2010-11 Undergraduate Index A-Z
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Study Abroad [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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Biodiversity Studies in Argentina
Erik Thuesen biology botany ecology field studies language studies marine science natural history study abroad Signature Required: Fall |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | In the 19th century, well-known European scientists such as Darwin, d'Orbigny and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert and alpine environments of the Southern Cone harbor flora and fauna very different from similar environments in North America. In this two-quarter program, we carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study abroad portion of the program will commence with a 4-week intensive study of Spanish language in Buenos Aires to prepare us for our travels and studies in Argentina during fall and winter quarters. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures and class work in Buenos Aires. We will take a short trip to the sub-tropical province of Misiones during October, then move to the coastal and mountain regions of Patagonia in November. We will study the natural history of Patagonia, beginning with field studies on the Atlantic coast and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations. We will read primary literature articles related to the biodiversity of Argentina and augment our field studies with seminars. During winter quarter (summer in the southern hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, then work in small groups on focused projects examining biodiversity topics. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those in more southern parts of Patagonia, at this time of the year. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to insure successful projects in winter quarter. Examples of individual/small group projects include: comparisons of plant/animal biodiversity between coastal, desert and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; or examining community composition of intertidal habitats along a gradient from north to south, among others. The total estimated cost for this program (including expenses incurred over Thanksgiving and winter breaks) for food, lodging, transportation, Spanish language instruction and fieldwork activities (whale watching, national park fees, museum fees, etc.) is $7,575. The college’s current total estimated cost for food, lodging, etc. per quarter in Olympia is $4,005. With the low cost of living and traveling in Latin America, participating in this two quarter program will actually be less expensive than living in Olympia. | biodiversity, conservation, field biology, Latin American studies, natural history and Spanish language. | Erik Thuesen | Junior JR Senior SR | Fall | |||
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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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Individual Study: East-West Psychology
Ryo Imamura cultural studies philosophy psychology religious studies study abroad Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Individual Study: East-West Psychology offers opportunities for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death & dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis. | counseling, cultural studies, peace studies, psychology, social work, religious studies, and human services. | Ryo Imamura | Sophomore SO Junior JR Senior SR | Spring | ||||
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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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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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New Zealand: Maori and Native Decolonization in the Pacific Rim
Zoltan Grossman and Kristina Ackley American studies Native American studies cultural studies geography study abroad Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices—all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). By concentrating on a larger region, students will broaden Indigenous studies beyond the lower 48 states, and show common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization, treaty relationships, and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, art and literature. In fall, our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations, and preparing to travel to New Zealand. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from nation building in America to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of western Washington and British Columbia. In winter, we will examine the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, including Aboriginal peoples in Australia, Pacific island peoples, and Tribal Filipinos. We will emphasize common concerns such as climate change, natural resource control, and the impacts of trade, tourism, militarization and cultural domination. For five weeks in winter quarter, most of us will travel to Aotearoa (New Zealand), where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land and politics. Through guest speakers and visits to Maori (communal social, spiritual, political centers), education centers, historical and contemporary public sites, and a Köhanga Reo (preschool Maori language program) we will build on our knowledge and work with Native nations. Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. Our basic premise in this program is that those wishing to know about the history of a particular Native group should write with a purpose to be of support to these people today. Students will develop skills as writers and researchers by studying scholarly and imaginative works and by conducting policy research and fieldwork. There will be films and guest speakers that reflect important aspects of Indigenous experiences. The program will include a range of research and presentation methodologies such as the production of thematic maps (cartography) and other computer graphics. Students will be expected to integrate extensive readings, lecture notes and other sources in writing assignments. | cultural studies, geography, Native American studies and world Indigenous peoples studies. | Zoltan Grossman Kristina Ackley | Sophomore SO Junior JR Senior SR | Fall | |||
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The Spanish-Speaking World: Cultural Crossings
Alice Nelson and Diego de Acosta cultural studies history language studies literature study abroad Signature Required: Winter Spring |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Spain and Latin America share not only the Spanish language but also an intertwined history of complex cultural crossings. The cultures of both arose from dynamic and sometimes violent encounters, and continue to be shaped by uneven power relationships as well as vibrant forms of resistance. In Spain, Jews, Christians and Muslims once lived side-by-side during a period of relative religious tolerance and cultural flourishing, known as the medieval . Military campaigns and the notorious tribunals of the Spanish Inquisition eventually suppressed Jewish and Muslim communities, but legacies of these communities have persisted in Spanish society. The first Spanish encounters with Latin America involved violent clashes between the Spaniards and indigenous peoples, as well as Africans brought to the Americas as slaves. The long aftermath of these initial clashes—wars of conquest, religious missions, colonization, and slavery, all confronted continuously through resistance—gave rise to new, hybrid Latin American communities. In the 20th century, Spain and several countries of Latin America experienced oppressive dictatorships as well as the resulting emergence of social movements that enabled democratization. The question of regional identity and difference has also defined several countries’ experiences, from Catalonia and the Basque region in Spain, to various indigenous ethnicities from Mexico to the Southern Cone. More recently, the context of economic globalization has given rise to unprecedented levels of international migration, with flows from Latin America to Spain and the U.S., as well as from North Africa and eastern Europe to Spain. All of these cultural crossings have involved challenges and conflict as well as rich and vibrant exchanges. Students will engage in an intensive study of the Spanish language and explore the literature remembered, imagined and recorded by Spaniards and Latin Americans in historical context. We will critically analyze selected texts from medieval times to the present. Every week will include seminars on readings in English translation, Spanish language classes, a lecture delivered in Spanish and a film in Spanish. During the fall and winter, we will explore various themes that define and describe key moments in the intertwined histories of Spain and Latin America. These may include national and regional identity, dictatorship and resistance, linguistic crossings and democratization processes. Spring quarter will offer opportunities to study abroad in Quito, Ecuador, or Santo Tomás, Nicaragua, as well as internships with local Latino organizations for those who stay on campus. All classes during the spring will be conducted in Spanish. | Latin American and international studies, literary and cultural studies, language, politics, history, education, film studies, writing, and human and social services. | Alice Nelson Diego de Acosta | Sophomore SO Junior JR Senior SR | Fall |