2010-11 Undergraduate Index A-Z
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Political Science [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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Action for a Sustainable Future
Ted Whitesell communications community studies environmental studies geography history political science sociology sustainability studies writing Signature Required: Fall Winter Spring |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Students will work as part of a network of college students sharing in-depth, local case studies to generate understanding of strategic and tactical options for effective intervention in complex social-ecological issues to foster sustainability and justice. This program will train students for advocacy in government, private and non-profit organizations; support them in living fulfilled lives in difficult circumstances; and build communities of mutual support. Students will research and write a book for their peers on the topic of effective political action, for print and web publication. In addition they will create a web site housing a database of case studies in the policy, strategy and tactics of sustainability and justice. This web site will also serve as a communications center for activists and for those studying activism. Attention will focus on ethical, personal and social consequences of choices about how to think and act in situations of uncertainty, complexity, conflict and stress, and how to live effectively in potentially despair-inducing times. Students will examine local, contentious, ongoing issues with complex ecological, social and political aspects. They will attend meetings of organizations and legislative committees, interview participants, research issue history, and study interactions of biophysical, social and political components. Analysis will be informed by interdisciplinary readings on political theory, practical and ethical aspects of individual and collective action, complex systems, and environmental analysis. During fall quarter, we will gain the needed factual and theoretical foundation, outline the book and web site, and establish communications with peers elsewhere. Winter quarter will center on field work, researching and drafting. Spring quarter will involve extensive editing, rewriting and assembly of the final products. Students will gain skills in writing, including editing; oral, written and web-based presentation; qualitative social science research; complex social-ecological systems science; oral history; understanding political organizing, negotiation, mediation, lobbying and decision making; and collaborative work on a large-scale project. There will be the opportunity to explore conflict, engagement and reconciliation. | environmental studies, sustainability studies, policy studies, and environmental and social advocacy. | Ted Whitesell | Junior JR Senior SR | Fall | ||
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Alternatives to Capitalism
Peter Dorman Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | Is there a viable alternative to capitalism as a system of economic organization? Does the collapse of communism mean that there can be debates only within capitalism, rather than between different systems? This program will provide a one-quarter survey of potential alternatives, as they have been written about and experimented with on a small scale. We will read detailed proposals and fictional visions, visit local non-capitalist institutions, and weigh the arguments on all sides. This is, above all, a program for people who need to clarify for themselves the economic dimension of their political commitments. Because it takes economic feasibility seriously, the program will consider the nuts and bolts of capitalism and anticapitalism: the role of markets and money, the organization of production, and the problem of incentives and coordination. Prior work in economics is essential; some of the readings will be technically demanding. In addition to evaluating current proposals, we will also cover the socialist calculation debate of the 1930s in some detail, since it represents the most sustained examination of the potential for systematic economic planning. Further readings will update this controversy through the eyes of modern proponents and critics of socialism. The program will include field trips, visiting speakers and films. There will be one major piece of writing, either analyzing an existing vision or experiment, or constructing a new one. In order to practice what we preach, student governance will be an essential feature of this program. | economics, history, and political economy. | Peter Dorman | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Civic Intelligence: Theory and Practice
Douglas Schuler communications community studies political science sociology |
Program | FR - SRFreshmen - Senior | 8 | 08 | Evening and Weekend | SSpring | This program is open to any motivated student who is interested in understanding and cultivating civic intelligence—the capacity for groups and societies to respond effectively and equitably to the challenges they face. Civic intelligence informally describes how "smart" a society is. Although we know that it integrates social imagination, memory, cognition, learning, and engagement, we also know that civic intelligence lacks an established or precise definition. For that reason we will be working to understand what "it" is, including how to recognize or even measure it. More importantly, however, this exploration should help us better understand our current and potential capabilities to address shared problems related to climate change, food security, environmental degradation, militarism and war, and economic inequity. This program will incorporate theoretical foundations and analytic frameworks in addition to examining concrete historic and contemporary examples. Using theoretical tools and practical knowledge, students will develop a case study that analyzes a project, campaign or event that they've identified as relevant. The case-study work can focus on media, public policy, education, electronic resource, or other relevant themes. Students will also work in teams to develop one or more social change games or workshops using the pattern language. Via our program wiki we will develop concepts for the Fall 2011 to Spring 2012 program and begin the development of an open source text book on civic intelligence. Credits will be primarily awarded in social sciences although two credits may be awarded in other areas. | Douglas Schuler | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Effective Action for Sustainability and Justice
