, ambitious world political presence. Students interested in this program are strongly encouraged to register concurrently for a Chinese language course. This program would serve as good preparation for students who plan to travel to China via independent learning contracts or in study abroad programs. | social sciences, and China, Asian, and international studies. | Wenhong Wang | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
|
Cities: Real and Imagined
Steven Hendricks and Stephanie Kozick American studies cultural studies history literature sociology visual arts Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | The city, however, does not tell its past, but contains it like the lines of a hand, written in the corners of the streets, the gratings of the windows, the banisters of the steps, the antennae of the lightening rods, the poles of the flags, every segment marked in turn with scratches, indentations, scrolls. -Italo Calvino Students who select this program must have a passion for a variety of literature and writing about the topic of cities. This program takes on stories that form a literary map of urban centers. Works such as Tulli’s engage city imagery as metaphor, while Auster’s places us squarely in the streets of New York City. Learning activities will also include responding to narratives with visual representation work in the field of book arts. Students will consider the city through literature rich in historical and cultural contexts, practice creative and non-fiction city writing, create urban visual representations, and become familiar with important urban studies. What does it mean to know a city? Urban studies writers such as William Whyte and Jane Jacobs tell us that cities have distinctive landscapes, movements and sounds. Sociologists and literary writers give form to the abstract patterns of city work, consumption, growth and collapse and seek to link these patterns to the unique lives of individual city dwellers. Cities abound with layered stories that, through the imaginative lens of literature, make up a modern mythology and allow us to locate, within the urban tumult, quarters of quietude, woven communities, and patterns of migration and change. Cities have provoked fantasies of heavens and of hells—utopias and dystopias—and provided a modern image of the monolithic impenetrability of history and civilization against which or within which the individual must carve out a meaningful life. Through an aesthetic exploration of the order and chaos of cities, we’ll ask how narratives in literature, film and art construct our sense of place and sense of self. During fall quarter, we’ll study the concept of sense of place, employing works such as (Harmon) to guide us in determining how a sense of place emerges in city writing. Fall will illuminate USA and European cities, deepening our inquiry through partnered fiction and nonfiction readings, such as (Toole) coupled with (Codrescu). In winter quarter we’ll move on to narratives that come out of Africa, Japan, and beyond. Naguib Mahfouz’s , part of his Cairo Trilogy, coupled with Golia’s offer a look at the largest city in Africa, one preserved with a medieval cityscape. Students who wish to continue their study of cities during spring quarter are invited to enroll in the field-based program, . | literature, writing and social studies. | Steven Hendricks Stephanie Kozick | Sophomore SO Junior JR Senior SR | Fall | |||
|
The Cold War
Robert Smurr |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SSpring | This workshop investigates the Cold War. The Cold War, or more properly "the Long Peace," is characterized by a worldwide ideological conflict dominated by the USSR and the USA. We will analyze the causes, the peak(s), the demise, and the consequences of this half-century global struggle. (Students from the Russia and Eurasia program will meet jointly with students in this course.) | Robert Smurr | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
|
Dance of Consciousness
Sarah Williams, Donald Middendorf and Ratna Roy anthropology consciousness studies cultural studies dance gender and women's studies religious studies somatic studies |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | –Isa Upanishad The “it” that defies definition in this 2nd century BCE sacred text has become an equally perplexing focus of study—a “question that towers above all others” according to —in the contemporary life sciences. What is consciousness? Our inquiry will hold open this question within an intentional learning community for nine months as we explore dance as metaphor and practice for how mystics, as well as scholars, artists and scientists, experience the movement of consciousness. If you want answers, especially answers that someone else can provide, this program isn’t for you. "If you want to think about consciousness, perplexity is necessary—mind-boggling, brain-hurting, I can't bear to think about this stupid problem any more perplexity...” advises Susan Blackmore. Furthermore, she says, “if you do not wish your brain to hurt (though of course strictly speaking brains cannot hurt because they do not have any pain receptors—and, come to think of it, if your toe, which does have pain receptors, hurts, is it really your toe that is hurting?), stop reading now or choose a more tractable problem to study." This program is an invitation to explore the movement of consciousness in relationship to Indian and Greek wisdom traditions. We’ll practice Orissi dance, study our dreams as science and science as dream, and read postcolonial Indian English literature as manifestations of the dance of consciousness. Our work will include lectures, book seminars, films, workshops (dance and yoga), introspective journaling (dreams), and what an Evergreen faculty elder named “autobiomythography” in order to explore the multidimensional movements of consciousness. We'll consider anew mythic texts that bridge beliefs about East and West, mysticism and science, such as Gary Zukav’s and Fritjof Capra’s , that have formed consciousness studies from such fields of inquiry as transpersonal psychology, ecofeminism, somatics, ecopsychology, neurobiology and quantum physics. Students should expect to work 40 hours per week and will benefit most from a full-year commitment. During spring quarter students will have the opportunity to focus more intensely on specific program themes and practices by developing research projects, workshops, in-program internships, and individual studies. All students should expect to use intensely experiential methods to explore the dance of consciousness in a collaborative manner that creates and sustains a yearlong intentional learning community. | anthropology, feminist studies, consciousness studies and dance, mythology, psychology, yoga, and postcolonial literature. | Sarah Williams Donald Middendorf Ratna Roy | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
|
Dangerous Ladies: A History of Significant Women of Color in the 20th Century
Barbara Laners cultural studies gender and women's studies history sociology |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | This class will examine the role of women of color in the development of America's social, economic, legal, and political history. It will focus on issues ranging from suffrage to the civil rights movement and beyond; all aspects of the gender/racial gap in those spheres will be explored. | history, law, teaching, sociology, political science, social services | Barbara Laners | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
|
Designing Languages
Susan Fiksdal and Brian Walter communications computer science cultural studies international studies language studies linguistics writing Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | Have you wondered about the ways languages work? How do our thoughts get translated into language? Have you explored differences between natural languages (such as English, Spanish, or French) and artificial languages (such as computer programming languages or Esperanto)? Do you know in what ways computer languages are similar to natural languages and the ways in which they differ? Are there differences between languages that have written records and those that do not? Have you ever invented your own language? In this two-quarter program, we will explore these questions by learning one natural language and one programming language, studying language evolution, artificial languages, language and culture, and designing a language. Specifically, you will study the structure and function of human language through an introduction to the field of linguistics. This will involve a study of phonetics, phonology, morphology, syntax, discourse, metaphor, and pragmatics. This work on language structure will inform your study of either French or Spanish, both of which will be taught within the program. Besides these natural languages, you will learn a programming language. We will work on the connections between natural and artificial languages, and consider the implications of language design. In our seminars we will discuss theories of language evolution and the interrelationship of culture and language. Finally, you will work collaboratively on a language design project over the two quarters, culminating in a final symposium on language design. Some students already at an intermediate level in French or Spanish should take the Evening/Weekend course fall and winter quarters. | computer science, education, French, language and culture, law, linguistics, programming languages, Spanish, and writing. | Susan Fiksdal Brian Walter | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
|
Discovering the Unknown Russia
Elena Smith |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | The objective of this course is to inspire a better understanding of today's Russia and its people through a study of their history, art, technology, and culture. Anyone who has an interest in exploring Russia beyond the stereotypes of mainstream headlines or history textbooks are welcome. The students will be introduced to certain dramatic events of Russian history through film, literature, and personal experiences of the Russian people. Besides the traditional academic activities, the students will have hands-on experience of Russian cuisine, song, and dance. Armed with an open mind and lead by a passionate native Russian professor, you should find Russia irresistibly attractive and learn to appreciate the similarities of American and Russian cultures. | Elena Smith | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
|
Doing Thinking: Working Wood, Crafting Ideas
Gillies Malnarich and Daryl Morgan aesthetics art history cultural studies education sociology visual arts |
Program | SO - SRSophomore - Senior | 8 | 08 | Evening and Weekend | FFall | WWinter | What do we know about how people learn "something" well? What is the relationship between thinking and doing, between the work of the mind and the work of the hand? Why does working through "the hard parts" move us closer to the elusive nature of mastery? How do novices become experts and apprentices turn into artisans? We will explore these questions in a learning environment which intentionally cross-fertilizes workshop and classroom learning experiences. The practice of begins with conceptualizing something and understanding its purpose. We choose a shape, size and structure; we select the material from which to make it; we assemble tools appropriate to the task. But, to actually make the object we must possess the necessary skills. requires a similar level of discipline: the process is as imaginative, intentional, and skill-based as . Intellectual work turns into tools for analysis. invites us to re-conceptualize our understanding of tools as instruments of both the hand and the mind as we address the program's overarching questions. Throughout the program, we will develop both our abilities to make things of consequence from wood and our abilities to work with ideas that matter in the world and that are worth understanding. | education and art-related fields. | Gillies Malnarich Daryl Morgan | Mon Wed Sat | Sophomore SO Junior JR Senior SR | Fall | ||
