2010-11 Undergraduate Index A-Z
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International Studies [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
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500 Years of Globalization
Jeanne Hahn geography history international studies political science sociology Signature Required: Fall |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | The world is undergoing unprecedented flux and transformation. Some argue we are in the midst of a passage to a qualitatively different world. How do we understand this, historically and in the present? What is the future of the nation-state in the face of the hypermobility of capital, the re-emergence of nationalism, the increasing disparity and similarity between the "first" and "third" worlds, and the attempt of the U.S. to assert global military dominance? Is the public sphere disappearing in the face of privatization and neoliberal policy? Or is neoliberalism dissolving under the impact of the current global economic crisis? What might take its place? These are big questions; every person on earth has a stake in the answers. In the fall, we will focus on a study of the evolution of historical capitalism and the international political economy to understand the process by which over the past 500 years Europeans (and later Euro-Americans) created capitalism and the nation-state, redrew the world map through colonialism and imperialism, established the rules of the international system, and initiated the process by which the rest of the world generally became poor and powerless. In the winter, we will focus on the post-World War II period to the present and assess the rapidly changing global political economy and recent geostrategic developments. We will explore the relationship between transnational corporations and multilateral institutions, investigate the neoliberal agenda as expressed through public policies in the first world and structural adjustment programs in the third world, and examine changing structures of power under the current crisis in global capitalism and apparent crumbling of its neoliberal policy apparatus. We will look directly at the rise of revolutionary nationalism and the nature of global social movements and change. Students will write frequently, engage in a major research project, and analyze world developments through the daily and one foreign newspaper. | the social sciences, history, law, globalization, political economy, geography, education, historical sociology, and informed citizenship. | Jeanne Hahn | Junior JR Senior SR | Fall | |||
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A People's Geography of American Empire
Lawrence Mosqueda and Zoltan Grossman American studies community studies geography international studies |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | This program will look at U.S. expansion -- from "Manifest Destiny" and overseas imperial expansion, to present-day resource wars. It will focus on the place-making processes inherent in each stage of expansion, and on the imprints they have left on the human and physical landscape. It will examine "imperial places" that have been shaped by each era of expansion, and in turn have shaped each era. In addition to the origins and rationales underlying each stage of expansion, we will examine how and to what extent the world's landscape reflects and helps to (re)produce imperial power. The program will aim to interconnect global and local scales, "foreign" and "domestic" policies, and past histories and present-day legacies. It will examine the lasting effects of imperial control on real local places, in particular the expanding network of U.S. military bases around the world. Fort Lewis and other Northwest military installations will be examined as local case studies of military land acquisition, place-making, and internal G.I. dissent (including a possible one-day field trip). The program will identify the disproportionate role of small places such as Wounded Knee (Lakota Nation), Subic Bay (Philippines), Vieques (Puerto Rico), Okinawa (Japan), Diego Garcia (Indian Ocean), Guantanamo Bay (Cuba), Cabanas (El Salvador), Fallujah (Iraq), Bagram (Afghanistan), and Khuzestan (Iran), and locate them within a typology of imperial places. Such a typology could include internal colonies, emptied or erased places, ground zeros, poisoned places, places of resistance, and places of justice. As their class project, students will focus on a single local-scale case study, writing separate papers on its past history, present-day landscape, and a resident interview (of activists, refugees or veterans). Students will also turn in a discussion page on the readings--with specific questions or comments--in each seminar. The program will make a geographical contribution to the study of American Empire, by examining the making and remaking of "imperial places," and using place-based approaches to learning about imperialism. Book and article authors could include Cynthia Enloe, Catherine Lutz, Michael Klare, Arundhati Roy, Howard Zinn, Patricia Limerick, Dahr Jamail, Richard Drinnon, Jean Bricmont, Michael Ignatieff, and Barack Obama. | community studies, geography and international studies. | Lawrence Mosqueda Zoltan Grossman | Sophomore SO Junior JR Senior SR | Spring | ||||
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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 | ||||
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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 | ||||
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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 | ||
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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 | ||||
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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 | |||
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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 | ||||
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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 | ||||
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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 | ||||
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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 | ||||
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Individual Study: Political Economy, Globalization, Contemporary India
Jeanne Hahn geography government history international studies law and government policy political science study abroad Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of spring quarter, interested individual students must consult with Jeanne about their proposed projects. The project is then described in an Independent Learning Contract. She will sponsor student research and reading in political economy, U.S. history (especially the "Founding Period"), various topics in globalization, historical capitalism and contemporary India. | political economy, U.S. history (esp. the "Founding Period"), topics on globalization, historical capitalism and contemporary India. | Jeanne Hahn | Sophomore SO Junior JR Senior SR | Spring | ||||
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Language and Power
Susan Fiksdal education gender and women's studies international studies language studies law and public policy linguistics writing Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 12 | 12 | Day | FFall | WWinter | What are the connections between language and power? To what extent does language have the power to shape the way we think? How do our attitudes about language affect us and those around us? Should the US have a national law declaring English an official language? Does it matter if languages die? This program will explore these questions and others from the perspective of sociolinguistics. Fall quarter we will focus on major concepts in sociolinguistics and the structure of language to provide context for a study of creoles, gender, dialects, and disappearing languages. Winter quarter we will continue our study of sociolinguistic principles, focusing on metaphor and language choice in the courts and in the classroom and the question of bilingualism in both institutional contexts. You can expect to learn sociolinguistic principles through texts, workshops, and seminars, and you will learn qualitative research approaches of discourse analysis and ethnography. There will be weekly writing as well as short research projects and an exam each quarter. This program is designed primarily for students taking a language in addition to the program, and it is excellent preparation for Language Matters, a spring quarter program. | communications, education, gender studies, law, and linguistics. | Susan Fiksdal | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Looking Backward: America in the Twentieth Century