Ted Whitesell communications community studies environmental studies geography history political science sociology sustainability studies writing Signature Required: Fall Winter Spring |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Students will work as part of a network of college students sharing in-depth, local case studies to generate understanding of strategic and tactical options for effective intervention in complex social-ecological issues to foster sustainability and justice. This program will train students for advocacy in government, private and non-profit organizations; support them in living fulfilled lives in difficult circumstances; and build communities of mutual support. Students will research and write a book for their peers on the topic of effective political action, for print and web publication. In addition they will create a web site housing a database of case studies in the policy, strategy and tactics of sustainability and justice. This web site will also serve as a communications center for activists and for those studying activism. Attention will focus on ethical, personal and social consequences of choices about how to think and act in situations of uncertainty, complexity, conflict and stress, and how to live effectively in potentially despair-inducing times. Students will examine local, contentious, ongoing issues with complex ecological, social and political aspects. They will attend meetings of organizations and legislative committees, interview participants, research issue history, and study interactions of biophysical, social and political components. Analysis will be informed by interdisciplinary readings on political theory, practical and ethical aspects of individual and collective action, complex systems, and environmental analysis. During fall quarter, we will gain the needed factual and theoretical foundation, outline the book and web site, and establish communications with peers elsewhere. Winter quarter will center on field work, researching and drafting. Spring quarter will involve extensive editing, rewriting and assembly of the final products. Students will gain skills in writing, including editing; oral, written and web-based presentation; qualitative social science research; complex social-ecological systems science; oral history; understanding political organizing, negotiation, mediation, lobbying and decision making; and collaborative work on a large-scale project. There will be the opportunity to explore conflict, engagement and reconciliation. | environmental studies, sustainability studies, policy studies, and environmental and social advocacy. | Ted Whitesell | Junior JR Senior SR | Fall | ||
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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 | |||
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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: Legislative Internship
Lin Nelson community studies environmental studies government law and public policy political science sociology Signature Required: Winter |
Contract | JR - SRJunior - Senior | 16 | 16 | Day | WWinter | SSpring | This program will explore the broad conditions that shape legislation. We will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community response. Each student will be learning through work as an intern with a legislator and her or his staff. This will involve intensive staff-apprenticeship activities, especially legislative research and draft development, bill-tracking and constituent correspondence.Students apply to become interns for the 2011 Washington State Legislative session in the fall of 2010. Information sessions on the Internship Program will be held spring quarter and in early October. The Academic Advising Office will inform students about the process, with applications due mid-to-late October. Applications are available online through www.leg.wa.gov/internships. Students who submit a complete application will be interviewed and informed of acceptance by late November. Each student accepted into the Internship Program will develop an internship learning contract, profiling legislative responsibilities and linkages to academic development.Each student intern will translate her or his activities in the Legislature into analytic and reflective writing about the challenges, learning and implications of the work; students will be making presentations about their learning and participate in various workshops. Each intern will keep a journal, submitted to the faculty sponsor on a regular basis, and a portfolio of all materials related to the legislative work.Students will learn through a range of approaches - internship responsibilities in a regular work-week, guest presentations, seminars, visits and collaborations with regional officials and activists. Drawing broadly from the social sciences, we will discuss relevant concepts and issues. We will explore relationships between elected officials, legislative staff, registered lobbyists, non-governmental organizations, citizen activists and district constituents. Interns will participate in mock hearings, a floor