|
Europe Since 1500
Stacey Davis |
Course | FR - SRFreshmen - Senior | 4, 6, 8 | 04 06 08 | Day | SuSummer | This class surveys the social, cultural, political, intellectual, and religious history of Europe since 1500, including the Reformation, the Dutch Republic, 18th-century Enlightenment and absolutism, the French Revolution, 19th-century imperialism and industrialization, the Russian Revolution, the two World Wars, and decolonization. Social, gender, and intellectual topics will be stressed. Credit is possible in European history or world cultures/geography. Students enrolled for 6 credits will complete a library research project. This is a companion class to "Art Since 1500." | history, teacher endorsements and teaching | Stacey Davis | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
|
Experience Japan
Setsuko Tsutsumi |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day, Evening and Weekend | SuSummer | The program offers first-hand experience of Japanese life through a three-week home stay in two contrasting settings: rural Toyooka or urban Tokyo. Participants will choose one of the locations. The Toyooka program will offer Japanese language classes, cultural workshops, and field trips. The Tokyo program will participate in regular classes of the Comparative Culture Department of Tamagawa University in Tokyo, and work closely with their students both in and outside of classes. The classes were tailored for the interest and needs of Evergreen students, and this program prepares students for advanced Japanese studies programs. | Japanese language, culture, and society | Setsuko Tsutsumi | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
|
Experiments in Theatre and Dance
Walter Grodzik and Robert Esposito aesthetics art history consciousness studies cultural studies dance linguistics literature somatic studies theater Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | SSpring | How do literal and non-representational gestures combine to create a unique poetics of action? How are emotions and ideas rendered in movement? How does the abstract design of space, time and motion support or subvert the spoken word? This two-quarter program will engage students in an active exploration of theater, movement and modern dance. Winter quarter will be devoted to building competency in separate modern dance and theater workshops, with two collaborative performance projects aimed at developing a final concert project in spring quarter. Students will continue building performance and collaborative skills through theater, movement and dance workshops, improvisation and composition in spring quarter. We will explore how verbal and non-verbal performance works contextualize and enhance each other by reading and analyzing various texts on theatre and dance. We will explore theories of dance theatre through structured solo and group improvisation, by creating original compositions, and in seminar discussions. Spring quarter will culminate in a public, collaborative concert. : Theater emphasis-20083 (Freshmen), 20084 (Sophomores-Seniors) Dance emphasis-20366 (Freshmen), 20367 (Sophomores-Seniors) | theatre, dance, and the performing arts. | Walter Grodzik Robert Esposito | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||
|
French and Japanese Media: Culture Behind the Scenes I
Judith Gabriele and Tomoko Hirai Ulmer |
Course | FR - SRFreshmen - Senior | 6 | 06 | Evening | WWinter | What kind of customs and beliefs are expressed in films and other media? Are there embedded aesthetic sensibilities and codes of conduct in social interactions? What kind of similarities and differences exist in French and Japanese societies? Join us as we use the lens of film to study relationships among individuals, gender, and social groups. Students will gain knowledge of French and Japanese history and will be introduced to the basic elements of both languages as we look at their roles in the expressions of culture. | Judith Gabriele Tomoko Hirai Ulmer | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
|
French and Japanese Media: Culture Behind the Scenes II
Judith Gabriele and Tomoko Hirai Ulmer |
Course | FR - SRFreshmen - Senior | 6 | 06 | Evening | SSpring | How do modern and traditional elements coexist in centuries-old countries? What kind of similarities and differences exist in French and Japanese societies? How have their histories and cultures been intertwined? What kind of links existed between Paris and Tokyo, for example? Join us as we continue to examine films and other media to compare and contrast aesthetic sensibilities, customs and codes of conduct from an insider's viewpoint. Students will gain knowledge of French and Japanese history, and will be introduced to the basic elements of both languages as we look at their roles in the expressions of culture. | Judith Gabriele Tomoko Hirai Ulmer | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
|
Gateways: Popular Education, the Arts, and Activism
Chico Herbison African American studies American studies community studies cultural studies education Signature Required: Fall |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This program is part of the Gateways for Incarcerated Youth program. A fundamental principle of Gateways is that every person has talents given to them at birth; it is our job to encourage each other to search out and find our passions and gifts. Our work is guided by ideas of popular education. We recognize and value the knowledge and experience of each participant. The program works to strengthen notions of self and community through cultural awareness and empowerment. In connecting and building with people from other cultures and class backgrounds, each person becomes empowered to share their knowledge, creativity, values and goals. This program offers Evergreen students the opportunity to be peer learners with incarcerated young men in a maximum-security institution. Students will address issues of diversity, equality and critical thinking, along with other issues that are chosen by the young men who are incarcerated. At the same time, the Evergreen students will deepen their understanding of the theory and practice of popular education. Students in this program will have the opportunity to reflect on how they themselves learn as well as how others learn, as they gain experience in the facilitation of discussions and workshops. Students will work on designing, implementing and assessing the workshops. In the process of collectively shaping the Gateways seminar, students will also learn how to organize productive meetings and work through conflict. Each week the Evergreen students will visit one of two institutions for a cultural diversity and equality workshop, and a college class book seminar. Through the workshops we will explore various aspects of culture in order to understand ourselves and others as an important part of analyzing contemporary society and building egalitarian relationships. In preparation for the workshop, each week the Evergreen students will meet to organize the workshop’s activities. We will also take time each week to reflect on the previous workshop to assess how it worked and draw lessons for the next one. Throughout our work we will read, share and learn about various kinds of relative advantage ("privilege"), while also exploring cultural diversity and continually working to foster a space committed to equality. We will begin fall quarter with an examination of the history, forms, and functions of popular education. We then will explore the complex ways in which popular education intersects with the arts and how that intersection has been, and continues to be, often at the heart of both personal activism and social movements. In winter and spring quarters, we will continue to deepen our understanding of the intersections among popular education, the arts, and activism, culminating in a capstone project and presentation at the end of spring quarter. Building on our experiences, reflections and studies, each quarter students will take increasing responsibility for designing, implementing, and assessing the program, workshops and seminars. This program requires that all participants be ready to fully commit themselves to our common work and show a willingness to help build a community of learners. Students should expect to spend approximately 11 hours per week in class on campus and 5 hours per week off campus (including time at, and travel to and from, the institutions). | cultural studies, the humanities, the arts, education, law, community work, social work, and American studies. | Chico Herbison | Sophomore SO Junior JR Senior SR | Fall | ||
|
Gateways: Writing Imprisonment, Writing Freedom
Chico Herbison cultural studies education writing Signature Required: Summer |
Program | SO - SRSophomore - Senior | 6, 12 | 06 12 | Day | SuSummer | Gateways offers Evergreen students the opportunity to be peer learners with incarcerated young men in a medium/maximum-security institution. Through co-facilitated workshops, discussion, faculty presentations, and film screenings, students will explore—primarily through reading and writing creative literature—issues of race/ethnicity, class, gender, power, and the many meanings of imprisonment and freedom in U.S. history and society. Guided by the theories and practices of popular education, Evergreen students and incarcerated youth will collaborate on a variety of projects as they sharpen their critical thinking, reading, and writing skills. Students may register for either 6 or 12 credits, but must commit to the full 10 weeks of class. Program demands will be adjusted according to the number of credits for which students are registered: if 6, students will visit Green Hill on Wednesdays; if 12 credits, students will visit Green Hill on Wednesdays and Thursdays. | education, the humanities, writing, law, juvenile justice, social work, community work | Chico Herbison | Tue Wed Thu | Sophomore SO Junior JR Senior SR | Summer | |||
|
Gender and Culture: Japanese and American Literature, Cinema and Popular Culture
Harumi Moruzzi cultural studies gender and women's studies literature media studies |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | Due to globalized communication, we have become increasingly aware that there may be multiple perspectives on reality. We now question the reality that we perceive as an absolute and universal reality. We wonder if that ultimate reality is or has ever been accessible to human consciousness. In short, we have begun to understand that the reality that we see is heavily colored by the social and cultural ideologies that have been instilled in us from birth by means of the language we use, the culture we are raised in, the education we receive and the mass media that bombards us. The concept of gender is no exception. It is ultimately a constructed reality. It is often said that American and Japanese cultures represent diametrically opposed values in many aspects of human behaviors and customs. While Japanese women are valued most as wives and mothers, the traditional gender roles, American women are valued as wage earners and sex partners. Needless to say, such a stereotypical view of gender is becoming rapidly outdated in Japan as well as in the United States. Nevertheless, this dichotomized cross-cultural frame presents an illuminating context in which we can explore gender issues. In this program, we explore the concept of gender through a critical examination of anthropological, sociological and psychological articles, as well as American and Japanese literature, cinema and popular culture. At the beginning of the quarter, students will be introduced to the rudiments of film analysis to develop a more critical attitude toward the film-viewing experience as well as major literary theories in order to become aware of varied approaches to literary analysis and interpretation. After familiarizing themselves with these analytical and theoretical foundations, students will examine representations of gender and culture, as well as their interrelationships, through lectures, workshops, book and film seminars and expository writings. | gender studies, cultural studies, film studies, Japanese literature and American literature. | Harumi Moruzzi | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