David Hitchens, Julianne Unsel, Thomas Rainey and Tom Maddox American studies economics government history international studies law and government policy literature sociology |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | The United States began the 20th century as a minor world power and a debtor country. The nation ended the century as the last superpower with an economy and military that sparked responses across the globe. In between, Americans invented flying, created atomic weapons, sent men to the moon and began exploration of the physical underpinnings of our place in the universe. Many have characterized the the 20th century as "America's Century" because in addition to developing the mightiest military machine on earth, the United States also spawned the cultural phenomenon of "the mass:" mass culture, mass media, mass action, massive destruction, massive fortunes—all significant elements of life in the United States. This program will be a retrospective, close study of the origins, development, expansion and elaboration of "the mass" phenomena and will place those aspects of national life against our heritage to determine if the political, social, and economic growth of the nation in the last century was a new thing or a logical continuation of long-standing, familiar impulses and forces in American life. While exploring these issues we will use history, economics, sociology, literature, popular culture and other tools to help us understand the nation and its place in the century. Simultaneously, students will be challenged to understand their place in the scope of national affairs, read closely, write with effective insight, and develop appropriate research projects to refine their skills and contribute to the collective enrichment of the program. There will be workshops on economic thought, weekly student panel discussions of assigned topics and program-wide discussion periods. Each weekly panel will provide a means of rounding out the term's work and provide students with valuable experience in public speaking and presentation. | American history, American literature, the humanities and social sciences, law, journalism, history, economics, sociology, literature, popular culture, cultural anthropology and education. | David Hitchens Julianne Unsel Thomas Rainey Tom Maddox | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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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 | ||
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Native Decolonization in the Pacific Rim: From the Northwest to New Zealand
Kristina Ackley and Zoltan Grossman American studies Native American studies cultural studies geography international studies Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices – all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). A comparative study of the role of treaties in Washington state and New Zealand—in natural resources, governance, the arts, education, etc.--will provide a key framework for the program. By concentrating on a larger region, students will have an opportunity to broaden Indigenous studies beyond the Lower 48 states, and explore common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, art and literature. In fall our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations, and preparing to travel to Aotearoa or elsewhere. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from state-building in the U.S. and Canada to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of western Washington and British Columbia. We will later expand the focus to appreciate the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, such as Native Alaskans, Aboriginal peoples in Australia, and South Pacific island peoples. We will emphasize common Pacific Rim concerns such as climate change, tourism, and cultural domination. For up to five weeks in winter quarter, many of us will travel to Aotearoa, where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land, and politics, and their still unfolding, changing relationships with the Pakeha (non-Maori) people and society. Other students in the program may fulfill their Study Abroad work in other Pacific Rim Indigenous regions, such as British Columbia, Australia, the Philippines, Hokkaido, Siberia, western Mexico, Central America, Ecuador, Peru, or Chile. Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. We will take as our basic premise in this program that those wishing to know about the history of a particular Native group should write it with a purpose to be in solidarity with these people today. Students will develop skills as writers and researchers by studying scholarly and imaginative works and by conducting policy research and fieldwork with Native and non-Native communities, and to compare community and government relationships in the U.S., Canada and New Zealand. Students will be expected to integrate extensive readings, lecture notes, films, interviews, and other sources in writing assignments. | Native American studies, geography, cultural studies and world Indigenous peoples studies | Kristina Ackley Zoltan Grossman | Sophomore SO Junior JR Senior SR | Fall | |||
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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 | ||||
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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 | ||||
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Political Economy and Social Change
Peter Dorman and Lori Blewett economics international studies political science Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | The world has entered a phase of political and economic upheaval. This program will explore the dynamics of this process, viewing it at local, national and international levels and drawing on tools from fields like economics, political theory and history. Students will get a grounding in modern economics (micro and macro) from a critical perspective, theories of the relationship between economics and politics (political economy), and historical examples of economic disruption and the organization of social movements. The program will also consider how political-economic crises are experienced by those who live through them through literature and film. In addition, in order to better understand current developments and alternative explanations for them, students will acquire basic statistical skills and use them as elements of critical thinking. Readings will include books and articles on U.S. and international political-economic structures, theories of political economy, and case studies that highlight the challenges of organizing for social change; there will also be an economics textbook. Student work will include short essays, workshops and economics/statistics assignments, and a major project that may provide research support for a community organization. Student governance will play a central role in guiding the program and will provide an opportunity for bringing together democratic theory and practice. | economics, history, politics, and political economy. | Peter Dorman Lori Blewett | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Post-Colonial Caribbean: Aesthetics of Culture and Identity
Tom Womeldorff and Marianne Bailey |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | Marianne Bailey will be offering . Tom Womeldorff will be offering . Interested students should refer to the program descriptions in the catalog for more information. | social sciences, arts and the humanities, international studies and economic development. | Tom Womeldorff Marianne Bailey | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
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Student Originated Studies: Center for Community-Based Learning and Action
Therese Saliba African American studies Native American studies anthropology communications community studies cultural studies economics education environmental studies gender and women's studies history international studies law and government policy law and public policy leadership studies media studies outdoor leadership and education queer studies sociology sustainability studies Signature Required: Spring |
SOS | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | community or youth organizing; community development; economic, racial, and gender justice; education; immigrant rights; international solidarity and International Studies; popular education; public policy; sociology; and queer studies. | Therese Saliba | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||||
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Student Originated Studies: 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 |