debate on current legislative issues and a session on budget development.The 2010-11 session will involve student-interns for both winter and spring quarters. Each quarter will comprise a different 16-credit contract. In the spring quarter, students can develop an 8-credit Legislative Internship Contract, augmented by another 8-credit project or program. Or, they may sustain a full 16-credit internship for spring quarter, involving specific post-session research and writing. Student performance for the two-quarter internship is evaluated by the faculty sponsor, field supervisors and legislative office staff. Student participation involves discussion in workshops, public speaking, analysis and writing, and the array of legislative responsibilities. | community studies, government, law, political science, public interest advocacy, public policy, social issues, and sociology. | Lin Nelson | Junior JR Senior SR | Winter | |||
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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 | ||||
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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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Marxist Theory
Lawrence Mosqueda history philosophy political science Signature Required: Spring |
Program | JR - SRJunior - Senior | 16 | 16 | Day | SSpring | "I am not a Marxist" -Karl Marx "Sit down and read. Educate yourself for the coming conflicts" -Mary Harris (Mother) Jones If one believes the current mass media, one would believe that Marxism is dead, and that the "end of history" is upon us. As Mark Twain is reported to have said upon news accounts of his demise, "The reports of my death are greatly exaggerated." The same, of course, is true for Marxist Theory. Few Americans have read more than , if that. Very few "educated" people have a clear understanding of Marx's concept of alienation, dialectics, historical materialism, or his analysis of labor or revolutionary change. In this program, we will examine the development of Marx's thought and Marxist Theory. We will read and discuss some of Marx's early and later writings as well as writings of later Marxists. We will also explore concrete examples of how "dialectics" and "materialism" can be applied to race and gender issues. At the end of the program, students should have a solid foundation for further study of Marxist analysis. | philosophy, political theory and economy, history, race and gender studies, and the social sciences. | Lawrence Mosqueda | Junior JR Senior SR | Spring | ||||
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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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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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Political Problems and Controversies (online)
Jose Gomez |
Program | FR - SRFreshmen - Senior | 12 | 12 | Day, Evening and Weekend | SuSummer | This online program will use a point-counterpoint approach to examine key issues that motivate public policy but interminably divide Americans who support divergent values, goals, and strategies. Topics will include government secrecy, civil liberties and security in wartime, same-sex marriage and adoptions, the death penalty, affirmative action, gun control, workfare as welfare reform, and privatization of public schools. We will use Moodle, a virtual learning environment hosted on an Evergreen server. | public policy, government, law, political science | Jose Gomez | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Power in American Society (fall)
Lawrence Mosqueda |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | This program will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and writing short papers. The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What is meant by the term “power”? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable? In this period of war and economic, social and political crisis, a good deal of our study will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. There will be a good deal of reading and some weeks will be more complex than others. Please be prepared to work hard and to challenge your and others’ thinking. | foreign policy, government, history, advanced political economy, and public policy. | Lawrence Mosqueda | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
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Power in American Society (winter)
Lawrence Mosqueda |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | This program will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and writing short papers. The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What is meant by the term “power”? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable? In this period of war and economic, social and political crisis, a good deal of our study will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. There will be a good deal of reading and some weeks will be more complex than others. Please be prepared to work hard and to challenge your and others’ thinking. | foreign policy, government, history, advanced political economy, and public policy. | Lawrence Mosqueda | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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Problems to Issues to Policies