|
Gifts Garden: An Ethnobotanical Learning Laboratory in Fall
Marja Eloheimo |
Course | FR - SRFreshmen - Senior | 4 | 04 | Weekend | FFall | In this weekend course, students will use The Gifts Garden at the Evergreen Longhouse as a laboratory for learning related to ethnobotany, educational habitat gardening with native plants, and growing and using medicinal plants. Activities include lectures, workshops, reading, writing, research, maintaining a nature journal, and carrying out an individual project as well as sharing it with the class. The course is focused on the fall season and is suitable for students interested in botany, Indigenous studies, environmental studies, education, botanical medicine, and horticulture. | Marja Eloheimo | Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
|
Gifts Garden: An Ethnobotanical Learning Laboratory in Spring
Marja Eloheimo |
Course | FR - SRFreshmen - Senior | 4 | 04 | Weekend | SSpring | In this weekend course, students will use The Gifts Garden at the Evergreen Longhouse as a laboratory for learning related to ethnobotany, educational habitat gardening with native plants, and growing and using medicinal plants. Activities include lectures, workshops, reading, writing, research, maintaining a nature journal, and carrying out an individual project as well as sharing it with the class. The course is focused on the spring season and is suitable for students interested in botany, Indigenous studies, environmental studies, education, botanical medicine, and horticulture. | Marja Eloheimo | Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
|
Gifts Garden: An Ethnobotanical Learning Laboratory in Winter
Marja Eloheimo |
Course | FR - SRFreshmen - Senior | 4 | 04 | Weekend | WWinter | In this weekend course, students will use The Gifts Garden at the Evergreen Longhouse as a laboratory for learning related to ethnobotany, educational habitat gardening with native plants, and growing and using medicinal plants. Activities include lectures, workshops, reading, writing, research, maintaining a nature journal, and carrying out an individual project as well as sharing it with the class. The course is focused on the winter season and is suitable for students interested in botany, Indigenous studies, environmental studies, education, botanical medicine, and horticulture. | Marja Eloheimo | Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
|
Health and Human Development
Nancy Anderson and George Freeman biology community studies cultural studies gender and women's studies health physiology psychology queer studies somatic studies |
Program | JR - SRJunior - Senior | 8, 16 | 08 16 | Day, Evening and Weekend | FFall | WWinter | SSpring | This thematically-based program explores the intersection of human development, health and society. Each quarter examines this relationship through content-related themes and experiences to better understand the fundamentals of health and human development. This program is designed between Evening and Weekend Studies and full-time offerings. The core of the program meets as a whole community using an evening/weekend format. Twelve credit students may register (with faculty signature) to complete an in-program internship. Full time students will meet additional hours during the week. Our learning community will grapple with the age-old questions regarding the nature/nurture controversy. We will use the themes of our program to engage questions like: “How do we navigate our way through the world to build a healthy sense of self? What myths and beliefs guide our decision-making regarding health? What barriers prevent us from achieving a more wholesome lifestyle? How can we acquire the skills necessary to successfully be and create a health-based community? Along with these questions we will study the particulars of race, ethnicity, gender, sexual orientation, class, the ability/disability spectrum and religious affiliation/identity as predictors of achieving health and well-being. We'll also examine these characteristics in terms of their social construction and the creation of a multicultural, democratic society. Each quarter focuses on human development and the psychological, biological and social constructs that guide the stages of development. Fall quarter begins with adolescent and young adult development, the social and genetic construction of identity, the question of what makes for a healthy stage of development and the barriers to achieving optimal states of health and well being. Winter quarter deepens our study of developmental theory through the study of birth, early and late childhood developmental themes, and community-based health and social services. During spring quarter we’ll turn our attention to later adulthood and aging and the health-based concerns that arise. The program will progress from a faculty-directed course of study toward a more student-originated design. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote health and well-being. They will learn basic tools and strategies for analysis of community health needs. They will come to understand themselves as a member of multiple communities and as having a responsibility to these communities. | education, abnormal psychology and personality theory, community psychology, human development, diversity and multicultural studies, community health, anti-oppression studies, quantitative research theory and design, systems theory and group process/change, writing, and health-related fields. | Nancy Anderson George Freeman | Tue Thu Sat | Junior JR Senior SR | Fall | |
|
Hispanic Ascension in the U.S.
Theresa Aragon |
Course | SO - SRSophomore - Senior | 4 | 04 | Weekend | SuSummer | Hispanics are currently the largest ethnic minority population in the United States, projected to number 47.8 million in 2010 and to more than double by 2050. The U.S. now has the second largest Hispanic population of all countries and Hispanics will play a major role in the future of the United States. This program will draw on the history of Hispanics in the US and will focus on social, economic, and educational policy as a framework for best serving the needs of this population. | public administration, social services, education | Theresa Aragon | Sat | Sophomore SO Junior JR Senior SR | Summer | |||
|
Imperialism
Zahid Shariff, Savvina Chowdhury and Jon Davies cultural studies economics education gender and women's studies literature political science |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | By the time the First World War broke out in 1914, the vast majority of the societies of Asia, Africa, the Middle East and the Americas had been radically transformed through their encounters with the imperial powers of modern Europe. Colonial rule imposed through military conquests, political subjugation and the exploitation of human and natural resources was facilitated by religious, scientific, as well as cultural discursive practices that legitimized colonialist aspirations. How did the experiences of colonization affect colonized societies? What effects did colonialism have on the colonizers themselves? What lasting effects of imperial subjugation continue to impact relations between the former colonial powers and postcolonial states in the 21st century? This two quarter program explores these kinds of issues from the perspective of the peoples of Asia, Africa, the Middle East and the Americas as a way to understand the complexities of the world in which we live. We are interested in unpacking the discursive practices of both the colonial past and the neo-colonial present. Through our study of history, literature and political economy, we will examine the ways in which European ideologies, traditions, and scientific knowledge were used to legitimize the formation of empire in the past and continue to re-inscribe asymmetrical relations of power today under the guise of modernity, progress and global economic development. The program will explore the forms of resistance that arose in the historical colonial contexts, as well as those that mark the postcolonial experience as nations continue to contest manifestations of imperial power today. Frequently, the lenses of orientalism, modernity, and capitalism will guide our study of these encounters as we also consider prospects of meaningful decolonization. | education, history, international relations and organizations, law, literature, non-profit organizations, political economy, politics, and postcolonial studies. | Zahid Shariff Savvina Chowdhury Jon Davies | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
|
In The City
Stephanie Kozick architecture community studies cultural studies field studies |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | - Richard Sennett This is a field-based program designed for students who have completed previous academic work in urban studies or social science, and who are prepared to spend a number of weeks living in one of the world’s cities. Possible urban study topics are numerous and include: transportation, housing, art venues, urban community organizations, environmental concerns, architectural styles, historical studies, city schools, city writing, or music or arts projects. Students design a formal field study plan that details: site, specific urban research topic of their interest, field study questions, research methods and modes of documentation. The first two weeks of the quarter will focus on the preparation of the field study document along with book seminars on (de Botton 2002) and (Rick Steves, 2009). Students are responsible for all travel, accommodation and other expenses associated with their urban field study. Budgets must be calculated according to destination. Students will keep a field journal during the six weeks of field study that documents research activities and responds to their readings. Weekly, program e-mail communiques are required. Students are required to be on campus during week nine to prepare for a formal program presentation of their fieldwork to be presented during week ten. Program Itinerary: First two weeks on campus (March 28-April 7) Six-week field study period (April 7-May 23) Last two weeks on campus (May 23-June 3) Evaluation week is June 6-10. | social studies, urban planning, urban studies and city arts. | Stephanie Kozick | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
|
Individual Study: East-West Psychology
Ryo Imamura cultural studies philosophy psychology religious studies study abroad Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Individual Study: East-West Psychology offers opportunities for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death & dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis. | counseling, cultural studies, peace studies, psychology, social work, religious studies, and human services. | Ryo Imamura | Sophomore SO Junior JR Senior SR | Spring | ||||
|
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 | ||||
|
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 | ||||
|
Individual Study: History, European Cultural Studies
Stacey Davis Signature Required: Spring |
Contract | JR - SRJunior - Senior | 16 | 16 | Day | SSpring | Students can complete individual study contracts in history, especially European, North African and/or American history; European cultural or art historical studies; gender studies as long as there is some historical component to the work; or issues in politics, society, religion, culture and/or immigration in contemporary Europe. History contracts can include work in historiography (theories of history) and historical methodology. Senior thesis work welcome. | history and cultural studies. | Stacey Davis | Junior JR Senior SR | Spring | ||||
|
Individual Study: Imperialism, Political Science, Third World, Foreign Policy
Zahid Shariff cultural studies international studies political science Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Students are expected to work closely with faculty to first, plan precisely what the learning contract expects to achieve, and second, determine how it will be accomplished. The first will become part of the written learning contract. The second will be an agreement concerning how often the student and faculty will meet or exchange messages that review the progress being made and make specific suggestions that might help meet the needs of each student. Individual study yields the most fruitful results when the objectives as well as the ways to achieve them are clear. Zahid Shariff will sponsor contract on topics in political science, including topics such as politics, Third World issues, imperialism, ideologies and development. | government, imperialism, non-governmental organizations, politics, Third World issues, ideologies and development. | Zahid Shariff | Sophomore SO Junior JR Senior SR | Spring | ||||
|
Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Winter |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | WWinter | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. Ariel Goldberger supports interdisciplinary studies and projects in the Arts, Humanities, Consciousness Studies, and travel. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Winter | ||||
|
Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. Ariel Goldberger supports interdisciplinary studies and projects in the arts, humanities, consciousness studies, and travel. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Spring | ||||
|
Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Fall |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.Ariel Goldberger supports projects in the Arts, Humanities, Consciousness Studies, Arts, and interdisciplinary studies. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Fall | ||||
|
Individual Study: Legislative Processes, Regulatory Agencies and Environment
Cheri Lucas-Jennings American studies communications community studies computer science cultural studies economics environmental studies gender and women's studies government health law and government policy law and public policy leadership studies media studies political science sustainability studies Signature Required: Spring |
Contract | JR - SRJunior - Senior | 16 | 16 | Day and Weekend | SSpring | Individual studies offers important opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individuals or small groups of students must consult with the faculty sponsor to develop an outline of proposed projects to be described in an Individual Learning Contract. If students wish to gain internship experience they must secure the agreement and signature of a field supervisor prior to the initiation of the internship contract. This faculty wecomes internships and contracts in the areas of environmental health; health policy; public law; cultural studies; ethnic studies; the arts (including acrylic and oil painting, sculpture, or textiles); water policy and hydrolic systems; permaculture, economics of agriculture; toxins and brownfields; community planning, intranational relations. This opportunity is open to those who wish to continue with applied projects that seek to create social change in our community (as a result of work begun in fall 2010 and winter 2011 "Problems to Issues to Policies;" to those begining internship work at the State capitol who seek to expand their experience to public agencies and non-profit institutions; and to those interested in the study of low income populations and legal aid. | American studies, art, communications, community studies, cultural studies, environmental field studies, gender and women's health, history, law and government and public policy leadership | Cheri Lucas-Jennings | Junior JR Senior SR | Spring | ||||
|
Individual Study: Media Arts, Visual Anthropology, Communications
Sally Cloninger communications cultural studies media studies moving image visual arts Signature Required: Fall |
Contract | JR - SRJunior - Senior | 16 | 16 | Day | FFall | Sally Cloninger 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 fall quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. Sally is particularly interested in sponsoring individual contracts or internships in media arts, media studies, media production, visual anthropology, cultural studies, photography, performance studies, screenwriting and communications but will also consider other disciplines on a case-by-case basis. Where applicable, students will meet in small groups with faculty for critique and discussion as part of their contract. | communications, humanities, media arts, performance studies, visual anthropology, and visual arts. | Sally Cloninger | Junior JR Senior SR | Fall | ||||
|
Individual Study: Psychology
Mukti Khanna community studies cultural studies health psychology Signature Required: Spring |
Contract | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | This opportunities allows students to create their own course of study in the form of an Individual Learning Contract or Internship. Working with the faculty sponsor, individual students or small groups of students design projects or internships and meet regularly with faculty to reflect on their work. Students pursuing individual study or internships in psychology, counseling and health are invited to join this program. Mukti Khanna will sponsor contracts and internships in psychology, counseling, service-learning, expressive arts therapy, cultural studies, ecopsychology and health. While this opportunity is oriented towards sophomores through seniors, freshmen may be admitted if they are applying for an internship or are part of a group project. | counseling, education, the health professions, human services, and psychology. | Mukti Khanna | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
|
Mediated States of Modernity: Distraction, Diversion, and Ambivalence
Kathleen Eamon and Julia Zay aesthetics art history cultural studies media studies moving image philosophy writing |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | One of the ways that historians and theorists distinguish modernity, and mass and popular culture more specifically, is by describing the ways in which it ushered in a new age of sensation. Using Marx's notion of the "social hieroglyph" as a model for looking at everyday life, we will splice together visual culture studies, cinema studies and 19th and 20th century aesthetic philosophy in an investigation of some of the defining mental and emotional states of attention produced by and for emerging cultural forms, such as cinema, radio, amusement parks, the arcade, and the language of modernist art. We will construct our own partial and fragmented or, to borrow Benjamin's phrase, "little" history of modern senses and sensibilities. In particular, we'll focus in on in-between states of attention that are easily dismissed as unremarkable but that, precisely by going unremarked, play a central role in our mediated public lives. Public intellectuals of the 20th Century like Freud, Benjamin, Kracauer, Gorky and others examine these states closely in their descriptions of everyday life in terms that make evident both the dangers and potentials of these modes of attention. We'll model our approach on the studied "ambivalence" that characterizes the attitude of Frankfurt School figures like Benjamin and Kracauer towards popular or mass culture, thinkers who are not indifferent but who sustain a truly divided, thus complicated, understanding of how one inhabits a mass-mediated, capitalist, industrialized, post-traditional culture - neither submitting to its demands nor removing oneself entirely, one ought to engage it playfully. We'll explore how we ourselves are always both submitting and resisting the ideological forces of mass culture. Some examples of the states we have in mind are: amusement, distraction, diversion, boredom, play, and so on. These states are often "located" in terms of specifically modern places, such as the cinema, amusement parks, and urban centers, and we will ask what kinds of audiences or what kind of "public" gets constituted by these states and contexts. Although our focus will be largely turn-of-the-century to mid-century (the last one, that is), we will follow our line of thought into more recent times with thinkers like Susan Sontag and David Foster Wallace. We will also develop our own practice of paying close attention to everyday life and meta-attention to our modes of engagement with it in our weekly observation exercises and field study. This work will inform both our traditional and our experimental essay-writing as we attempt to yoke the observational with the lyrical and theoretical modes. In summation, we will read and write a lot, watch films, look at art, listen to both music and sound, mix lecture with seminar and workshops with fieldwork. | film studies, humanities, media, philosophy, visual culture studies, and writing. | Kathleen Eamon Julia Zay | Sophomore SO Junior JR Senior SR | Fall | ||||
|
Medicinal Botany in Summer
Marja Eloheimo botany cultural studies environmental studies sustainability studies visual arts |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | In this 8-credit program, students will gain an introduction to medicinal plants in summertime, with particular focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), and botanical arts and nature journaling (art). Students will also explore selected aspects of such topics as approaches to cross-cultural herbalism, research and experience, bringing medicinal plants into our lives, and plants for summertime health. Activities include lectures, workshops, reading, seminar, field activities, and hands-on projects. This course is appropriate for students with interests in botany, environmental studies, health, education, and botanical medicine. | botany, health-related fields, ecology, education, cultural studies, sustainability | Marja Eloheimo | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
|
Medieval Art History and Sacred Geometry
Ann Storey art history cultural studies gender and women's studies history religious studies visual arts |
Program | SO - SRSophomore - Senior | 8 | 08 | Evening | FFall | This program will examine the art and sacred geometry of the Medieval era, a singular period of creativity, spirituality, and change. We will study the motivating ideas and issues of the age: the dynamic influence of migrating tribal cultures on inherited classical traditions, the problem of iconoclasm, the arcane goals of the alchemists, and Neoplatonic philosophy expressed through the visions of the mystics. The idea that both mystic and artist were "seers"—seeing beyond the physical into the transcendent and metaphysical—impelled them into visionary realms. We will learn about the mysticism of Hildegard of Bingen, Meister Eckhart, and other charismatic figures, as we see their visions expressed in superb mosaics, illuminated manuscripts, stained glass, sculpture and architecture. Sacred music of the era will be experienced through recordings and a possible field trip. We will also learn about the outstanding art, architecture and geometry of medieval Islamic Spain. Islamic dictates forced artists of the period to use ingenious geometrical techniques (rather than figurative ones) to create sacred and secular architectural adornments. Art, design and simple geometry workshops will enable students to move from theory to practice. Students will use geometry skills to create Islamic tilings and to design, draw, and paint a Gothic rose window. | art history, education, history of mathematics, geometry, fine art, humanities, and museum studies. | Ann Storey | Mon Wed | Sophomore SO Junior JR Senior SR | Fall | |||