Cheri Lucas-Jennings and Cheryl Simrell King community studies environmental studies law and public policy media studies political science writing Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | This program explores how problems become public policies and, alternatively, how public policies become something citizens care about. We will examine emerging public problems, issues, strategies and solutions to see how we get from a problem as it appears on the streets to a government response. We’ll investigate: How do we approach problems so that they become issues? How are these framed to become policies? How are various current issues received by the public? Because some sector of the public must agree on what the problem is, the framing of public issues will be a significant aspect of this program study (especially in light "wicked problems" that are particularly complex and difficult to address) as will the priority of who comes to "own" an issue and what they will do to intervene (if they do so at all.) We will examine problems, issues and policies through case studies at the local, state and regional levels. We will also investigate what it takes to mobilize a consensus and the partnerships and social marketing methods needed to achieve those ends. Throughout the program, students will learn from a range of approaches – lecture, workshop, guest presentations, seminar, visits and collaborations with regional experts, officials and activists. Because we will examine models, evidence and debates about sources, causal connections and impacts of policy, we will be learning about evolving systems of law, regulation, governance and the broad array of community response. Winter quarter will offer the opportunity for student groups to apply what they have learned directly, in the field. By interning or volunteering for work that will be engaged directly with an organization pursuing the issue in your end-of-fall-quarter group prospectus, we can engage in a practicum. Here, we will learn more about the complexities involved with how public issues are being pursued and ultimately, about how effectively proposed solution strategies appear to work when they “meet the road.” For lecture and seminar discussion we will engage a “clinic” where selected reading and each research group will provide further depth on policy “issues” outlined as “problematic” within Washington State by student project groups. We will join with one another in proposing the most effective policy strategies in light of additional considerations. | community studies, critical and analytical thinking, design strategies, environmental studies/law, government agencies, non-profit organizations, public administration, public policy, research methods, and social marketing. | Cheri Lucas-Jennings Cheryl Simrell King | Sophomore SO Junior JR Senior SR | Fall | |||
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Reality Check: Indian Images and [Mis]Representations
Frances V. Rains Native American studies cultural studies history media studies political science |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | This program will address historic and contemporary images and misrepresentations of Indians in a variety of media. Indian images from films, photographs, language, mascots, popular culture and commercial interests will be deconstructed and analyzed for meaning, significance, power, representation and issues of authenticity. Colonialism, U.S./Indian history, geo-politics, and economics will be decolonized through the lenses of Native resistance, Native sovereignty and Native political and economic issues. Essential to this exploration will be an investigation of the dynamics of “self” and “other.” Learning will take place through readings, seminars, lectures, films and workshops. Students will improve their research skills through document review, observations, and critical analysis. Students will also have opportunities to improve their writing skills through weekly written assignments. Oral speaking skills will be improved through small group and whole class seminar discussions, and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class. | art, cultural studies, education, geography, history, media studies, Native studies and political science. | Frances V. Rains | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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The Remembrance of Things Past
Eric Stein, Stacey Davis and Leonard Schwartz |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Situated somewhere between fact and dream, memory shapes our individual lives in countless ways. When we recall the past, what, exactly, are we remembering? To what extent are our individual memories shaped by collective stories about the past, and how do collective memories, whether real or fabricated, help create and sustain a people's self-image, values and goals? For whom does historical memory of the past matter, and under what political circumstances? What does it mean to forget history? Can groups use the lack of memory, or shared forgetting, to further their sense of identity? This program will explore the links between memory and both individual and group identity. We will investigate historical memory as a product of individual psychological experience, as a politically invested realm of public knowledge, and as a focus of disciplinary-based scholarly inquiry. Students will learn to critically engage historical texts (primary and secondary), public memorial rituals and spaces, oral histories, ethnographies, films and literature with new tools drawn from the study of memory, myth and national identity. They will also deepen their sensitivity to "collective memory" and "collective forgetting" and how each strengthens and structures power dynamics on a social level, considering how the "politics of collective memory" holds consequences for both dominant and minority groups in a culture or nation-state. Turning to museums as a key site of memory making, we will explore how the popular representation of objects contributes to our interpretation of and nostalgia for the past. Finally, we will study the creation and meaning of contemporary memorials and monuments, like the Vietnam Veterans Memorial in Washington, DC. Fall quarter we will look at specific moments and memories of the 20 century, exploring the shaping and reshaping of national memory in post-WW II Germany and France; the silencing of memories