|
Memory and Conflict in the Eastern Mediterranean
Ulrike Krotscheck and Steven Niva classics cultural studies international studies political science study abroad Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | –David Lowenthal, ) In this program, students will investigate the political, cultural and economic life of the Eastern Mediterranean. Situated between Europe and the Middle East, this area includes the lands known today as Greece, Turkey, Lebanon, Israel, Palestine and Egypt. Although it is the origin of some of the world's most important civilizations and religious traditions, this region has increasingly become a site of political conflict, war and terrorism. This program will explore how the past, and particularly contested memories of this past, plays a role in many conflicts that have arisen in this region as a result of colonialism, nationalism and religious differences. In particular, the program will focus on how contested memories of the past shape conflicts between Israelis and Palestinians, over the ancient heritage and modern identity of Egypt and over the identity and boundaries of modern Turkey and Greece. We will examine how struggles over the past—who claims it, what it means, and whose memories are empowered or marginalized—are primarily struggles over the present—who has power, which identities will be favored, and who has rights to territory and place. Drawing primarily upon the fields of archaeology and political science, the program will introduce students to central debates and methodological issues in each discipline and students will learn how to examine the evidence and claims from archaeological findings, museums and heritage sites in light of contemporary political and cultural power relations. In the fall, the program will trace this region's evolution from the rise of ancient Egypt and classical Greece to the rise of Judaism, Christianity and Islam, and then the transformation of the region through European colonialism and modern nation-states. We will explore the relationship between past and present through examining specific archaeological sites in each area, including Luxor (ancient Thebes) in Egypt, the Temple Mount/Haram al-Sharif in Jerusalem and Catalhoyuk in Turkey. In the winter, we will continue this study through examining Napoleon's conquest of Egypt, the origins and present status of the Israeli-Palestinian conflict and the population exchange between Greece and Turkey at the end of the Ottoman Empire, among other topics. Our study will be based on theoretical texts and primary sources, novels and religious documents, as well as guest speakers and occasional field trips. Students will build learning communities through workshops, lectures, research, seminars and presentations. In the process, students will learn how to apply theory to case studies, undertake advanced research projects and develop critical thinking skills based upon an awareness of a diversity of views. In the spring quarter, a group of students from the program—subject to qualifications and available space—will have the opportunity to travel abroad to Turkey and Egypt. This six-week travel abroad program will explore both ancient and modern sites and political developments in each location in order to deepen their learning about the role of memory and conflict within the contemporary region. | archaeology, education, cultural studies, history, Middle East studies, political science and international affairs. | Ulrike Krotscheck Steven Niva | Sophomore SO Junior JR Senior SR | Fall | ||
|
Mind-Body Medicine
Mukti Khanna and Joanna Cashman consciousness studies cultural studies health psychology Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | Mind-body medicine is an interdisciplinary field focusing on the applications of sociocultural, psychosocial, somatic and behavioral knowledge relevant to health and wellness. Fall quarter will explore historical foundations of mind-body medicine from diverse cultural perspectives. We will look at how mind-body medicine is being integrated into health care in disease prevention, health promotion, treatment and rehabilitation settings. Applied skills training will focus on energy psychology, qigong, expressive arts therapy, somatic practices, communication skills and mindfulness in psychotherapy. Questions to be explored include "What practices are emerging at the creative edge of health care?" and "How are healthcare providers preparing themselves to work in an integrated healthcare system?" The program will include a variety of approaches to learning including seminar, theoretical assessments, open space learning formats, guest speakers, dialogue and extended workshops. Students will be supported in developing practices based on the principles of mind-body medicine. Students will work with faculty to develop a Cocreative Learning Plan for winter quarter and write a proposal for either a project study or internship to be implemented in winter quarter. Winter quarter will allow students to implement their own Cocreative Learning Plans with program modules and individual project or internship studies. Students can take up to 4-16 credits of project or internship studies through the program in winter quarter. Modules in seminar readings and continuing skills training will be offered for 4 credits each within the program for students who choose to integrate this focus in their winter program work. Student project and internship work will be presented in a symposium at the end of the program. | counseling, health, health care practice, psychology, and social and human services. | Mukti Khanna Joanna Cashman | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
|
Multicultural Counseling: An Innovative Model
Heesoon Jun communications consciousness studies cultural studies gender and women's studies health psychology Signature Required: Fall |
Program | SR ONLYSenior Only | 16 | 16 | Day | FFall | WWinter | SSpring | This program will allow students to examine the efficacy of existing psychological counseling paradigms and techniques for a diverse population. One of the program goals will be to increase the students' multicultural counseling competency through transformative, non-hierarchical and non-dichotomous approaches to learning. We will use a wide range of instructional strategies, such as lectures, workshops, films, seminars, role-playing, group discussions, videotaping, field trips, guest lectures and internship case studies. During fall quarter, students will learn at least seven personality theories and counseling skills based on these theories. In winter quarter, students will learn to incorporate scientific inquiry into clinical inquiry and will learn abnormal psychology and its effectiveness with multicultural populations. In spring quarter, students will learn ethics in helping professions. Consciousness studies, psychological research interpretation, studies in internalized oppression/privilege and systematic oppression/privilege, multicultural counseling theories and practice, and social justice and equity will be emphasized throughout the year. In both winter and spring quarters, students will be required to complete internships of 10 hours per week in local counseling/mental health settings, providing opportunities to apply their classroom learning in a practical setting. | allopathic and complementary medince, ethics in the helping professions,multicultural counseling theory and skill building, personality theories, psychological counseling, psychological research interpretation, psychology (abnormal, clinical, developmental), studies of oppression and power, social work, and school counselling. | Heesoon Jun | Senior SR | Fall | ||
|
Music and Movement in Nature and Culture
Andrew Buchman, Kabby Mitchell and Sean Williams |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This performing arts program explores societal concepts, artistic behaviors, and reactions to music and dance in cultural and physical contexts. Themes include the exploration of music and dance in relation to the natural world, and the intersections of music and dance with gender, spirituality, urbanization and social change. After establishing a firm base of concepts, skills and approaches together in the fall, we will emphasize thematic and/or regional work and individual or small group projects during the winter term. Spring quarter offers the opportunity for students to engage in individual fieldwork studies with performing artists off campus. With some serious preparatory reading and listening, students may join the group in winter on a space-available basis, but not in spring. A deep interest in music and/or dance is expected, and prior study, formal or informal, will help. Students will be expected to do significant reading, writing and study of musical texts and choreography—especially field recordings, videos and ethnographies. Knowing how to read music will help you; if you do not, we will teach you. We will engage in critical listening and viewing (analyses of what we hear and watch), and transcription—simple, quick ways to write music and dance movements down so that you can look at them in different ways. Those with previous training will do work at their level, but such training is not expected. If you're a serious student, you will do well in this program. Other activities are likely to include choreography, composition, field trips, instrument building, research projects, papers and presentations. If funds are available, we will have workshops by visiting artists. We will have periodic performances and critiques of work by students in the program. Expect to work hard on developing your performance skills in a musical instrument or dance genre, practice regularly and perform. The goal of this study is not necessarily a performing career, but rather the development of insights into the performing arts that only hands-on, experiential work can provide. We cannot subsidize private lessons, but we will provide a steady, challenging and safe forum for performance, critique, and creative and intellectual growth. | anthropology, cultural studies, dance, ethnomusicology, and music. | Andrew Buchman Kabby Mitchell Sean Williams | Sophomore SO Junior JR Senior SR | Fall | ||
|
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 | |||
|
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 | |||
|
Nine Russian and Soviet Wars
Robert Smurr |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | WWinter | This history workshop will analyze nine distinct wars of the past two centuries that significantly changed the course of Russian and Soviet history. In addition to reading accounts of the wars, students will also present additional findings to the workshop group on a particular war of their choice. Wars to be analyzed are The Napoleonic Invasion, Crimean War, The Murid Wars (Caucasus), WWI, Russo-Finnish War, WWII, Afghanistan, Chechnya (Wars 1 and 2), and the Russo-Georgian War. Short essays and at least one workshop presentation will be required. (Students from the Russia and Eurasia program will meet jointly with students in this course.) | Robert Smurr | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
|
Odissi Intensive
Jamie Colley |
Course | FR - SRFreshmen - Senior | 4, 8 | 04 08 | Evening and Weekend | SuSummer | Odissi dance is a lyrical mix of percusive rhythms and graceful, statuesque postures. It originated in the temples of India and is widely consisdered the oldest classical dance still practiced today. Students will increase strength, stamina and flexability, while exploring the rich literature and philosophy of the culture. This class will focus on the form and technique of Odissi, as well as the historical, philosophical and spiritual study of India. | dance, dance ethnography, South Asian studies, comparitive religion | Jamie Colley | Tue Thu Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
|
The Peoples, Nations, and Nationalities of the former USSR
Robert Smurr |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | FFall | Enrollment of 24 includes students from the Russia and Eurasia program. This workshop investigates the ethnic, cultural, religious, and political diversity of the former Russian and later Soviet empires. We will examine the histories of the fifteen "republics" that emerged as internationally recognized nation states upon the collapse of the USSR in 1991 as well as the dozens of smaller ethnic identities that continue to exist within these newly legitimized borders. Books, articles, films (recommended), and student research will provide us with a strong overview of the complexity of this enormous geographic region that covered twelve time zones. Individual students will be responsible for investigating one particular nationality (or ethnicity) in greater depth than will the class as a whole, and they will then share their findings with the entire workshop. | Robert Smurr | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
|
Preparing for Study Abroad
Chris Ciancetta |
Course | FR - SRFreshmen - Senior | 2 | 02 | Day | WWinter | This course is designed to acquaint students to cultural adjustment theory, cross-cultural communication, and analytical journal writing prior to study abroad. Students explore the meaning of culture, examine our own cultural assumptions, learn effective methods for gathering information in a different culture, and consider the challenges associated with the cultural adjustment process. Course work culminates with constructing and presenting a plan for project work abroad. | Chris Ciancetta | Mon Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
|
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 | ||||
|
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 | ||
|
Russia and Eurasia: Empires and Enduring Legacies
Patricia Krafcik, Elena Smith and Robert Smurr |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Join us to explore the diverse peoples, cultures and histories of the region that was once the Russian and Soviet empires. While we focus on the Russians, we will take a multicultural approach in our examination of other indigenous peoples who from ancient times have populated the vast expanses of Eurasian and Siberian steppe and forests. In fall quarter we investigate Slavic, Scandinavian, Persian, Mongol and Turkic contributions to early Russian society and examine both the pre-Christian pagan animistic cultures and the rich Byzantine cultural legacy of Orthodox Christianity. Our journey takes us from the Kievan Rus', through the development of the Muscovite state, imperial expansion and westernization during the reigns of Peter the Great and Catherine the Great, and on to the early 19th century with Russia's emergence as a major world power. Medieval epics and chronicles, diverse films, and readings enhance our study of this early history. Special geography workshops in both fall and winter terms help students identify the location of cities and landmarks throughout the Russian and Soviet empires, as well as understand the relationship between the various peoples of the empire and their environment. Winter term concentrates on the literature from Russia's 19th-century Golden Age and its 20th-century Silver Age up to 1917, read against the backdrop of the history. Works by Gogol, Turgenev, Dostoevsky, Tolstoy, Chekhov, Gorky, and others enable us to explore Russia's provocative social, religious and revolutionary ideologies. We examine the rise of the radical intelligentsia who rebelled against autocratic tsarist policies and the institution of serfdom, and whose activities led to the revolutions of the early 20th century. Spring quarter continues where winter term left off, covering history and literature from the revolutionary year 1917 through the post-Soviet period. We investigate the legacy of Lenin and the Bolsheviks, including the horrific Stalin era with its purges, Gulag prison camps, brutal industrialization policies and devastating environmental practices, emphasizing how writers, artists and filmmakers interpreted, reflected and survived the Soviet regime. This will include an examination of the sacrifices that the Soviet people experienced at the hands of their own communist dictatorship, as well as under Nazi occupation during WWII. This term ends with a review of events resulting in the collapse of the U.S.S.R. and the emergence of fifteen independent states. Students write short papers in fall and winter and have the opportunity to explore in depth a topic of their choice for a final research paper and presentation in spring quarter. Students are urged, but not required, to take the Beginning Russian Language segment within the full-time program. They may opt to include an extra workshop within the program, rather than language, which focuses on such topics as Russian environmental issues, the Cold War, folklore, nationalities questions, etc. Students intending to include either the language segment or the workshop should register for 16 credits. For the basic program without language or the workshop, students should register for 12 credits. | cinema, writing, geography, and Russian history, literature, culture and language. | Patricia Krafcik Elena Smith Robert Smurr | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
|
Scenes, Summary and Reflection: Your Life as Story
Eddy Brown |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | Students will be guided toward improving their writing skills and gaining a deeper understanding of short fiction and narrative nonfiction. Through writing exercises, reader responses to published narrative literature, peer reviews, individual field trips, lectures, workshops, and seminars on selected readings, participants will develop practical, transferable knowledge of genres, writing as a craft and process, and literary critique. Overall, they will be directed toward becoming more capable and confident readers and writers and more self-aware individuals. Students' major project will be a narrative memoir or short story. | teaching, literature, and writing | Eddy Brown | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
|
Self and Culture: Studies in Japanese and American Literature and Cinema
Harumi Moruzzi |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | Modernity in the west established the concept of a human being as a thinking subject whose existence alone cannot be questioned through Descartes' seminal discourse . Though occasionally under attack, the concept of autonomous thinking and perceiving the subject as the center of reality—as the source of truth—has been the dominant ideology in the west since the eighteenth century, particularly in the United States. These days, due to our globalized communication and cultural exchanges, we have begun to question many ideas that have been taken for granted. The concept of self is no exception. It is often said that American and Japanese cultures represent mirror images of human values. For instance, while American culture emphasizes the importance of self-reliance and self-autonomy, Japanese culture dictates group cohesion and harmony. Certainly, the reality is not as simple as these stereotypes indicate; nevertheless, this dichotomized comparative cultural frame presents an interesting context in which we can explore the concept of self. We will explore the concept of self through the critical examination of American and Japanese literature, cinema and popular media. At the beginning of the quarter, students will be introduced to the rudiments of film analysis in order to develop a more critical attitude toward the film-viewing experience. Students will also be introduced to major literary theories in order to familiarize themselves with varied approaches to the interpretation of literature. Then, students will examine representations of individual selves and cultures in American and Japanese literature through seminars and critical writings, with weekly film viewing and film seminars to facilitate a deeper exploration of the topics and issues presented in the literary works. | cultural studies, film studies, literary studies and Japan studies. | Harumi Moruzzi | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
|
Shattered Images of Changing China: Modern Chinese Literature and Film
Rose Jang |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | During China's explosive changes over the last thirty years, nothing has better recorded these changes than Chinese literature and film. Writers of the novel, short story, drama and poetry—marked by such internationally renowned names as Gao Xingjian, Wang Anyi, Yu Hua, Mo Yan and Bei Dao—have collectively captured the feelings of pride, excitement, confusion and chaos shared by the current generation of Chinese citizens. Filmmakers such as Tian Zhuangzhuang, Li Yang and Jia Zhang Ke have documented the mixed experiences that such quick political and economic changes have brought to different walks of Chinese life. Using the metaphor of a "shattered mirror," introduced by philosopher Kwame Anthony Appia in describing the process of perceiving cross-cultural truths, this program offers a mirror which, while trying to reflect the truth of modern Chinese life and society, is made of nothing but shattered images. Nevertheless, this shattered mirror will help us to peek into multiple facets and corners of a society in which real, common people live. Instead of simply reading about them, we are compelled to approach them from inside their world, to understand the daily struggles and social problems through their eyes. If all these shattered images can only combine into a confusing, chaotic and contorted existence, by putting ourselves in the midst of them, we are very close to living a real Chinese life. The literary works and films in the program will be grouped through weekly themes representing distinct topics of study. Students will read literature and view thematically related films each week. Keeping a reflective journal and writing weekly papers will document their ongoing learning experiences. Students will write a final integrative essay on a topic of personal choice, which is originated and substantiated from the program materials, but further expanded through individual research in the library and via electronic databases. | Chinese studies and literature, Asian studies, international studies, philosphy, political and economic development, and film studies. | Rose Jang | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
|
Siberia Exposed
Elena Smith |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | This fascinating class will give you a new vision of Siberia, the most stereotyped and mysterious region on the planet. You will explore the geography, history, ethnography, demographics, and wealth of Siberia which will help you understand and appreciate the culture of the peoples who live there. Under the guidance of a passionate native Siberian professor, you will have an opportunity to experience native Siberian music, dance, and the true Siberian spirit of a die-hard rebel. Join us to learn more about the land that almost became the United States of Siberia. | Elena Smith | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