of state violence in late twentieth century Indonesia, Cambodia, and Vietnam; French and Algerian recollections of the colonization of North Africa and the Algerian war of independence in the 1950s; and myths of memory in the contemporary United States. Also in the fall, there will be attention to relevent literary texts, to the ways in which poets shape memory through their art, and to the interdisciplinary exchange between history and poetics. Winter quarter we will consider the theoretical and methodological tools drawn from the study of memory, myth and national identity to prepare students for their own independent research inquiries. From mid-winter to mid-spring quarters, students will embark on original historical fieldwork, conducting archival research, oral history or museum studies locally, nationally or abroad. During the second half of spring quarter, students will revise and present a substantial research paper on their findings. In addition, each student will design and construct a three-dimensional model of a memorial that shows something significant about memory from their research studies. We will develop our understanding of memory through lectures, workshops, films, and a series of guest speakers. Students should expect to engage in weekly critical book seminars, regular writing assignments, independent and collaborative work, and regular program discussion. During the course of the program, students will also take field trips to museums, memorial sites, monuments and archives, touching memory through a wide range of experiences. | social sciences and humanities, including history, anthropology, urban planning, politics, writing and museum studies. | Eric Stein Stacey Davis Leonard Schwartz | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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Reservation-Based Community-Determined: Contemporary Indian Communities in Global Society
Michelle Aguilar-Wells, Francine Swift, Dorothy Flaherty, Mark Ferguson, Cynthia Marchand-Cecil and Renee Swan-Waite Native American studies community studies cultural studies government history law and government policy leadership studies political science sustainability studies |
Program | JR - SRJunior - Senior | 12 | 12 | Day | FFall | WWinter | SSpring | The Reservation-Based Community-Determined (RBCD) program is an upper-division program designed specifically for students residing on or connected to reservations. Students meet two evenings a week at a tribal site to build and sustain a learning community at the reservation. In addition, students from all sites meet four Saturdays per quarter for classes at the Longhouse. Tribes help to design the curriculum by addressing the question, "What does an educated tribal member need to know in order to contribute to their community?" The RBCD interdisciplinary approach allows students to participate in seminar, participatory research, and study their individual areas of interest while meeting the challenges and topics identified by the tribes. The 2010-11 academic year theme is Contemporary Indians in a Global Society. In fall, students will engage in work that allows them to understand the historical, cultural, legal and intergovernmental relationship between the tribes as Sovereign Governments and the United States. In winter, they will examine leadership qualities through history, literature and within tribal settings, as they begin to look for applications to the global society. In spring, they will study economic, cultural and environmental sustainability and management within a global context. Students will also have opportunities for independent work and study as well as 1-2 credit strands on a broad range of topics including, art, theater, literature, writing and management. Muckleshoot - Fall: 10255 (12), 10258 (v); Winter: 20178 (12); 20179 (v); Spring: 30186 (12), 30187 (v) Nisqually - Fall: 10253 (12), 10254 (v); Winter: 20176 (12); 20177 (v); Spring: 30184 (12), 30185 (v) Port Gamble - Fall: 10259 (12), 10260 (v); Winter: 20180 (12), 20181 (v); Spring: 30188 (12), 30189 (v) Quinault- Fall: 10251 (12), 10252 (v); Winter: 20174 (12); 20175 (v); Spring: 30182 (12), 30183 (v) Tulalip- Fall: 10249 (12), 10250(v); Winter: 20172 (12); 20173 (v); Spring: 30180 (12), 30181 (v) | government, indigenous political science and history, intergovernmental relations, leadership, literature, tribal and public services, Native American studies, and political science. | Michelle Aguilar-Wells Francine Swift Dorothy Flaherty Mark Ferguson Cynthia Marchand-Cecil Renee Swan-Waite | Junior JR Senior SR | Fall | ||
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Rethinking the Suburbs
Jennifer Gerend, David Muehleisen and Matthew Smith American studies community studies environmental studies government history political science sustainability studies Signature Required: Winter Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This program takes as a starting point that suburbs as they have evolved in the United States need rethinking. We invite students who want to work, read challenging books, learn skills in writing and social analysis, and consider complex social issues ranging from land use policy and the preservation of farmland to the design of new city centers and engaging public space to join with us in research and service to communities locally or across the country. This program provides opportunities for advanced students to undertake engaging internship work in urban/surburban studies and agricultural policy in the context of a program and supported by strong academic texts. Suburbia evokes images of ticky-tacky boxes spread across the hills of Daly City, grotesque faux-French chateaus on five acre plots, sprawling malls, a world without sidewalks dominated by mothers in Chevy Suburbans spewing gas to drive five miles to the nearest grocery, a world with perfect lawns but no parks, places about which Gertrude Stein would say there is "no there, there." Yet today America has more suburbanites than city or rural inhabitants. Today's suburbs are also diverse, as more suburbs are now dominated by non-family and childless households than ever before. More suburbs are multi-racial or non-white than ever before. Clearly the suburbs have evolved beyond the role of a destination for families fleeing the city or a refuge for the Anglo-American middle class. Today's suburbs still attract residents for many of the reasons they initially developed, yet they are at a critical juncture. Many of them have in recent years become new cities or have been incorporated into neighboring cities. In recent decades, new population, employment and cultural centers have emerged. Assumptions about transportation, public and private space, and the gender relations of work and home are drawn into question. Many suburban places face new challenges, as they strive to create public gathering spaces, "town centers", a socially inclusive culture, pedestrian-oriented neighborhoods, viable mass transit options and other traditional "urban" amenities. What does it mean to live in a new city, and how do these fledgling communities observe their own limited histories? How has the development of suburbs threatened agriculture and the security of their food supply, forests and fisheries? Students will be engaged by texts that examine the history, land use, sociology and public policy, as well as the literature of the suburbs. We will prepare for our field experiences during the fall and the first half of winter quarter. We will examine the history of choices that shaped the built environment in the Pacific Northwest and the U.S. over the past century, thereby radically influencing today's options for sustainable living and community development. We will develop skills in writing, research, economic and social analysis that will allow us to participate in the work of planning, public policy, and sustainable food systems. We will visit sites in Portland, OR, Thurston County, and the Seattle-Tacoma area. Guest lectures, films and presentations will supplement our readings. In the first half of winter we will focus on developing internships and projects for individuals and groups. Projects can be local, regional or potentially international in their location and scope. Students will work on developing effective ways of documenting their experience and observing their surroundings. Students may work on their research in internships, volunteer settings, and through library resources. Students will work on their research until the middle of spring quarter, when they will return to campus to share experiences and develop polished final presentations and documented research materials. This program provides an opportunity for students to undertake their own exciting, potentially sophisticated work in a well-supported program-based structure. | American history, architecture, land use planning, urban planning, government, politics, law, community development and environmental policy. | Jennifer Gerend David Muehleisen Matthew Smith | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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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 | ||||
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Student Originated Studies: Managing for a Healthy Work Environment - Tribal and Non-Profit Agencies
Gary Peterson Native American studies business and management cultural studies education gender and women's studies history law and public policy leadership studies political science sociology writing Signature Required: Winter |
SOS | FR - SRFreshmen - Senior | 16 | 16 | Evening and Weekend | FFall | WWinter | This fall and winter SOS welcomes students who plan to work for tribal government or non-profit agencies. Our work will focus on developing healthy relationships between Tribal Councils or boards of directors and administrators. We will examine mission statements, policies, and procedures and how their implementation affects relationships in the workplace and services to client populations. Students will learn about the dynamics of service delivery, reverberations of historical oppression in recipient communities, power relationships, community needs, and other effects on the work environment and services. Students will hear lectures from managers who utilize healthy management skills and tools and they will visit organizations that have a history or operating on the Relational World View, and other models, to maintain organizational balance. They will learn how gossip, rumors, cliques, etc., can undermine organizational health. Students will research and write about culture, organizational culture, identity, goal setting and other elements of organizational functioning. They will learn about the importance of financial and organizational reporting. They will research organizational services, early childhood development for example, that operate within Tribal and Non-Profit agencies. Meeting times will be scheduled to facilitate working students, evenings and weekends. Guest lectures will be presented by Yvonne Peterson. For students interested in continuing Spring quarter, Gary Peterson will offer Individual Learning Contracts or Internships. | early childhood education, tribal/non-profit management, education, human resources, native american studies, political science, communications, cultural competence, and information technology. | Gary Peterson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Student-Originated Studies: Action for a Sustainable Future
Ted Whitesell community studies environmental studies government law and government policy law and public policy leadership studies political science sustainability studies writing Signature Required: Fall |
SOS | JR - SRJunior - Senior | 16 | 16 | Day | FFall | Students will work together to learn to how to be effective public activists able to intervene in complex social-ecological issues to foster sustainability and justice. They will share their insights by writing a book for their peers, for publication both in print and digitally. In addition, they will create a web site housing a database of case studies illustrating relevant policy, strategy and tactics. This web site will also serve as a communications center for activists and for those studying activism. Attention will focus on ethical, personal and social consequences of choices about how to think and act in situations of uncertainty, complexity, conflict and stress, and how to live effectively in potentially despair-inducing times. The program will train students for leadership roles in government, private and non-profit organizations; support them in living fulfilled lives in difficult circumstances; and build communities of mutual support. As an SOS, students will also learn how to manage a significant team project. To develop understanding of public policy and political change, we will focus on the topic of the transition to sustainable energy in Washington State. Within this topic, we will examine local, contentious, ongoing cases in detail, beginning with controversies over the coal-fueled power plant in Centralia. Students will attend meetings of organizations and legislative committees, interview participants, research issue history, and study interactions of biophysical, social, economic and political components. Analysis will be informed by interdisciplinary readings on political theory, practical and ethical aspects of individual and collective action, complex systems, ecology and Earth processes, and environmental analysis. During fall quarter, we will gain the needed factual and theoretical foundation, complete an in-depth analysis of the Centralia power plant case, outline the book and web site, and establish communications with peers elsewhere. Winter quarter will center on fieldwork, researching and drafting chapters on current contentious cases. Spring quarter will involve extensive editing, rewriting and assembly of the final products. Students will gain skills in writing; editing; oral presentation; communication in print and e-book formats; qualitative social science research; social-ecological complex systems science; oral history; policy analysis; understanding political organizing, negotiation, mediation, lobbying and decision making; and collaborative work on a large-scale project. There will be the opportunity to explore conflict, engagement and reconciliation; and training in the martial art of Aikido as a practice of working with conflict. | leadership, government, and private and non-profit organizations. | Ted Whitesell | Junior JR Senior SR | Fall | ||||
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"Tea Party" Histories and Politics: 1773-2011
Michael Vavrus |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | From the vantage point of the 1773 Boston Tea Party to 21st century “tea parties,” this survey course examines U.S. history and politics and the relation of the past to the present. This course is also about : a history of government with attention to the meaning of citizenship. Students analyze the question of who is the “we” in “We the People of the United States” along with historical and contemporary interpretations of the Constitution. This question is raised in relation to the American Revolution, the Civil War, the 1976 Bicentennial of the Declaration of Independence, and political events of 2008-2011. During the final 4 weeks of the course, students will work independently or in small groups on a particular era or aspect of U.S. history, government, and/or civics in lieu of regular class meetings. In collaboration with their faculty, students will determine their respective area of focus. | history, law, teaching | Michael Vavrus | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Tribal Administration and Management
Gary Peterson Native American studies business and management community studies cultural studies economics education government history law and public policy leadership studies philosophy political science sociology writing Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Tribal administration presents unique challenges for policy makers, administrators and employees. This course is designed to provide a framework for understanding the dynamic relationships that must be mastered in order to effectively provide needed services in tribal communities. Students will learn about upheaval in tribal communities and how that affects efforts to manage governmental affairs today.A Native American concept, the Relational World View Model, will be the foundation for understanding tribal management. Learning to maintain workplace balance for individual workers and policy makers, creating a healthy work environment, will be the goal of the program. The concept of a "good spirit" will be a guiding principle in framing that goal. Students will learn the language of culture and organizational culture.Targeted students will include tribal employees, community members, elected officials, planners, etc. Classes will be held in tribal communities evenings and in intensive weekend sessions every third week. Expert tribal, state, and federal administrators, private business operators, community members, employees, and others will engage students in seminars about services in their communities. | administration, management, supervision, planning board/staff relations, human services, social work, and cultural competence. | Gary Peterson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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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 | ||||
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With Liberty and Justice for Whom?
Barbara Laners, Arlen Speights, Erin Ceragioli, Anthony Zaragoza, Dorothy Anderson, Mingxia Li, Artee Young, Paul McCreary, Tyrus Smith, Gilda Sheppard and Peter Bacho biology community studies ecology education environmental studies health history law and public policy leadership studies mathematics media studies political science sociology sustainability studies writing |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | The faculty and students will embark upon a thorough study of the origins and current status of justice in American society. From an interdisciplinary perspective, we will consider various definitions and theories of justice, review the way justice is carried out in different settings and historical periods and examine the possibility of achieving truly just social institutions. Topics to be considered include: social and environmental justice, just political and economic systems, criminal justice, just healthcare and educational access, representations of justice in media, as well as concepts of equity, fairness and equality. By the end of the academic year we will be able to offer concrete recommendations as to the steps necessary to achieve justice for all in our society. The theme for quarter is . We will lay the foundation for the rest of the year, both substantively and in terms of the tools necessary to operate effectively in the learning community. We will explore the concept of justice as it is explicated in theory, history and practice. The concept will be analyzed from both the perspectives of the legal system and moral teachings. In seminars, we will read and analyze texts dealing with issues that have historically raised questions of whether justice was achieved. Students will examine their personal experiences with justice issues by constructing an autobiographical memoir. Our work will be supplemented with a series of courses designed to assure literacy with words, numbers and images. Students will have the opportunity to hone their skills in critical reasoning, research and the use of multimedia and computers. quarter's theme is . We will look at specific contemporary societal issues in justice viewed from a variety of institutional perspectives, most notably justice in education, health care, law, science, government and politics. Students will investigate specific justice issues of interest with the purpose of identifying a particular problem, defining its dimensions, determining its causes and establishing action plans for its remedy. In the , the theme will progress to This final quarter will be devoted to the design and implementation of projects aimed at addressing the issues of injustice identified in the winter quarter. Seminar groups will combine their efforts to undertake actual programs aimed at assisting the community in righting a current injustice or providing greater justice for the community. The projects may take the form of educational events, publications, multimedia presentations or art installations, to help the community find higher levels of justice. Courses will assist in the successful implementation and evaluation of the student group activities. | advocacy, art and art history, bioethics, biology, community development, counseling, critical thinking, composition, education, environmental science, history, law and public policy, literature, mathematics and statistics, multimedia and arts production, organizational leadership, political economy, public administration, public health, research methodology, quantitative reasoning, social sciences, social work, and sustainability. | Barbara Laners Arlen Speights Erin Ceragioli Anthony Zaragoza Dorothy Anderson Mingxia Li Artee Young Paul McCreary Tyrus Smith Gilda Sheppard Peter Bacho | Junior JR Senior SR | Fall |