|
Spanish, Intermediate I and II
David Phillips |
Program | FR - SRFreshmen - Senior | 4, 8 | 04 08 | Day | SuSummer | This Spanish immersion program integrates cultural studies with interactive Spanish conversation, writing, and reading. The program is taught entirely in Spanish by a faculty member from Peru. Extensive conversation takes place in affinity groups, focused on diverse practical and cultural topics. Coursework includes weekly creative writing, readings, and learning new vocabulary and grammatical forms. Students will select a topic of their own interest for a term research project. This program is designed for motivated students who seek to improve their Spanish skills while exploring cultures, societies, and environment in Latin America. Students may attend either the first half (4 credits), the second half (4 credits), or both (8 credits). | Spanish language and Latin American cultures, international studies | David Phillips | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
|
The Spanish-Speaking World: Cultural Crossings
Alice Nelson and Diego de Acosta cultural studies history language studies literature study abroad Signature Required: Winter Spring |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Spain and Latin America share not only the Spanish language but also an intertwined history of complex cultural crossings. The cultures of both arose from dynamic and sometimes violent encounters, and continue to be shaped by uneven power relationships as well as vibrant forms of resistance. In Spain, Jews, Christians and Muslims once lived side-by-side during a period of relative religious tolerance and cultural flourishing, known as the medieval . Military campaigns and the notorious tribunals of the Spanish Inquisition eventually suppressed Jewish and Muslim communities, but legacies of these communities have persisted in Spanish society. The first Spanish encounters with Latin America involved violent clashes between the Spaniards and indigenous peoples, as well as Africans brought to the Americas as slaves. The long aftermath of these initial clashes—wars of conquest, religious missions, colonization, and slavery, all confronted continuously through resistance—gave rise to new, hybrid Latin American communities. In the 20th century, Spain and several countries of Latin America experienced oppressive dictatorships as well as the resulting emergence of social movements that enabled democratization. The question of regional identity and difference has also defined several countries’ experiences, from Catalonia and the Basque region in Spain, to various indigenous ethnicities from Mexico to the Southern Cone. More recently, the context of economic globalization has given rise to unprecedented levels of international migration, with flows from Latin America to Spain and the U.S., as well as from North Africa and eastern Europe to Spain. All of these cultural crossings have involved challenges and conflict as well as rich and vibrant exchanges. Students will engage in an intensive study of the Spanish language and explore the literature remembered, imagined and recorded by Spaniards and Latin Americans in historical context. We will critically analyze selected texts from medieval times to the present. Every week will include seminars on readings in English translation, Spanish language classes, a lecture delivered in Spanish and a film in Spanish. During the fall and winter, we will explore various themes that define and describe key moments in the intertwined histories of Spain and Latin America. These may include national and regional identity, dictatorship and resistance, linguistic crossings and democratization processes. Spring quarter will offer opportunities to study abroad in Quito, Ecuador, or Santo Tomás, Nicaragua, as well as internships with local Latino organizations for those who stay on campus. All classes during the spring will be conducted in Spanish. | Latin American and international studies, literary and cultural studies, language, politics, history, education, film studies, writing, and human and social services. | Alice Nelson Diego de Acosta | Sophomore SO Junior JR Senior SR | Fall | ||
|
Student Originated Studies: Art, Education, and Human Development
Hirsh Diamant |
SOS | SO - SRSophomore - Senior | 8 | 08 | Evening and Weekend | SSpring | This SOS is ideal for students who want to deepen their studies in Art, Education, and Human Development and to apply these studies in the community. In the first week of the quarter, each student will submit, on-line, their project proposal as an Individual Study Contract (via my.evergreen.edu) and then complete that project during the quarter. This proposal will be designed with input from the faculty member. All students enrolled in the program will also participate in two credits of readings, classes and on-line assignments in collaboration with other students. A weekly class meeting will include seminars, workshops organized by staff, faculty, and students, and opportunities to share learning and project work. Weekly on-line posts will highlight students' progress and learning. Students must attend and participate in all weekly sessions. | education, arts, cultural studies | Hirsh Diamant | Wed | Sophomore SO Junior JR Senior SR | Spring | |||
|
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 | |||||
|
Student Originated Studies: Community Based Learning, Practice and Theory
Peter Bohmer African American studies American studies anthropology community studies cultural studies economics education gender and women's studies government health history international studies law and government policy law and public policy leadership studies media studies political science sociology Signature Required: Fall |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | This is an opportunity for serious, responsible and self-motivated students to create their own courses of study and research which should include working with the broader community. Prior to the beginning of the quarter, interested students or student groups need to consult with the faculty about their proposed projects. The faculty sponsor will support student research, learning and practice in a cluster of areas linking economic justice and global justice with local, national and global social movements. There will be especially strong support for students developing projects that are connected to local communities, groups and organizations. Although students will register for this program, you will be primarily doing independent study and/or an internship. I will host this Student Originated Studies (SOS) through Evergreen's Center for Community Base Learning and Action (CCBLA). The CCBLA will serve as the center and support for this study-for learning about, engaging with and contributing to community life in the region. Students, through individual or group projects, will be able to link with social movements, non-profits, community groups, and economic and social justice organizations that focus on the issues listed above. I have substantial knowledge of and experience with local organizations, and experience working with students across the curriculum who are interested in learning through community based research, learning and activism. So does the CCBLA! We will meet weekly, either as the entire group or as subgroups interning at similar organizations or studying similar issues. At these meetings, there will be relevant presentations and workshops as well as time for problem-solving and sharing learning and experiences. During week 10, each student will make a presentation to the entire group on what he or she havs learned. | anarchism, anti-poverty, anti-racism, anti-war, building social movements, community or youth organizing, community development, economic justice, education, healthcare, homelessness and affordable housing, immigrant rights, international solidarity, labor, Latin American studies and solidarity, law, Marxism, political economy, popular economics, popular education, public policy, sociology, and unemployment. | Peter Bohmer | Sophomore SO Junior JR Senior SR | Fall | ||||
|
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 | |||
|
Student Originated Studies: Projects in Japanese History, Literature, Religion, Arts, and Film
Setsuko Tsutsumi |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | WWinter | This SOS will give students opportunity to explore various aspects of Japanese civilization, by designing their own individual study. Students can focus on a particular historical period or incident, or choose themes which run throughout Japanese historical/ political development. Students can examine certain authors and their works in a certain period, or explore the tradition of Japanese aesthetics which run underneath literary works. Students can analyze their favorite films and directors, including animation, or study contemporary youth culture through their music and fashion. Students can also take comparative approaches, comparing and contrasting certain topics and themes between Japanese and other culture. Possible research subjects are abundant throughout two thousand years of Japanese civilization in the areas of history, literature, arts, theater, religion, folklore, and film. Students will develop their research through consultation with the faculty. Students can also engage themselves in creative works based on certain Japanese themes and images. Medium of the work is their choice. It could be ceramic work, or short film, or fabric work. The creative work should be supported by book research. Students who want to include field research trip to Japan in their study plan, should register for Individual Contract with the faculty as a sponsor, not for this SOS program, though they can join the class activities in this SOS program prior and after their trip. Interested students should bring their well-developed research or creative work plans to the first meeting of the quarter. The plans should include project goals, reading lists, weekly work plan, and intended final product. Although students work individually, they will meet together once a week to report and share work-in-progress, conduct peer reviews, and receive advice and guidance. Each student will keep a process portfolio and reading journal. | Japanese studies, multicultural studies, literature, history, and film. | Setsuko Tsutsumi | Sophomore SO Junior JR Senior SR | Winter | ||||
|
Student Originated Studies: Travel-Based Education
Ariel Goldberger business and management consciousness studies cultural studies field studies geography history language studies maritime studies outdoor leadership and education religious studies somatic studies theater visual arts writing Signature Required: Fall |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | This SOS is for students seriously interested in study-related or research projects involving an individually designed journey or travel. There is a long and revered tradition of humans embarking on journeys for the purpose of learning to develop self-awareness, get to know the world outside of what is familiar, engage in a spiritual quest, or expand the student's sense of what is possible. Travel has been a powerful academic, experiential and research component in the life of many scholars, artists, writers, mystics, and scientists. For thousands of years, humans have developed intercultural awareness, valuable communication skills, resourcefulness, spiritual awareness, cultural understanding, and a sense of the relativity of their personal views by engaging in it. Travel can be deeply transformative. This program is an educational offering designed for self-directed students who desire to benefit from engaging in educational travel as part of their learning at Evergreen. Students interested in registering must have a project in mind that requires travel as a central component of their learning. Individual projects should involve or prepare for some form travel for the purpose of learning, research, interdisciplinary studies, writing, volunteering, learning languages, studying historical events at their source, studying spiritual quests, understanding or studying other cultures, learning about a culturally relevant artifact or artistic expression at its source, developing a career in the leisure or tourism industry, or any combination thereof. Serious, self-directed, and responsible students are encouraged to register. Students will spend the first one or two weeks finishing intensive preparatory research on their specific destinations, to acquaint themselves the historical and cultural context of their place of destination, understand cultural norms, and study any relevant legal issues. Participants will prepare plans to be ready for emergencies or eventualities as well, as each student might have a different project and the faculty will remain as a resource for all participants. Students will be responsible for making all necessary arrangements for their travel, room and board, as well as budgeting for individual expenses related to their projects. Once the initial one or two weeks of preparation are completed, participants in the program will embark on their travel-related practicum or project, and report regularly to the faculty using a procedure negotiated in advance. Participants will be required to document their experience effectively in order to produce a final report. Participants will return to Olympia by week 10 to present the final report of their experience and project to the class at the Olympia campus, unless specifically arranged in advance with the faculty by week two. Please Note: This program is not a Study Abroad academic offering. Students interested in Study Abroad should work on an Independent Learning Contract with Ariel Goldberger separately, or pursue offerings listed in the corresponding section of the catalog. Those students who have demonstrated academic progress and who have projects that take more than a quarter are advised to negotiate an ILC with professor Goldberger to accomodate their learning needs. | humanities, cultural studies, arts, social sciences, and the leisure and tourism industry. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Fall | ||||
|
Student-Originated Studies: Creative Writing (Narrative Memoir and Short Story)
Eddy Brown American studies consciousness studies cultural studies literature writing Signature Required: Spring |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | This SOS supports students doing individual projects in creative writing. Students will enroll for SOS, then design their quarter-long, contract-style work plans using input from the faculty member. In the first week of the program, each student will prepare a project proposal, and then complete that project during the quarter. The program will have weekly class sessions where students will report on their progress, share work-in-progress, conduct peer reviews, get advice and guidance, and take in faculty and guest lectures on related topics. Students must attend and participate in these sessions. There will also be book seminars with weekly reader responses to both assigned and self-selected texts. Students will maintain and submit a process portfolio and reading journal. We will have in-class student readings of their work at the end of the quarter. The weekly meetings are intended to provide a sense of community and support to students. All other student obligations will be worked out individually with the faculty member. Students may select and propose nonfiction and/or short fiction projects for the program; however, the faculty member has expertise in the following topics: creative writing (particularly the narrative memoir), modern and contemporary American literature (particularly creative nonfiction), literary critique, cultural studies, and intrapersonal psychology (self-awareness). | creative writing, cultural studies, literature and teaching. | Eddy Brown | Sophomore SO Junior JR Senior SR | Spring | ||||
|
Summer in the City
Stephanie Kozick |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day, Evening and Weekend | SuSummer | Summer in the City is an academic, travel-based study of life and the arts in urban settings. This program begins with two weeks of urban studies and field study preparation on campus followed by a six week field study in a city chosen by each individual student. Two final weeks on campus are devoted to field study reflection and formal student presentations. Cities offer an array of field study options including: architecture, the arts, business, city planning, housing, transportation, and environmental concerns. | Stephanie Kozick | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
|
Telling the Story: Reading, Viewing, and Writing the Memoir
Virginia Darney |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | We tell stories to ourselves and to others in order to understand our experiences, to bring about social change, or to bear witness. Memoirs describe a particular experience, an influential person in our lives, a moment of change or of understanding. In this program we will read a variety of memoirs, view memoirs in film, and look at them both as expressions of raw experience and as literary works. Using those memoirs as models and inspiration, we will write memoirs or portions of memoirs. Discussions and activities will focus on aspects of the craft of memoir and on the experiences they relate. | education, literary studies, liberal arts | Virginia Darney | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
|
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 | ||
|
Turning Eastward: Explorations in East-West Psychology
Ryo Imamura consciousness studies cultural studies psychology religious studies Signature Required: Winter |
Program | FR - SOFreshmen - Sophomore | 16 | 16 | Day | FFall | WWinter | Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding—our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology’s neglect of the living mind—both in its everyday dynamics and its larger possibilities—has led to a tremendous upsurge of interest in the ancient wisdom of the East, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation. In direct contrast, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness. Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. We will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought—the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns. | personality theory, abnormal psychology, Jungian psychology, ethics in psychotherapy, cross-cultural counseling, gerontology, Buddhist Studies, Asian psychology, socially engaged Buddhism, Chinese spiritual paths, social work, education, Transpersonal Psychology, and studies in death and dying. | Ryo Imamura | Freshmen FR Sophomore SO | Fall | |||
|
U.S. Women of Color in the 20th Century: Reading Between the Lines
Frances V. Rains American studies cultural studies gender and women's studies political science |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | The 20th century has not been the exclusive domain of Euro-American men and women in the U.S. Yet it often requires reading between the lines to realize that women of color have also existed at the same time. Repeatedly, women of color [e.g., African American, Native American, Asian American, Latina/Chicana] have been stereotyped and have endured multiple oppressions, leaving them seemingly voiceless and invisible. Such circumstances have hidden from view how these same women were active agents in the context of their times, who worked to protect their cultures, languages and families. These women of color often resisted the passive victimization associated with them. Gaining an introduction to such women of color can broaden and enrich our understanding of what it has meant to be a woman and a citizen in 20th century North America. Drawing upon autobiographies, poetry, short stories, essays and films, we will explore the ways in which women of color defied the stereotypes and contributed to the economic, social, political and cultural life of the contemporary United States. We will critique how feminist theory has both served and ignored these women. We will analyze how 20th century U.S. women of color survived, struggled, challenged barriers, and forged their own paths to make life a little easier and better for the next generation of women and men. Students will develop skills as writers and researchers by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, films and guest speakers, we will investigate important aspects of the life and times of women of color in the 20th century. | women's studies, 20th century U.S. history, literature and cultural studies. | Frances V. Rains | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
|
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 | |||
|
Why Teach? Understanding Education and the Social Conditions of Schooling
Grace Huerta and Leslie Flemmer |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | Why do people want to enter the fray of education? In what ways does teaching require courage? What qualities must one have to be aneffective teacher in today’s political climate? “Good” teaching is often represented through countless instructional practices, but reflective teachers share a number of special qualities: they are intellectually present in the classroom; they are profoundly engaged with their students, the diverse community and social world in which they live; and, they are willing to confront the complex web of institutional policies and standards that seek to measure their effectiveness. Through an examination of the historical and social conditions that influence teaching today, we will fill in the backstory of education with an analysis of the intersections of race,class, ethnicity, gender, language and learning. By focusing on various pedagogical tools, this program will explore education through the contemporary frameworks of critical pedagogy, sociocultural theory, and multicultural education. With an analysis of what sustainable institutional and classroom practices help teachers become successful learning partners with their students, we will establish how educators can be critical and constructive, notcritical and cynical. These educational conceptswill be analyzed through readings, group collaboration, workshops, lectures,multimedia and seminars. Students will lead discussions, complete reflective writing activities, conduct teaching demonstrations, and create a community ethnography project. Potential texts to bestudied in the program include: Rose’s ; Zeichner & Liston’s ; Darder, et.al’s ; Orosco & Orosco’s, ; hook’s ; Alexie’s ; Cho’s ; and Ravitch’s . | cultural studies, education, law and public policy. | Grace Huerta Leslie Flemmer | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||
|
Women, Work and Family in U.S. History
Kristina Ackley |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This class will engage the histories of women of different races, classes, and sexual identities in order to try to understand the contradictory and uneven changes that have led us to where we are today. We will explore a variety of topics including colonialism, indigeneity, labor, sexuality, motherhood, and construction of gender roles. Throughout, we will be tracing the ways gender and race hierarchies intertwine with sexual regimes to form a society with shared, though contested, rules and understandings. | Kristina Ackley | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer |