2011-12 Undergraduate Index A-Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Against All Odds: The Black Woman's Experience Kabby Mitchell and Joye Hardiman African American studies American studies cultural studies dance gender and women's studies history literature music	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		How did Black women, of many different cultures and ages, succeed against all odds? How did they move from victim to victors? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-base exploration of the efficacy, resiliency and longevity of the lives and legacies of selected Black women from Ancient Egypt to contemporary Seattle. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history and popular culture to investigate these womens' lives and cultural contexts.The class will have a variety of learning environments, including lectures and films, workshops, seminars and research groups. All students will demonstrate their acquired knowledge, skill and insight by: creating an annotated bibliography; giving a final performance based on the life of a chosen black woman; and an end-of-the-quarter "lessons learned presentation" demonstrating how our collective studies applied to each individual student's life and legacy.		Kabby Mitchell Joye Hardiman	Tue Tue Tue Wed Wed Wed Thu Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
American Families: Historical and Sociological Perspectives on Close Relationships Stephanie Coontz American studies cultural studies gender and women's studies history sociology	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall				In the second half of the program we discuss the origins of 20th-century marriage and parenting norms and explore the dramatic shifts that have occurred in family formation and relationship norms over the past 50 years. Students will also do individual projects that will culminate in presentations at the end of the quarter. These will cover topics such as the causes and consequences of divorce, the changing dynamics of cohabitation, singlehood and marriage, the emergence of new sexual norms, legal issues connected with changing family structures and practices, the rise of biracial and multiracial families, and debates over same-sex marriage and parenting. Many of our topics will be controversial. We seek not simple answers but intelligent questions to inform our study. Students are expected to consider several different points of view, to fairly evaluate arguments with which they disagree, and to explore the possible contradictions or exceptions to their own positions. You should expect to back up your position with concrete examples and logical argumentation, and be prepared to be challenged to defend your positions. We are not simply sharing feelings or exchanging points of view but rigorously testing different interpretations and theories against each other. Because this is a demanding and intensive program, student should not attempt to work more than 15 hours a week.	sociology, history, family studies, research, social work, teaching, family law and counseling.	Stephanie Coontz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Arabic For Beginners Steven Niva cultural studies international studies language studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	This course will introduce students to both written Arabic and basic conversational Arabic in order to provide the foundations for further study in the Arabic language. Students will learn Arabic script and basic grammar rules, expand their vocabulary, and practice conversational Arabic used in everyday encounters. They will also watch films, listen to music, and discuss cultural topics related to language use. This course prepares students for language-based area programs, and for first year Arabic language requirements.		Steven Niva	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art, Culture, and Education Hirsh Diamant cultural studies education visual arts	Program	FR–SRFreshmen - Senior	8	08	Weekend	F 11 Fall	W 12Winter			Human societies and cultures express their values in education and art. Art is the earliest and most enduring expression of humanity. For community and the individual, art can be a practice of education and self-cultivation. In today's global community it is important to understand art and values of other cultures and by so doing to awaken art within oneself while learning to understand the "other."All children naturally understand the importance of art and are creating art constantly in their play. All children are artists and all can paint, play, sing, and dance. Children also have an instinctive sense of right and wrong. In the modern, industrial world these natural abilities often become suppressed and lost. Modern educators need to be confident in their own artistic abilities and grounded in their own moral core; they need to be trained in communication across cultures and able to support children's healthy development.The students in this half-time, interdisciplinary program will immerse themselves in study and practice of art and in cultural experiences that are vastly different from the Western dominant culture by studying Native American, Muslim, Hebrew, and Chinese cultures. Students will make art, study myths and world religions as they have been shaped by cultures and landscapes of the past, and examine cultural and ethical norms. Students will also examine cultural influences and pressures of today's global society and will investigate the importance of preserving and developing cultural, artistic, and ethical traditions. Students will engage in traditional academic study such as reading, writing, and seminars and will also engage in art making, meditation, community events, and the practice of Tai Ji. Students will learn about child and human development, will learn about alternative education systems, and will cultivate their own spiritual, meditative, ethical, and artistic life. In addition to classroom study, students will participate in retreats and will go on field trips to explore educational, art, and cultural resources in the community.In winter quarter students will be able to work on community service projects, in schools, and on Native American reservations.	arts, education, cultural studies	Hirsh Diamant	Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Art Since 1500 Olivier Soustelle art history cultural studies	Course	FR–SRFreshmen - Senior	4, 6	04 06	Day				Su 12Summer Session II	This class surveys world art history since 1500 from the Renaissance to the 20th century. We will focus on paintings, sculpture, architecture, and the decorative arts in Europe, North America, and Asia. Credit possible in either art history or world cultures/civilizations. Students enrolled for 6 credits will complete a library research paper on an artist or art movement of their choice. This is a companion class to "Europe Since 1500."		Olivier Soustelle	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Arts In New York Ariel Goldberger architecture community studies consciousness studies cultural studies dance field studies language studies literature media studies moving image music queer studies somatic studies theater visual arts writing Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day and Evening			S 12Spring		This program will immerse students in studying the intense and lively cultural life of New York City, the most active arts production center in the United States, and perhaps the world. Sessions will meet weekly in different cultural institutions to participate in art events as active audience members, to develop an educated and critical appreciation of the richness, complexity and current trends of artistic production in New York.We will spend two weeks on campus doing preparatory research in areas of each student's interest in order to create the structure for an individual project or practicum. Students may choose to create a project by engaging in artistic work, research, or both. Students will be responsible for making all necessary arrangements for room and board, as well as budgeting for individual event tickets. All students will be expected to present a final report of their experience and project.After the initial two weeks of research and preparation, participants in the program will fly to New York City for six or seven weeks, where they will engage in group and individual activities, depending on each student practicum or project. Students will attend some events as a group and some related to their own projects. We will attend events in a wide range of sites, from established world-renowned institutions to emergent art spaces.Depending on the season, performance events may include events in places such as PS 122, La MAMA, The Kitchen, HERE Art Center, off-off-Broadway small theaters, the Brooklyn Academy of Music, Broadway productions and Lincoln Center. Regular dance events may include modern dance performances, experimental works, festivals at the Joyce Theater, and more traditional ballet events in venues such as the New York City Ballet. Specific visual arts events may consist of trips to the gallery "scene" in Chelsea, PS1, MOMA, DIA Arts Center, The Met, under the radar spaces and other sites. We may attend poetry readings at places such as The Bowery Poetry Club, the Nuyorican Poets Cafe, The St. Marks Poetry Project, The Academy of American Poets and The New York Public Library. The class will also endeavor to attend other culturally relevant institutions such as the Japan Society, the Asia Society, The Jewish Museum, The Schomburg Center, The Dwyer Cultural Center and El Museo del Barrio to experience a wide range of cultural diversity. Most weekly group activities will be followed by a discussion or seminar.We will spend the final week of the quarter back on campus in Olympia, completing final report presentations for the whole class.	architecture, community studies, consciousness studies, cultural studies, dance, field studies, language studies, literature, media studies, moving image, music, queer studies, somatic studies, theater, visual arts, and writing.	Ariel Goldberger		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Between Image and Word Shaw Osha (Flores) and Trevor Speller aesthetics cultural studies literature visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		- Marlene Dumas (1984) In (1789; 1794), the English poet and painter William Blake famously presented his poems on pages surrounded by his own drawings. This kind of interrelationship of images and words is an artistic tradition that is still alive and well, in visual arts and book arts, from painting to graphic novels. This kind of work asks important questions of both literature and visual art, such as: This one-quarter, all-level program explores the relationships between visual art and the written word. Over the course of the program, we will be examining and producing singular works in which words and images each other - where one form does not privilege or illustrate the other. They both work in the service of art and aesthetics by framing and giving form to ideas. These hybrid works of language and art point to new and alternative ways of seeing, reading, and interpreting the world. We plan to take a look at the ways language has interacted with image: reading and seeing. The program work will be both creative and critical. In addition to reading and viewing artwork, criticism, and theory, students can expect to finish a small book of multi-, inter- or mixed medial writing and artwork by the end of the quarter that challenges and responds to the curriculum. The program includes lecture, seminar, and studio time.Of literary interest will be the traditions of concrete poetry, children's literature, graphic novels and book arts. Representative authors and artists may include William Blake, Lewis Carroll, Tom Phillips, John Cage, Alan Moore, Maurice Sendak, Barbara Lehman, Donald Crews, and others.Of artistic interest will be visual art that uses text and artists' books. Representative authors and artists may include Art Spiegelman, Cy Twombly, Philip Guston, Ed Ruscha, Ree Morton, Jenny Holzer, Raymond Pettibon, and others.In addition to primary works, students will be expected to read works of artistic and literary theory relating to issues germane to the program. Theorists such as Johanna Drucker, Roland Barthes, Edward R. Tufte, Roy Harris and Scott McCloud will help shape our understandings of the gaps between the image and the word.	visual art, writing, literature, and critical studies.	Shaw Osha (Flores) Trevor Speller		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Blood and Borders: Tradition and Transformation in Central Europe Patricia Krafcik, Marta Botikova, Robert Smurr and Zoltan Grossman cultural studies geography history international studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Come with us on a virtual journey from the Baltics to the Balkans. The cobblestone streets of medieval Estonia, misty Carpathian and Transylvanian mountains, and sunny shores of the Adriatic Sea await our arrival as we traverse a magnificent territory stretching from the gates of Scandinavia through the mountains, plains and forests of Slavic, Hungarian and Romanian central Europe to the portals of the once-great empires of Macedonia and the Ottoman Turks.Our theme of “Blood” examines the ethnic and cultural identities prevalent in the region and how ethno-religious and cultural nationalisms have shaped and been shaped by constructed identities as well as by regional conflicts and invading distant powers since 1848. Indeed, some of the world’s most reviled rulers and dictators, including Dracula, Hitler and Stalin, left bloody and permanent marks on this entire region.Our theme of “Borders” explores how international and regional boundaries have been drawn and redrawn and how central Europe has served as a “borderland” between Christianity and Islam, Western and Eastern Christianity, the German, Austrian, Russian and Ottoman empires, NATO and the Soviet Union, and present-day Russia and the European Union. The revolution of 1989 and the demise of Communism, initiating a new chapter in the region’s history, will be a significant focus of our study. We will examine why the numerous ethnic, national, religious and political identities often “resolved” their differences by force and violence rather than by tolerance and acceptance.Historical, cultural, geographical, economic, gender, and environmental modes of analysis will enable us to examine both previous and contemporary issues in each country in this region. Such analysis will also permit us to offer regional angles that transcend state boundaries, a particularly exciting aspect of investigation since so many of the current nation-state borders have been drawn recently and, in many cases, artificially. Abundant literary works and films from each of the region's relevant countries will offer additional valuable insights.In fall quarter, we will examine the historical background chronologically, enhanced with a study of the geography and demography of this varied region. Winter quarter will focus on a variety of fascinating themes connecting the present to the past and the future. In both quarters, students will write papers and conduct research projects that link our themes over time and on a local, national and global scale. We will use lectures, images, readings, film critique, art, maps and literature as tools in our exploration.	international affairs, history, political science, geography, cultural anthropology and international business.	Patricia Krafcik Marta Botikova Robert Smurr Zoltan Grossman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Buddhist Psychotherapy Ryo Imamura cultural studies philosophy psychology	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening and Weekend				Su 12Summer Session II	Western psychology’s neglect of the living mind, both in its everyday dynamics and its larger possibilities, has led to a tremendous upsurge of interest in the ancient wisdom of Buddhism which does not divorce the study of psychology from the concern with wisdom and human liberation. We will investigate the study of mind that has developed within the Buddhist tradition through lectures, readings, videos, workshops, and field trips. Students registering for 12 credits will attend a meditation retreat and complete a research paper on meditation.	Buddhist Studies, Asian psychology, consciousness studies, psychotherapy, social work	Ryo Imamura	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Creative Writing: Act and Artifact of American Voice Anne de Marcken (Forbes) and Jennifer Calkins American studies cultural studies literature writing	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Participants in this quarter-long creative writing and literary studies program will study and practice writing across genres and movements. We will use a variety of critical frameworks to analyze, interpret, and create a diverse selection of American literature, interrogating the boundaries of nation, identity and genre. Program participants will learn about and practice the elements of narrative and lyrical discourse, developing a portfolio of short fiction, poetry, and hybrid forms. There will be an emphasis on the relationship between critical and creative thought and practice, as well as on development of a sustaining, independent creative writing practice.The program will have five major components: presentation, workshop, peer critique, seminar, and practice. Students, faculty and guest writers will gather for presentations and lectures on creative and critical texts and on ideas related to our area of inquiry. In hands-on workshops, students will develop creative and critical skills. Working in small groups, students will develop critical skills in support of one another's creative objectives. Students will gather in seminar to discuss critical and creative texts at depth in light of overarching program concerns. And finally, each student will define, develop, and maintain an independent creative writing practice to support his or her program goals. Possible texts include: Maggie Nelson's Elaine Scarry's Alice LaPlante’s , as well as works by American writers ranging from Emily Dickinson to Claudia Rankine, from Jean Toomer to Yi Yun Li.		Anne de Marcken (Forbes) Jennifer Calkins	Mon Mon Tue Tue Tue Thu Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Critical Ethnography: Eyes in a Complex World Rita Pougiales American studies anthropology community studies cultural studies field studies writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	Anthropologists are interested in uncovering the complexity and meaning of our modern lives. They do so through ethnographic research, gathering data as both "participants" and "observers" of those they are studying. Doing ethnographic research is simultaneously analytical and deeply embodied. This program includes an examination of and application of ethnographic research methods and methodologies, a study of varied theoretical frameworks used by anthropologists today to interpret and find meaning in data, and an opportunity to conduct an ethnographic project of interest. Students will read and explore a range of ethnographic studies that demonstrate what an anthropologist, what Ruth Behar calls a "vulnerable observer," can uncover about the lives of people today.		Rita Pougiales	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Dance and Culture: Rituals of a Changing World Robert Esposito aesthetics art history cultural studies dance Signature Required: Spring	SOS	FR–SRFreshmen - Senior	16	16	Day and Evening			S 12Spring		This is a full-time, one-quarter program for students ready for intermediate to advanced work in the theory and practice of dance. Student cohorts investigate a variety of dance and theatre forms around themes of cultural empowerment, freedom, belonging, and wellness. Students research the practice, history, and sociocultural forms and functions of their chosen genre, including (but not limited to) modern dance, world dance, ballet, dance theatre, Middle Eastern, Butoh, etc., and create contemporary dance theatre rituals to be shared on a regular basis in studio forums. The content of scholarly research, scores, papers, readings, critiques, and seminars is determined in collaboration between faculty and students. Students design the syllabus for their research topics and choreographic projects in an open, but structured, learning community. Activities include classes in technique, improvisation, composition, learning new and extant modern choreography, field trips, lectures, and multimedia presentations.Expect to work on program assignments 20-30 hours per week outside of scheduled class meetings.		Robert Esposito	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Dangerous Ladies: A History of Significant Women of Color in the 20th Century Barbara Laners cultural studies gender and women's studies history sociology	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Full	This class will examine the role of women of color in the development of America's social, economic, legal, and political history. It will focus on issues ranging from suffrage to the civil rights movement and beyond; all aspects of the gender/racial gap in those spheres will be explored.	history, law, teaching, sociology, political science, social services	Barbara Laners	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Discovering the Unknown Russia Elena Smith cultural studies history literature	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session I	This is a fascinating course that attempts to inspire a better understanding of today's Russia and the people of Russia through a study of their history, art, and culture. Everyone who has an interest in exploring Russia beyond the stereotypes of mainstream headlines or history textbooks is welcome. The students will be introduced to certain dramatic events of Russian history through film, literature, and personal experiences of the Russian people. Besides the traditional academic activities, the students will have hands-on experience of Russian cuisine, song, and dance. Armed with an open mind and lead by a passionate native Russian professor, you should find Russia irresistibly attractive and learn to appreciate the similarities of American and Russian cultures.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ecological Niche: The Interface of Human and Animal Behavior Alison Styring, Steven Scheuerell and George Freeman biology community studies cultural studies ecology environmental studies field studies health mathematics natural history outdoor leadership and education psychology writing zoology	Program	FR ONLYFreshmen Only	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The word environment encompasses multiple meanings, from the natural to the built, from the interiors of our minds to the spiritual. In each case there is a constant interface of environments with one another and with other creatures, each defining and circumscribing our experience of the world. Some of our essential questions revolve around how we define the environment and how we are shaped by as well as how we shape the environment, both natural and built. For example, does the concept of wilderness include humans? Is the ecological niche of a human essentially different from that of other living things? We will explore the habitats we occupy along with other creatures in those environments. We will explore dichotomies that foster dynamic tensions, such as the dichotomy between concepts of "natural" versus "human". We intend to investigate these tensions through our study of psychology, personal biography, biology, environmental studies, ornithology and cultural studies. In fall quarter we will develop the foundational skills in environmental studies and psychology needed to understand and critique the writings and current research in community ecology, animal behavior and conservation biology, and to examine the conscious and unconscious, and the theories of perception and cognition in psychology. We will examine parallels and linkages among disciplines in terms of methods, assumptions and prevailing theories. In winter we'll continue building on this foundation and move ourselves from theory to practice through an emphasis on methodologies, analyses, and their underlying assumptions. In spring quarter we'll implement the skills and knowledge we've developed through specific student-directed projects and our optional field trip. The faculty will foster creativity, experimentation and imaginative processes as means of discovering and bringing a new awareness to our extraordinary world. The students will respond to the themes of the program through individual and collaborative projects. To build our learning community we will use experiential collaboration activities such as Challenge and Experiential Education as a means to develop a sense of commitment and group citizenship. We will use multicultural discussion opportunities such as Critical Moments to explore the politics of identity and meaning. We will develop our observational skills via field workshops and field trips. We will have writing and quantitative reasoning workshops to further develop students' current skills and to develop advanced skills in these areas. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote stewardship of our personal lives, our immediate environment and global communities.	psychology, behavioral sciences and environmental science.	Alison Styring Steven Scheuerell George Freeman	Mon Tue Thu Fri	Freshmen FR	Fall	Fall Winter
The Empty Space: Movement, Dance, and Theatre Walter Grodzik and Cynthia Kennedy aesthetics consciousness studies cultural studies dance education media arts queer studies somatic studies theater Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. Students will begin with movement and theatre exercises that center and focus the mind and body in order to open oneself to creative possibilities and performance. Students will also study movement/dance and theatre as a means of physical and psychological focus and flexibility that enables them to more fully utilize their bodies and emotional selves in creating theatrical performance.Through the understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity, and the interplay of mind and body, students will have the opportunity to explore creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectations. How does imagination respond to the emotional self, the physiology of the body, and the psychology of the mind? How can we become more expressive and responsive to our inner selves? Students will be invited to explore and enjoy the dance already going on inside their bodies, to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class will use experiential techniques derived from several traditions of somatic philosophy.In seminar, students will read a broad variety of texts about creativity, movement and dance history, and performance, performance history, and Western theatre history and dramatic literature. In particular, students will read Greek tragedy and comedy, the playwrights of the Elizabethan theater, such as Marlowe and Shakespeare, and the feminist comedies of the Restoration. The realism of the Nineteenth century will be seen through the plays of Ibsen and Chekhov and other realists, and students will study, discuss and perform the multicultural theatre of the Twentieth and Twenty-First century, including theatre, drama and performance art as found in the work of Thornton Wilder, David Mamet, Tony Kushner, Caryl Churchill, Henry David Hwang and Anna Devere Smith. The discussion of dramatic literature will be framed from many viewpoints, including structuralist, feminist, Marxist, post colonial and queer.The program will include weekly seminars, workshops in movement/dance and theatre, and film screenings of various dance and theatre productions. This is an all-level program that welcomes students of all abilities that bring their excitement, commitment, discipline and creativity to the performing arts. Regular on-time attendance is fundamental to students' development and continuance in the program.	teaching, theatre, expressive arts, dance and movement theory.	Walter Grodzik Cynthia Kennedy		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Environmental Health: Science, Policy and Social Justice Cheri Lucas-Jennings American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				This program will explore the broad conditions that shape environmental health, both for humans and within the ecosystem context. We will be moving across and between questions of science, public policy (from municipal to international) and social justice: examining the workings of non-governmental organizations. With the use of regularly scheduled lecture, seminar, work shops and field trips, we will dedicate ourselves to bridging the understanding among scientific, policy and social perspectives. The program goals is to examine emerging strategies and solutions for ecological sustainability - from regional, community-based monitoring to UN negotiations. By means of a small group, quarter-long research project on a topical issue the chemical, biologic and physical risks of modern life will be considered, with an emphasis on industrial pollutants. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, regulation and a broad array of community response. This introductory, core program considers problems related to public and environmental health in a broader context of the key frameworks of population/consumption and sustainability. Throughout the program, students will learn from a range of learning approaches: computer-based analysis and collaboration with regional experts, officials and activists. : ? Website:	public policy; communications; political science; planning; public health; law; social welfare; environmental and natural resources	Cheri Lucas-Jennings	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Equatorial Studies: Sound, Science and the Western Imagination Sean Williams, Heather Heying and Eric Stein anthropology cultural studies environmental studies geography international studies music natural history	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			In addition to the landscape of the map, there are also landscapes of the mind. How humans conceptualize where and how they (and others) live is an elemental process that has started wars, led to new forms of cross-cultural communication, and given rise to hybridization of both populations and ideas. Our focus in this two-quarter program is to take a particular area of the world -- the equator -- and explore how various groups of people (local and foreign) have come to understand it over time. Through our work in science, the performing arts and anthropology, we will collectively engage the ways in which people connect to the natural world, the arts, and each other.Each quarter divides into sections in which we highlight a particular lens through which to view our work, or focus on ways in which our lenses overlap. For example, we will examine how anthropology and medicine have grappled with "The Tropics" as a space believed to be essentially different from "The West," raising questions about the construction of race, the body, and the category of the "primitive." We will also work with sound: playing and creating musical instruments, singing and listening to music. In an attempt to understand the relationship between humans and the world around them, we will investigate evolutionary processes that apply to plants and animals near the equator. While our studies are contextualized in regions such as Brazil and Indonesia and other equatorial locations, we will also work briefly with a few regions outside the equator by way of comparison.Weekly activities feature lectures, films and seminars. Other planned activities include field trips, workshops, collaborative presentations and guest lectures. Students are expected to focus on enhancing their college-level writing skills throughout the program; each quarter's major writing assignments will require students to revise their work and understand the process of revision. In fall quarter students will be introduced to important concepts about how to approach this material: issues of race, class and gender in a colonial context are important factors in deepening our understanding. As we move into winter quarter, students will have more chances to develop individual projects focusing on a particular area of interest.	anthropology, science and ethnomusicology.	Sean Williams Heather Heying Eric Stein	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Exclusion in America: Who Belongs? Liza Rognas cultural studies history law and public policy political science sociology	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Democracy assumes individual inclusion as critical components of its success as a structure of government. This program examines the tension between social, political and economic exclusion in American history and the inclusive assumptions but exclusive realities of democratic processes. Students will investigate the historical origins of exclusion in contemporary society as part of individual and group research projects.The program offers opportunities for meaningful intellectual engagement in social and institutional histories explored through program texts, informed seminar discussions, films, lecture and field trips. Student research topics may include contemporary issues related to ethnicity and race; gender and sexuality; religion; immigration and citizenship; labor and work. By integrating program materials and information with independent research, students will learn to recognize current political and social processes of exclusion and their historical roots. A specific focus on issues of justice will engage students in learning about current groups and political processes that address exclusionary policies with progressive ideas and practices. Books will include ; and .		Liza Rognas	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Experience Japan Tomoko Hirai Ulmer cultural studies	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 12Summer Session I	The Experience Japan program is an intensive, in-country introduction to the language, culture, and society of contemporary Japan. During the three-week program, students will take Japanese language classes and will attend lectures on Japanese culture and society at the Department of Comparative Cultural Studies at Tamagawa University in Tokyo. The coursework also includes field trips to sites selected for their historic, cultural, or contemporary importance. Participants live with Japanese families for the length of the program. Admission is open to all Evergreen students regardless of language ability.Interested students must contact faculty via email (ulmert[at]evergreen.edu) and pay a deposit by April 20, 2012. Explanatory meetings will be held on Monday, April 9 (1:00-3:00) and Thursday, April 12 (3:00-5:00) at SEMII B3123.		Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Forbidden Metaphors: Rewriting the Real in 20th Century France Marianne Bailey, Olivier Soustelle, Judith Gabriele, Steven Hendricks and Stacey Davis aesthetics art history cultural studies history language studies literature philosophy study abroad writing Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		...man is struck dumb...or he will speak only in forbidden metaphors... Friedrich Nietzsche, "On Truth and Lies in a Nonmoral Sense" Nietzsche's critique of traditional Western values--dismantling absolutes of God, Truth, Self and Language--opened up an abyss. "Only as an aesthetic phenomenon," Nietzsche argued, would "human life and existence be eternally justified." Meaning and Self would be individually crafted, as the artist crafts a work, in the space of a human existence. Life, as Rimbaud wrote, must be remade.Inspired by this notion of remaking life along aesthetic lines, we will study literature and creative writing, critical theory and philosophy, art history and music as well as French language. Students will participate in lectures, films and workshops, and choose between seminar groups in literature and critical theory or history. Each will develop a substantive individual (or group) project, and will be able to study French language at the Beginning, Intermediate or Advanced level.To better understand Modernist and Postmodernist avant-garde, we will focus on outsider works of art and ideas in 20th century France and the post-colonial world. Like the Decadents and Symbolists, modernist artists go in quest of a pure artistic language "in which mute things speak to me," as Hofmannsthal wrote, beyond concepts and representation, privileging passion over reason. This quest is influenced by worldviews and works from the broader French-speaking world, which refocuses art on its ritual origins, and on its magical potential. "Art", in the words of Martinican poet and playwright Césaire, "is a miraculous weapon."In fall and winter, we will study aesthetic theories and works from Primitivism and Surrealism to Absurdist Drama, Haitian Marvelous and Oulipo; and writers such as Mallarmé, Jabès, Artaud, Beckett, Blanchot, Derrida, Sartre, Irigaray and Foucault. We will look at historical and cultural change from WWI through the student riots of 1968 and the multi-cultural French-speaking world of today.Key themes will include: memory and the way in which it shapes, and is shaped by, identity; concepts of time and place; and the challenges and opportunities for French identity brought by immigration. We will focus on French social, cultural and intellectual history from the 1930's to the present, exploring the myths and realities of French Resistance and the Vichy Regime during World War II; the legacy of revolutionary concepts of "universal" liberty, equality and fraternity as France re-envisioned its role in Europe and the world from the 1950s to the present, including uprisings from 1968 through today; and the impact of the Franco-Algerian war on contemporary France and the post-colonial Francophone world.In spring, students have two options. They can travel to France, where they will participate in intensive language study, perform cultural and art historical fieldwork, and pursue personal research on a "quest" of their own. Alternatively, students may remain on campus to undertake a major personal project, springing from ideas, writers and artists in prior quarters. This is an excellent opportunity to complete a substantive body of creative or research oriented work, with guidance from faculty and peer critique.		Marianne Bailey Olivier Soustelle Judith Gabriele Steven Hendricks Stacey Davis	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Gateways: Utopias and Prisons Arun Chandra cultural studies music theater writing Signature Required: Fall Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			This program offers Evergreen students the opportunity to be peer learners with incarcerated young men in a maximum-security institution. Each week the Evergreen students will visit one juvenile prison for a cultural diversity and equality workshop, and a workshop/seminar on experimental poetry and music.A fundamental principle of Gateways for Incarcerated Youth is that people have talents given to them at birth; our job is to encourage each other to search out and find our passions and gifts. Our work is guided by ideas of popular education that recognizes and values the knowledge and experience of each participant. The program works to strengthen notions of self and community through cultural awareness and empowerment. In connecting and building with people from other cultures and class backgrounds, each person becomes empowered to share knowledge, creativity, values and goals. The class will create responses to the texts, artworks, music and poetry that we discuss. We will approach the reading and creation of art with an eye towards arts' ability to project utopian possibilities and to name and resist current societal constraints. We will explore the history of both arts and prisons: how artists of the past and of today have portrayed social constraints and utopian ideals in art.The Evergreen students and the incarcerated youth will share readings, writings, music projects, and performance projects. In addition to the classes in the prison, Evergreen students will attend classes and workshops on campus.A central theme for our work will be the implementation of experimental ideas in art and in the social world: evaluating their consequences, and building on their failures. Our emphasis will be on the arts of the written word, music, and theater. Among the authors we will read will be George Jackson, Eugene Debs, Martin Luther King, M.K. Gandhi, Paulo Friere, Bertolt Brecht, Luis Valdez, Silvia Federici, Susan Parenti, and Michel Foucault. In the fall quarter, we will emphasize learning about social constraints in our society and others. In the winter quarter, we will read and discuss utopias and envisioned societies.Since part of the class will take place in a state prison for juveniles, each student must submit an application and be interviewed by the faculty to ensure compliance with the Washington State Department of Corrections.	music composition, poetry, education, and criminal justice.	Arun Chandra		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Human Rights and Wrongs Greg Mullins cultural studies literature media studies	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			Human rights law is encoded in the spare language of treaties, but human rights practice comes alive in the materiality of daily life. After a quick tour of human rights law, we will devote our energies in this program toward understanding how human rights accrue force and meaning insofar as they are embedded in cultural practice, and specifically in cultural practices of representation. Our inquiry will be guided by these questions: How do human rights frameworks prevent or redress human wrongs (including atrocities such as torture and genocide)? What leads some people to abuse human rights, and other people to respect them? How are human rights struggles pursued using modes of visual and textual representation? What role do cultural forms such as film, literature, and public memorials play in either fostering or hindering respect for human rights? In the fall quarter, our mode of inquiry will be primarily textual. Even as we study film, photography, new media, public monuments and memory projects, that study will be accomplished by reading theoretical accounts of rights and representation. We will also read historical accounts of the rise of human rights frameworks, and we will consider a variety of critiques of human rights. Students will build a strong foundation in the theory of human rights, as well as in theories of visual and textual representation. A typical week's work will include a film screening, lecture, and seminars. Students will write two long essays, several shorter pieces, and a prospectus for a winter quarter project. In the winter quarter, we will continue to read and seminar as a group as we expand our focus to include literature. We will read Arendt by way of concentrating our inquiry around questions of judgement, we will read Dawes by way of focusing on problems of narrative, and we will take up the case study of the Guantanamo Bay detention facility on the tenth anniversary of its opening. Students will also pursue projects. Depending on student background and interests, these projects could result in a traditional research paper or in a more practical implementation of the theory they've learned (for example, a new media project).	human rights, politics, philosophy, literature, film and media studies.	Greg Mullins	Mon Tue Wed	Sophomore SO Junior JR Senior SR	Fall	Fall
Image and Form: Myth, Ritual, and Story Susan Aurand and Evan Blackwell aesthetics art history cultural studies visual arts Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Throughout history, art has given physical form to our beliefs about our origins and nature, and to our efforts to correctly position ourselves in the cosmos. This program will examine how art embodies our cultural and individual myths, rituals and stories. We will study this historical function of art and explore it in our own lives through intensive studio work in painting and ceramics. In the fall, students will develop technical skills in painting (using watercolor, acrylics and oils), in sculptural ceramics, and in mixed media sculpture. Students will be introduced to a variety of ceramic construction processes, clay and glaze materials, firing processes, and use of studio equipment. The class will consider the characteristics and allusions of clay in all its states as a sculptural and expressive medium. Students will advance their technical skills through weekly skill workshops and assignments. In addition, each student will create a series of two-dimensional and/or three-dimensional artworks exploring a personal theme related to myth, ritual or story. In winter, the class will further develop and build on much of the work we started in the fall. We will continue to study myths, rituals and stories and examine how cultural context affects meaning in different forms of expression. Students will expand the conceptual basis of their work as they continue to explore and build skills in both painting and ceramics. Nonconventional approaches and methods of manufacture and installation in both painting and ceramic sculpture will be encouraged. Winter quarter will culminate with individual theme projects and presentation of student work. Students entering the program must have a solid background in representational drawing (including perspective, shading, and preferably some prior experience in figure drawing), but no prior experience in ceramics or painting is required. The program is designed for students who have a strong work ethic and self-discipline. The program will function as a working community of artists. Students will be expected to work intensively in the campus studios and to be engaged and supportive of their peers.	studio arts, arts education, art history, arts management, and writing for the arts.	Susan Aurand Evan Blackwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
In Our Image: Communities of Faith Rita Pougiales American studies anthropology cultural studies religious studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		“Communities of faith” are those groups of people who are dedicated to one another and to seeking the good. We will approach “faith” as a commitment to a good that can be illusive and hard to grasp, yet represents what Paul Tillich describes as an “ultimate concern.” Faith, as such, is a matter of trust in the process of seeking that ultimate concern. Faith, understood in this way, cuts across all dimensions of our society including those committed to political, environmental, educational, and spiritual ends.We are particularly interested in the means by which members of religious communities embody their faith and beliefs. Our study will be largely ethnographic, looking in depth at the rituals, devotions, and practices of faith communities. In particular, we will focus on those practices that depend on the body for expression, movement and sound. Such practices are not only reflections of faith, they also expand its experience and meaning. We will look at the cultural practices, experiences and shared expectations of members of communities of faith, and attempt to understand what is meaningful for them. We will be guided in our study of “faith” by Tillich’s and additional readings by authors Karen Armstrong and Richard Niebuhr. We will delve into the nature of communities through ethnographic and historical case studies including a medieval religious community led by Hildegard of Bingen, Orthodox fire-walking communities in rural Greece and Maine, and a contemporary Catholic convent in Mexico. In addition to these studies, each student will conduct her or his own research on a particular community of faith.	religious studies and community studies.	Rita Pougiales		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
In the Presence of Beauty Robert Knapp, Suzanne Simons and Helena Meyer-Knapp architecture cultural studies education history music visual arts	Program	FR–SRFreshmen - Senior	12, 16	12 16	Day, Evening and Weekend			S 12Spring		This program will explore the idea and the experience of beauty. Our thesis is that the sense of beauty has many facets, which different cultures recognize and value differently. Individual preferences also differ, always under the influence of powerful, shared traditions of beauty. We will dramatize and investigate this by paying extensive attention to three traditions in which the faculty have professional expertise—Iran, Japan and Britain. Significant differences between these traditions and between individual student and faculty experiences in the American context will be a major occasion of collaborative and individual learning.Most class meetings will put students in the presence of beautiful art, writing, film, architecture or music; readings and seminars in criticism and cultural history and analytical and expressive writing assignments will help students develop authentic ways to articulate their descriptions and judgments. The work will lead to a major concluding project on an individually chosen instance of beauty. Students will acquire both a fuller understanding of the variety of ways one can encounter beauty, and of ways to document, appreciate and evaluate the experiences of beauty that occur.The program has two levels of enrollment: all students will meet one night per week and every Saturday for a coordinated program of lectures, seminars, films and workshops. 16-unit students will also prepare for and take two two-day visits to cultural cultural resources in Northwest cities, to be in the immediate presence of beautiful things which can come only second-hand to campus.	design, art history, cultural studies, education, world history, architecture and visual arts.	Robert Knapp Suzanne Simons Helena Meyer-Knapp	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
India Through Literature and Film Karen Gaul cultural studies media studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	India holds a fascination for many of us. Yet, whatever we may think we know about this region, the South Asian subcontinent is one of the most rapidly changing areas of the world.Novels and films offer rich windows into particular realities of life in India. In this program, we will read novels and short stories by some leading South Asian writers such as Salman Rushdie, Arundhati Roy, Rohinton Mistry, Aravind Ardiga, and others. We will also view a variety of commercial as well as ethnographic films made by Indian filmmakers.We will use ethnographic approaches to analyze these literary and filmic portrayals of Indian culture, examining gender, class and caste relations, religious conflict, and political struggle in urban and rural settings. Case studies of particular urban and rural areas will enable us to narrow our focus and gain a more specific understanding of cultural dynamics at play.We will examine the narratives of these materials as both potential sources of and rebuttals to stereotypes about Indian culture. And we will consider the media themselves, examining issues of representation, translation, interpretation, and voice. This program will be a great introduction to contemporary and historical India through the lenses of ethnography, literature, and film.		Karen Gaul	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Individual Study: Ethnographic Research and Writing Samuel Schrager American studies anthropology community studies cultural studies sociology writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			This Individual Studies offering is for students with some fieldwork experience who want to undertake more advanced ethnographic study about persons, a group, an organization, a community, or a place. The focus can be on any topics meaningful to those involved in the study--for instance, cultural identity, oral history, values, traditions, equality, and everyday life. Sam will provide guidance on ethnographic method (including documentation, interpretation, and ethics) and on creative non-fiction writing for a final paper about the study. An internship or volunteer work can be linked to the project. (Students interested in this offering are also encouraged to consider enrolling in , where they can pursue a major independent project of this kind as part of an ongoing learning community.)		Samuel Schrager		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Expressive Arts Andrew Buchman cultural studies dance music theater visual arts Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Please send me a preliminary proposal via email and I'll help you shape it. I often recommend projects that combine some research (on an artist or style) with some creative work (a thematic portfolio or series of songs), with some technical practice (on an instrument or in a medium or style). Internships and travel/study projects are also welcome. I'm especially interested in students who work in more than one artistic discipline intensively; for instance, music and visual art. Drafting academic statements and investigating careers--vital parts of designing your own education--can also be credit-bearing activities.		Andrew Buchman		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Fiber Arts, Non-Western Art History, Native American Art, Creative Writing Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		In the fields listed, Gail Tremblay offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case-by-case basis.	the arts, art history, literature and creative writing, especially poetry, and the humanities.	Gail Tremblay		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: History, Cultural Studies Robert Smurr cultural studies history Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique 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 fields of European history or cultural studies should present a well conceived contract proposal to Rob Smurr.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Robert Smurr		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Interdisciplinary and Consciousness Studies Ariel Goldberger aesthetics art history community studies consciousness studies cultural studies media arts queer studies somatic studies study abroad theater visual arts Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day and Weekend		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique 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, consciousness studies, 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.	humanities, arts, social sciences, interdisciplinary fields, and consciousness studies.	Ariel Goldberger		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Japanese Culture, Literature, Film, Society and Study Abroad Harumi Moruzzi cultural studies history international studies language studies literature moving image Signature Required: Spring	Contract	FR–SRFreshmen - Senior	12, 16	12 16	Day			S 12Spring		This Individual Study offers opportunities for students who are interested in creating their own courses of study and research, including internship and study abroad. Possible areas of study are Japanese studies, cultural studies, literature, art and film. Interested students should first contact the faculty via e-mail (moruzzih@evergreen.edu) before the Academic Fair for spring quarter.	Japanese studies, cultural studies, international studies, literature and film studies.	Harumi Moruzzi		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Performing Arts and Humanities Ratna Roy African American studies cultural studies dance international studies literature theater writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences.Students interested in working with me should submit an on-line Independent Study form, available at: Click on "Online Contract Process", create a contract, then submit it to me for my review.		Ratna Roy		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Performing Arts and Humanities Ratna Roy African American studies cultural studies dance international studies literature theater writing Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences.Students interested in working with me should submit an on-line Independent Study form, available at: Click on "Online Contract Process", create a contract, then submit it to me for my review.		Ratna Roy		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Queer Studies, Performance Walter Grodzik American studies aesthetics anthropology architecture communications community studies consciousness studies cultural studies dance education field studies gender and women's studies literature media arts media studies moving image music queer studies somatic studies study abroad theater visual arts writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers individual and groups of students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Individual and groups of students interested in a self-directed project, research or internships in Queer Studies or the Performing and Visual Arts should contact the faculty by email at		Walter Grodzik		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Theatre and China Studies Rose Jang cultural studies theater	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique 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 fields of theatre or China studies, students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Rose Jang		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Travel, Interdisciplinary Projects, Arts, and Humanities Ariel Goldberger aesthetics art history community studies consciousness studies cultural studies field studies media arts queer studies somatic studies study abroad theater visual arts Signature Required: Spring	Contract	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique 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, consciousness studies, 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		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Urban Planning and Community Development Jennifer Gerend American studies architecture community studies cultural studies environmental studies government history law and public policy sustainability studies Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students may consult with faculty about their proposed projects or internships. The project is then described in an Independent Learning Contract. Students interested in urban planning, community and economic development, historic preservation, urban design, and urban history are encouraged to apply.		Jennifer Gerend		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Urban Planning and Community Development Jennifer Gerend American studies architecture community studies cultural studies environmental studies government history law and public policy sustainability studies Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students may consult with faculty about their proposed projects or internships. The project is then described in an Independent Learning Contract. Students interested in urban planning, community and economic development, historic preservation, urban design, and urban history are encouraged to apply.		Jennifer Gerend		Sophomore SO Junior JR Senior SR	Spring	Spring
Japan Today: Japanese History, Literature, Cinema, Culture, Society and Language Harumi Moruzzi and Tomoko Hirai Ulmer cultural studies history international studies language studies literature moving image Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day and Evening	F 11 Fall	W 12Winter			Japan is a vital, energetic and dynamic society that is constantly reinventing itself even while struggling to maintain a semblance of cultural and social continuity from the long lost past. Meanwhile, the conception and image of Japan, both in Japan and the West, has varied widely over time mostly due to Japan’s changing political and economic situation in the world. In the late 19th century when Japan re-emerged into Western consciousness, Lafcadio Hearn, the Greek-Irish-American writer who later became a Japanese citizen, thought of Japanese society and its people as quaintly charming and adorable, whereas Americans in the 1940s viewed Japan as frighteningly militaristic and irrational. While the French semiotician Roland Barthes was bewitched and liberated by Japan’s charmingly mystifying otherness during his visit to Japan in 1966, when Japan began to show its first sign of recovery from the devastation of WWII, the Dutch journalist Karel Van Wolferen was disturbed by the intractable and irresponsible system of Japanese power in 1989, when Japanese economic power was viewed as threatening to existing international power relations. As is clear from these examples of how Japan was viewed by Westerners in the past, the idea and image of Japan is highly dependant on the point of view that an observer assumes. This is a full-time interdisciplinary program devoted to understanding contemporary Japan, its culture and its people, from a balanced point of view. This program combines the study of Japanese history, literature, cinema, culture and society through lectures, books, films, seminars and workshops, with a study of Japanese language, which is embedded in the program. Three levels of language study (1st, 2nd, and 3rd-year Japanese) will be offered for 4 credits each during the fall and winter quarters. The language component is offered by Tomoko Ulmer in the evening. In fall quarter we will study Japan up to the end of American occupation. We will emphasize cultural legacies of the historical past. In winter quarter, we will examine Japan after 1952. Special emphasis will be placed on the examination of contemporary Japanese popular culture and its influence on globalization. Although this program ends officially at the end of winter quarter, students who are interested in experiencing Japan in person can take Japanese language classes in Tokyo through Harumi Moruzzi’s Individual Study: Japanese Culture, Literature, Film, Society and Study Abroad in spring quarter.	Japanese literature and culture, film studies, cultural studies and international relations.	Harumi Moruzzi Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Japanese Anime Tomoko Hirai Ulmer cultural studies history	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		Why is anime popular? What does anime reveal about Japanese life and people? We will study Japanese history and society, and learn to understand cultural references in anime. We will also learn elementary Japanese including reading and writing.		Tomoko Hirai Ulmer	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Jazz Dance Kabby Mitchell African American studies cultural studies dance history music	Course	FR–SRFreshmen - Senior	2, 4	02 04	Evening				Su 12Summer Full	In this course, students will learn jazz dance basics by exploring the historical aspects of the African Diaspora through movement and lectures. Students will gain greater physical flexibility and coordination. In addition, we will do fun yet challenging combinations, and students will write a synthesis paper at the end of the quarter. No previous experience needed.		Kabby Mitchell	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Jazz: Music, History, and Culture Chico Herbison American studies cultural studies music writing	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	This course will provide an introduction to jazz music, an overview of its history and styles, and an assessment of its impact on American culture. Students will explore the musical elements of jazz; its aesthetic, cultural, and historical roots; its evolution through a variety of styles, including New Orleans, Swing, Bebop, Cool, and Avant-Garde; and the ways in which the music, its players, and its history have helped shape American culture. A musical background is not required; rather, a willingness to listen carefully will enable students to feel and appreciate what Robert G. O'Meally has called "the jazz cadence of American culture."		Chico Herbison	Mon Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Jewish Lives and Literatures Richard Benton cultural studies history religious studies	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall				In this all-level program, we will ask the following questions: How have writing and interpretation determined and reflected what Jews and Judaism(s) are? What makes someone Jewish? What is Judaism? Is there just one, or are there multiple Judaisms? How have Jews interacted with polytheists? Christians? Muslims? How has traditional Jewish thought answered persistent questions about the existence and nature of G-d and the existence of evil? What do the traditional texts tell us in the face of new ethical challenges?For three thousand years, Jews have witnessed history through writing. Life under and alongside the empires of Egyptians, Babylonians, Persians, Greeks, Romans, Byzantines, Muslims, and Northern Europeans provided the context for Jews’ deep and consistent written reflections over the nature of G-d and of humans, and the relationship between the two.Jewish writings connect ethics with literature, religion, and historical reality. They constantly interpret historical experience through the lens of G-d and Torah (Hebrew Bible), bringing ancient literature to bear on current ethical and philosophical problems, as well as on the problem of how to live everyday life.We will read and interpret the Hebrew Bible to develop literary and philosophical sensitivities that shed light on interpretations of historical experience. The Bible lies at the basis of all classical Jewish thought. Knowledge of and ability to interpret the Bible will provide the foundation for interpreting later writings. We will also read a range of Jewish commentaries, which will develop students’ abilities to follow arguments and understand writers’ presuppositions. We will explore the major genres of Jewish works—Midrash (biblical interpretation), Talmud (legal texts), Maimonides (medieval philosopher), and (medieval mysticism)—and learn the idiosyncrasies of each genre. We will examine how individuals have understood their historical circumstances with reference to Jewish writing and look at Jewish life in a number of historical contexts. Each student will develop a research project on a topic that involves Jewish culture and writing.Previous work in history, literature, ethics, religion, and/or other related fields is suggested.	history, literature, sociology, community organizing, education, and law.	Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Justice: A Relationship of Reciprocal Respect Yvonne Peterson, Bill Arney and David Rutledge Native American studies computer science cultural studies history law and government policy law and public policy political science psychology sociology writing Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		This program is for learners who have a research topic with a major focus on justice and community in mind, as well as for those who would like to learn how to do research in a learner-centered environment. Learners will be exposed to research methods, ethnographic research, interviewing techniques, writing workshops, computer literacy, library workshops, historical and cultural timelines, educational technology, and the educational philosophy that supports this program. The faculty team will offer a special series of workshops to support the particular academic needs of first and second year participants.Individual research will pay special attention to the relationship of reciprocal respect required in justice themes. Student researchers will pay special attention to the value of human relationships to the land, to work, to others and to the unknown. Research will be concentrated in cultural studies, human resource development, and ethnographic studies to include historical and political implications of encounters, cross-cultural communication, and to definitive themes of justice. We shall explore Native American perspectives and look at issues that are particularly relevant to indigenous people of the Americas.In this program, learners' individual projects will examine what it means to live in a pluralistic society at the beginning of the 21st century. Through each learner's area of interest, we will look at a variety of cultural and historical perspectives and use them to help address issues connected to the program theme. The faculty are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics.Yvonne Peterson will facilitate a joint Theory to Praxis workshop for with students from Laws/Policies of Indian Education and Indian Child Welfare to allow for common conversation, presentations, speakers, community service and outreach to Indian communities, student presentation of academic projects, and to build a shared academic community.In fall quarter, participants will state research questions. In late fall and winter, individually and in small study groups, learners and faculty will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Ongoing workshops will allow participants to learn the skills for completing their projects. Late winter and into spring quarter, students will write conclusions, wrap up print/non-print projects, and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations.In keeping with Evergreen's transfer policy, credit will not be awarded in physical education activities that are not accompanied by an academic component.	education, social sciences, multicultural studies, social work, public administration, human services and the humanities.	Yvonne Peterson Bill Arney David Rutledge	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Latino USA Arleen Sandifer American studies cultural studies	Course	FR–SRFreshmen - Senior	4	04	Weekend		W 12Winter			Currently, one in every five students in elementary school in the U.S. comes from a home where Spanish is the most-spoken language. Already Latinos constitute the largest ethnic minority in several of the largest U.S. states. What are some of the ways that this demographic shift is affecting U.S. culture? How are Latino cultures affected/changed by their presence in the U.S.? What are some of the issues that we need to face and resolve together as we undergo this transition? These questions will be some of the guiding questions in this course as we study Latino culture as it exists in the U.S. while exploring how current and historical issues are framing the debates around education and immigration and what it means to be "Latino" in the U.S. A basic knowledge of Spanish will be helpful, but not necessary.		Arleen Sandifer	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Laws/Policies of Indian Education and Indian Child Welfare Yvonne Peterson and Gary Peterson Native American studies communications community studies cultural studies education government history law and public policy sociology writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		This program will prepare learners to work effectively in institutions that have historically viewed Indians and their cultures as deficient and tried to force them into the mainstream. Learners will research the laws and policies of Indian Education and Indian Child Welfare from treaty time to present and select a topic for in depth coverage. Learners will learn techniques of "River of Culture Moments" to apply to documentary and interactive timelines. The learner-centered environment will provide an opportunity for students to be exposed to research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops, educational technology, and to learn how to develop inquiry-based curriculum. Individual research projects will pay special attention to "storymaking" by looking at Indian individuals attempting to make a difference in times of political encounters with laws meant to destroy Indian culture. Ethnographic studies will include historical and political implications of encounters, and cross-cultural communication. Learners will explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the United States. Learners will meet and learn from Indian educators and social workers, attend thematic conferences on the topic, and may travel to several Indian reservations. They will explore personal culture and identity through writing and recording their own cultural framework. Spring quarter will include an option for an in-program internship. Transferable cross-cultural and identity skills will be emphasized. Students will examine their own identity, values and life histories as a basis for understanding what they bring to a cross-cultural encounter and how it affects their practice as social workers and educators.	social work, K-12 education, tribal administration, social sicences, multicultural studies and human services.	Yvonne Peterson Gary Peterson	Mon Thu Fri Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Light Step: Designing for a Sustainable World Karen Gaul and Anthony Tindill anthropology architecture consciousness studies cultural studies environmental studies field studies international studies sustainability studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The lessons we need for sustainable and just living already exist among many indigenous, rural and urban peoples around the world. How people construct the structure and feeling of home, or shape and contain that which is significant in their lives varies from culture to culture. In this program we will explore practices of current and past cultures in terms of construction, energy use, technological development, subsistence practices, and equity to understand how people have lived relatively sustainably in various environments. We will consider the impact of increased technological complexity, resource extraction, production and waste streams of the industrial revolution. We will also investigate ways contemporary cultures around the world are responding by resuming, reclaiming or reinventing low-tech lifeways of the past, and/or embracing high-tech solutions of the future.The program will offer hands-on projects and theoretical perspectives in sustainable design in order to apply sustainable solutions in real-world situations. Students will have an opportunity to work with local communities to help meet design needs. Project possibilities may involve sustainable solutions on campus or in the greater South Sound community. Design projects will be developed within a context of community-defined needs. Through intensive studio time, students will learn drawing and design techniques, fundamentals of building, and skills in using a variety of tools.We will read ethnographic accounts of various cultures to understand the sustainability and justice implications of their practices. Students will have the opportunity to conduct their own ethnographic studies. An introduction to ethnographic research methods and an inquiry into critical questions in the field will help equip students to shape their own field research (in local or distant communities).Fall quarter will include the beginning of an anthropological journey to study various cultural expressions of sustainable and just living. We will learn ethnographic methods and begin to set up ethnographic projects exploring examples of sustainable solutions locally and in more distant settings. Basic approaches to sustainable design will be introduced, and projects will be formulated. Winter quarter will include implementation of design projects and community projects, and launching of ethnographic research. Spring quarter will be a period of data analysis in ethnographic projects, and completion of design projects. The program will also include experiments in sustainable living on a variety of levels.	sustainable design, anthropology and community development.	Karen Gaul Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Literary and Cinematic Storytelling Eddy Brown and Marilyn Freeman cultural studies literature media arts moving image visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			How do you distill the essence of a great story? How do you convey that essence across media boundaries? Is an adaptation a process of translation or creative destruction? How is a work rendered with an audience in mind? This two-quarter program will explore these questions by using 'adaptation' as a portal into creative writing, and literary and film analyses. Students will examine, analyze and critique a range of written works, both fiction and nonfiction, that have been adapted for the screen. We will study a variety of literary genres and art forms including: the short story, novel, biography, memoir, essay, screenplay, and film. We will follow each selected literary work from original text through screen adaptation in order to decipher and appreciate its singularity as a work of art and as a representative of its respective genre, its transformation into a cinematic production, and its relatedness to other narrations of the human experience. We will study the genesis, creative process, and presentation of each story on both the page and screen, including the consideration of its hypothetical, intended, and ideal audiences, and socio-cultural representations. In fall quarter, students will be introduced to fundamental aspects of narrative, to the principles of classical story design, and to exemplars of narrative adaptations across media. Skills will be developed in literary and film analyses through lectures, readings, screenings, seminars and critical writing assignments. Students will begin to build creative writing skills through a sequence of short-form assignments in fiction, creative nonfiction, and screenwriting, and through the practice of critiques and peer reviews. The quarter will conclude with collaborative student presentations of critiques of literary texts and their corresponding adapted films. In winter quarter studies will deepen in literary and film art and analyses in order to more fully understand the process of adapting the screenplay and the role of the screenwriter. Students will originate their own short-format projects in literary fiction or nonfiction, and develop adaptations through a series of progressive story design and writing assignments: controlling ideas, character bios, primary outlines, treatments, step-outlines, preliminary screenplays, revisions, synopses, loglines, and story reports. Students will conclude the program with staged readings of screenplay adaptations. This program is focused on literature, film, and creative writing. Students may be required to attend off-campus film screenings. Students are expected to participate fully in all program activities, and to work about 40 hours per week including class time.	literature, film, writing, and visual arts.	Eddy Brown Marilyn Freeman	Tue Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Marketing Authenticity: Craft, Commodity and Culture Tom Womeldorff, Alice Nelson and Jean Mandeberg cultural studies economics literature visual arts	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		A tourist travels from the United States to a folk festival in the Andean highlands and decides to buy a tapestry from an indigenous woman. What, exactly, is being bought and sold? From the buyer's perspective, perhaps the object serves as a memento of the trip or offers functionality as décor back home, or perhaps it represents something else: a sense of connection with the "other" a way to "help" a person in need, an "authentic" representation of a seemingly timeless culture. From the seller's perspective, the object may well express a craft tradition, often adapted to the demands of the tourist market, a way to make a living or to serve some other purpose. Whatever the case, both the buyer and the seller are enmeshed in contexts larger than themselves as individuals: cultural belief systems shaping their viewpoints and values (moral, political, and aesthetic), global capitalist pressures, and the legacies of colonialism. We will explore the intersections of cultural studies, economics, and the arts, focusing on various cases of craft production, their connections to systems of power, and the ways competing notions of "authenticity" are expressed in them. We will examine the factors shaping artistic production in each case: who or what decides the form a given craft may take, its relationship to "tradition" and who profits from its sales. We will look at the larger economic contexts shaping arts and crafts globally, such as the rise of mass-produced craft replicas and the lack of access to alternative forms of development. We will explore the links between craft and story, including the ways that literary and film representations raise pointed questions about cultural expectations and intercultural exchange. During the quarter, we will undertake two or three small projects connecting the theory and practice of aesthetic design to marketing within specific cultural contexts. Ultimately, we will ask: given all the challenges, how might specific groups use art and craftsmanship to improve their own lives?	the arts, business, cultural studies, economics and international studies.	Tom Womeldorff Alice Nelson Jean Mandeberg		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Meaning of Difference John Gates Native American studies cultural studies law and government policy	Program	JR–SRJunior - Senior	8	08	Evening		W 12Winter			In this half-time program, we will explore cultural, social, and legal issues related to defined "differences" in contemporary American society including race and ethnicity, social class, sexual orientation, gender, and disability. We will also explore specific issues related to sovereignty in contemporary America from the perspective of Native American activists and scholars as well as Native Hawai'ian sovereignty proponents who envision political independence from the United States of America. Grounding for our explorations will come from the texts by Karen E. Roseblum and Toni-Michelle C. Travis and by Walter Echo-Hawk. Readings will examine intercultural, cross-cultural, historical, and interdisciplinary themes that are a part of the authors’ constructions of difference. These texts will be supplemented with additional readings, U.S. Supreme Court decisions, lectures, videos, and music.		John Gates	Mon Wed	Junior JR Senior SR	Winter	Winter
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR–SRFreshmen - Senior	6	06	Weekend		W 12Winter			In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR–SRFreshmen - Senior	6	06	Weekend	F 11 Fall				In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Medicinal Botany in Spring Marja Eloheimo botany cultural studies environmental studies health Signature Required: Spring	Course	FR–SRFreshmen - Senior	6	06	Weekend			S 12Spring		In this 6-credit course designed to follow “Medicinal Botany: An Introduction,” students will explore medicinal plants in spring with a focus on spring plant identification and flower morphology (botany), medicinal concepts and practices (botanical medicine), botanical drawing and nature journaling (art), and working with plants in the Longhouse Ethnobotanical Garden. Students will also examine selected topics such as community herbalism, creating informative plant art, medicine making, the digestive system, cultural perspectives on health in spring, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is designed for students with background and interests in at least one of the following: botany, environmental studies, health, cultural studies and botanical medicine.	This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Museum or Mausoleum? The Framing of Art, Culture and Neuroplasticity Lara Evans and Sarah Williams Native American studies anthropology art history consciousness studies cultural studies field studies gender and women's studies literature media arts media studies somatic studies visual arts Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		Do museums transform living, changing cultural objects into fixed, preserved, inviolate collections? What stories do museums tell? What stories do objects embody? And what stories do we, visitors, tell ourselves? How do objects housed in museums affect our sense of self-identity? What does it take to become aware of how stories we tell both frame and are framed by objects? Is it possible to heal culture and the self through the interactions of narratives and objects? What happens to historical ideas about human consciousness when we explore the mausoleum-like exhibitions of what this consciousness has exhibited as other? What happens to consciousness when it is framed by neuroscience or to the self when it encounters thinking as an evolutionary internalization of movement?We'll explore the power of narrative objects in a variety of exhibition spaces: museums, galleries, shopping malls, book/web pages. We'll identify curiosities about the relationship between art objects and self-representation, particularly shifts in cultural influences and identities as they relate to shifts between the museological and mausoleum-like aspects of exhibition spaces. A triptych is a narrative object that uses three pictorial panels to convey movement in time, space, and states of being. A triptych, of sorts, is the focus of our fall quarter work and the model for our winter field studies. Consider our left panel: in the lives and other virtual realities of William Gibson's , the effects of narrative objects range from creative to preservative to destructive. Equally significant is how these effects are framed in movements between exhibition spaces experienced as "bird-cages of the muses" and those encountered in computer generated Joseph Cornell-like bird boxes. In the center panel is the narrative power of an artwork in Sheri Tepper's science fiction novel, . Here, alien races experience the consequences when a fresco at the heart of their cultural identity has been violently misinterpreted for a millennium. Now, the right panel. Here, in Catherine Malabou's texts the shifting movement or adaptability of self is called neuroplasticity. Her analysis of Claude Levi-Strauss' fascination with two sides--graphic and plastic--of masks illustrates her definition of neuroplasticity. We'll read this post-Derridean theory of self and do fieldwork with masks available for viewing in collections in this region. During winter quarter faculty and students will explore narrative objects and self-representation through six weeks of fieldwork in museums of their choice. Museums can be exhibitions of art, history or science; even zoos and botanical gardens can be considered museums. Students will document their research on their museum and will return to compile a multi-media presentation of their research project. In studios and workshops during fall and winter quarters students can expect to learn audio recording, digital photography, drawing with color pastels, ethnographic fieldwork, mindfulness practices (yoga, meditation), creative non-fiction writing, blogging and public speaking. During spring quarter students will have the opportunity to integrate individual and peer-group projects into a core all-program curriculum. That is, in addition to the 8-credit all-program activities of seminar, lecture, visiting artists' lecture and film series, a retreat week, and related assignments (e.g., weekly seminar response essays, a theory as evocative object chapter, a mindmap and 3D triptych, and mid-term and final reflective and evaluative writing), each student will design an in-program individual or peer group project for 8 credits. These projects may include (but are not limited to) the curation and/or installation of an exhibition or collection, an internship, a studio-based artistic or technical practice, community-based learning in support of Paddle to Squaxin 2012 ( ; ), or a field-based museum-related study. Partially funded by TESC's Noosphere Award, week 7 retreat week activities will include a range of contemplative practices: 5 rhythm dance; yoga nidra; lectures with Seattle University philosopher and Zen priest, Dr. Jason Wirth; and a retreat day at SU's St. Ignatius Chapel. Students will document their individual or peer-based learning and create a multi-media presentation for week 10.	art history, art, cultural studies, writing, anthropology, feminist theory and contemplative education.	Lara Evans Sarah Williams	Mon Tue Tue Tue Wed Wed Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Orthodoxies and Apostasies: Judaism, Christianity, Islam Richard Benton community studies cultural studies literature philosophy religious studies	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			For two thousand years Jews and Christians agree on some issues and disagree on others. For 1300 years, Muslims have entered into this discussion. What issues do these monotheistic religions agree on? What do they differ about? How do they identify the “orthodox” believer of their own faith, in contrast to the “unbeliever” of another faith? In this program, we will ask the following questions: What makes someone Jewish? Christian? Muslim? How have they interacted? Often these religions ask the same questions; their answers separate them from each other.Each religion depends on writing as the divine expression of belief. Jews depend on Written Torah and Oral Torah. Christians hold the Written Torah, or Old Testament, as inspired, as well as the New Testament. Muslims proclaim the superior status of the Qur’an, while the Bible (Torah and Gospel) lie subordinate to it. Yet all of these writings refer to the other works. Moreover, each religion has produced a body of interpretation. Jews read Midrash, Christians, commentaries, and Muslims, the Hadith. These interpretations further develop the lines that distinguish the community of “true believers” from the “unbelievers” or “apostates.”We will read and interpret the above sacred texts and their interpretations to develop literary and philosophical sensitivities. These texts lie at the basis of all the religious thought of these groups. Knowledge of and ability to interpret sacred texts provide the foundation of grasping the interactions of later periods. Students will also acquire knowledge and develop appreciation for how individuals understand their historical circumstances. We will read secondary literature that describes religious life in various historical contexts. Each student will develop a research project in which they learn how to interpret a religious text from the inside—from the point of view of the text—and learn how to distinguish text from personal interpretation.		Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Orthodoxies and Apostasies: Judaism, Christianity, Islam Richard Benton community studies cultural studies literature philosophy religious studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This is a repeat of the winter quarter program; students who took in winter may not enroll in this program.For two thousand years Jews and Christians agree on some issues and disagree on others. For 1300 years, Muslims have entered into this discussion. What issues do these monotheistic religions agree on? What do they differ about? How do they identify the “orthodox” believer of their own faith, in contrast to the “unbeliever” of another faith? In this program, we will ask the following questions: What makes someone Jewish? Christian? Muslim? How have they interacted? Often these religions ask the same questions; their answers separate them from each other.Each religion depends on writing as the divine expression of belief. Jews depend on Written Torah and Oral Torah. Christians hold the Written Torah, or Old Testament, as inspired, as well as the New Testament. Muslims proclaim the superior status of the Qur’an, while the Bible (Torah and Gospel) lie subordinate to it. Yet all of these writings refer to the other works. Moreover, each religion has produced a body of interpretation. Jews read Midrash, Christians, commentaries, and Muslims, the Hadith. These interpretations further develop the lines that distinguish the community of “true believers” from the “unbelievers” or “apostates.”We will read and interpret the above sacred texts and their interpretations to develop literary and philosophical sensitivities. These texts lie at the basis of all the religious thought of these groups. Knowledge of and ability to interpret sacred texts provide the foundation of grasping the interactions of later periods. Students will also acquire knowledge and develop appreciation for how individuals understand their historical circumstances. We will read secondary literature that describes religious life in various historical contexts. Each student will develop a research project in which they learn how to interpret a religious text from the inside—from the point of view of the text—and learn how to distinguish text from personal interpretation.		Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Political Economy and Social Movements: Local, National and Global Transformations Anthony Zaragoza and Jeanne Hahn African American studies American studies agriculture community studies cultural studies economics education gender and women's studies geography history international studies law and government policy law and public policy political economy political science	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			The world is undergoing profound change at the global, state and local levels. This program will introduce students to the major political-economic concepts and historical developments necessary for a deep and usable understanding of these changes. It is intended to provide a foundation for advanced work in political economy and the social sciences as well as enable students to become effective citizens and social agents. We will examine the historical construction and interrelated nature of the U.S. political economy, including its place in the larger world system and its operation at the local level. We will also consider the role social movements have played and examine possibilities for social justice, self-determination and equality.The nature, development and concrete workings of modern capitalism will be a major focus. This means our study will draw on a range of social science disciplines, including history, political science, economic history, sociology and cultural studies to develop a multidisciplinary, multilevel understanding of the concepts, historical periods and social movements which will form our curriculum.In fall, we will study the U.S. political-economic trajectory from the early national period to the current manifestation, neoliberalism. There will be a particular focus on key events, processes and periods such as migrations, social movements, economic crises, privatization, and industrialization, deindustrialization and automation. Throughout we will attempt to include a global and local context. Our studies of transformation will examine the relationship between building movement (ongoing changing conditions) and movement building (responses to these conditions) and constructions of race, class and gender relations in the context of these transformations.The winter will continue to focus on the interrelationships among the globalization process, the U.S. political economy, and changes at the local level. We will study the causes and consequences of the deepening globalization and technologizing of capital and its effects on daily lives. We will pay attention to the human consequences of imperialist globalization and resistance to it. Beginning in the fall but focused in the winter students will engage in a research project in which they examine the political economy of their own hometowns over the last several decades.Films will be shown throughout the program. There will be a substantial amount of reading in a variety of genres, which will be discussed in seminars. Workshops and role-playing exercises in economics, globalization, writing and organizing for social change will be used. Students will write a series of analytical essays, and learn about popular education, participatory research, and academic methodologies.	education, labor, community and global justice, social services, history, law, nonprofit work, political economy and informed civic participation.	Anthony Zaragoza Jeanne Hahn		Sophomore SO Junior JR Senior SR	Fall	Fall
Preparing for Study Abroad Chris Ciancetta cultural studies	Course	FR–SRFreshmen - Senior	2	02	Day		W 12Winter			This course is designed to acquaint students with cultural adjustment theory, cross-cultural communication, and analytical journal writing prior to study abroad. Students explore the meaning of culture, examine our own cultural assumptions, learn effective methods for gathering information in a different culture, and consider the challenges associated with the cultural adjustment process. Course work culminates with constructing and presenting a plan for project work abroad.		Chris Ciancetta	Tue Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Queer Genders; Query and Theory Talcott Broadhead cultural studies gender and women's studies queer studies sociology	Program	SO–SRSophomore - Senior	8	08	Day and Evening				Su 12Summer Full	In this Transgender Studies, trans* and queer-affirmative course we will examine current voices and theories on gender identity and gender difference from queer and transgender perspectives. We will investigate how gender is defined, interpreted, and distinguished all around us. We will critically explore contemporary theoretical and cultural works and consider how they inform and challenge our understanding of sex, gender, sexuality, and the body. Noticing the tensions as well as convergence between transgender, queer, and feminist perspectives, we will explore how these different communities may engage with each other and build productive alliances.This course will investigate the legal restrictions, systems of oppression, and administrative violence that informs the systematic disenfranchisement and pathologization of trans* identities. We will consider voices and movements that promote informed consent access to trans* healthcare, transformative justice and radical social transformation.As most of the theoretical and historical writings that we will explore are by North American authors, we will examine the limitations of these pieces across intersecting identities. The course will also be informed by film, music, and guest lectures by various trans, queer, and feminist authors, activists, and allies. Course discussions may center on representation and self-presentation, silence and voice, transgender/gender non conforming history, feminist theory, visibility, invisibility, empowerment, ally-ship, and anti-oppression work. Together we will engage in un-learning the binary and work to define and shift the behaviors that have created a climate of systematic gender injustice.	social work, social services, counseling, advocacy, health-related services	Talcott Broadhead	Tue Wed	Sophomore SO Junior JR Senior SR	Summer	Summer
Radically Local Quests: The In of Outdoor Education Sarah Williams consciousness studies cultural studies outdoor leadership and education writing	Program	FR–SRFreshmen - Senior	8	08	Evening				Su 12Summer Session I	Global environmental and social challenges call for radical adjustments to our industrialized way of life. This program is about having local outdoor adventures and then writing their interior geographies within cosmic context. As Gary Snyder put it, "I want to talk about place as an experience." Using program guest Kurt Hoelting's book as a core text, , students will create their own quests (and essays), with The Evergreen State College as a center, exploring widening bioregional circles on foot, by bicycle and sea kayak. Students wishing to extend their quests, their writing, or their community-based service learning into second session for additional credit may do so by developing individual learning contracts.		Sarah Williams	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Re-Interpreting Liberation: Third World Movements and Migration Therese Saliba, Alice Nelson and Savvina Chowdhury cultural studies economics gender and women's studies history literature Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		For centuries, shouts of liberation have echoed through the streets, from Kolkata, India, to Caracas, Venezuela. Today, new movements are afoot, inviting us to re-visit the question, "What does independence mean in the cultural, historical, political and economic context of the global South?" Third World liberation movements that arose in the aftermath of World War II did so not only as organized resistance to colonial forms of oppression and domination, but also as attempts to reconceptualize an alternative, anti-imperial and anti-racist world view. While gaining some measure of political independence, nations such as India, Egypt, Algeria, Mexico and Nicaragua found that they remained enmeshed in neo-colonial relations of exploitation vis-à-vis the former colonial masters. Their post-colonial experience with nation-building bears witness to the actuality that political liberation remains inseparable from economic independence.Through the disciplinary lenses of literature, cultural studies, political economy and feminist theory, this program will explore how various ideas of liberation (sometimes complementary, sometimes contradictory) have emerged and changed over time, in the contexts of Latin America, the Middle East and the Indian subcontinent. We will explore religious, national, gender, ethnic and cultural identities that shape narratives of liberation through the discourses of colonialism, neocolonialism, religious traditions and other mythic constructions of the past. We will examine how deep structural inequalities have produced the occupation and partitioning of land, and migrations, both forced and "chosen."With emphasis on a variety of texts, we will examine the ways in which authors revisit their histories of European and U.S. colonialism and imperialism, question the ways stories have been written, and seek to tell another story, re-interpreting liberation. In fall, we will explore several historical models of liberation and critique dominant representations of Third World nations. We will focus especially on India's path to independence, the Algerian and Cuban revolutions, Egypt/Arab Nationalism, the Chilean Road to Socialism, and connect resistance in Chile under Pinochet to Lebanon in the 1980s. In winter, we will move forward chronologically, and our cases will include: Iran and Nicaragua in the late 1970s and 1980s (with emphasis on theologies of liberation and the Iran-Contra affair), the Palestinian/Israeli conflict, the indigenous, post-nationalist resistance movements in Chiapas and India, the state-led Bolivarian Revolution in Venezuela, the Green Movement in Iran today, and opposition to U.S.-led wars in Afghanistan and Iraq. We will look at feminist involvement in each of these contexts, as well as the role of U.S. foreign and economic policy in suppressing liberatory movements.In spring quarter, we will focus on migration as a legacy of colonial relations, now reconstituted through neoliberal structural adjustment, combined with heightened militarization and corporate control. We will examine the day-to-day realities of dislocation through the literature of various diasporas, and the quest for community, sovereignty and economic security in the post 9-11 era.One aspect of this program includes participation in the campus Spring Symposium, "The Occupy Movement: Uprisings at Home and Abroad" to be held Thursday evenings 6-9pm.	education, international studies, community advocacy and foreign service.	Therese Saliba Alice Nelson Savvina Chowdhury		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Removing Barriers, Bridging Gaps Artee Young, Frances Solomon, Arlen Speights, Barbara Laners, Erin Ceragioli, Dorothy Anderson, Peter Bacho, Lin Nelson, Tyrus Smith, Gilda Sheppard and Paul McCreary communications community studies cultural studies education law and government policy law and public policy leadership studies media arts	Program	JR–SRJunior - Senior	16	16	Day and Evening	F 11 Fall	W 12Winter	S 12Spring		This year's program is designed to help students discover new understandings of leadership and the various issues associated with effective leadership. We will focus on individual and community capacity building and the role that humanities, social sciences, mathematics, science, media and technological illiteracies play in informing our understandings of the world around us. A major emphasis of this program will be the examination of internal and external factors that influence one's ability to access, overcome and excel in spite of personal and institutional barriers. The expectation is that students will be able to demonstrate understanding, action and leadership in their areas of interest. This program takes a holistic approach to systemic change at the community level. For example, one area we will address is that of math, science and writing phobia. Communities need citizens who can advocate for their children, parents who can navigate and understand the law and caregivers and teachers who can assist our youth in understanding subject matter presented to them in the classrooms. Evergreen students who anticipate careers in education will be provided with a solid grounding in the humanities, science and math. This grounding will allow them to obtain endorsements for further studies in education and prerequisites for graduate school. Students will also have an opportunity to work with an award winning and nationally recognized after school youth program. During quarter, students will study historical notions of leadership, leadership theories, leadership styles and contemporary views of leaders and followers. Students will also focus on their personal experiences and the world around them in order to understand those inner and external factors that have limited or encouraged them to achieve, take on leadership roles and civic engagement. During quarter, based upon work done in the fall, students will identify, develop and explore models of educational leadership that have led to capacity building and systemic change. Students will enhance their knowledge of contemporary leadership theory and work actively toward the application of leadership principles through collaborative research projects. In quarter, students will bridge the gap between theory and practice. To that end, they will utilize a variety of expansive methods, from writing to media, in order to demonstrate and communicate their perceptions and findings to a wider audience. Students will present their collaborative research projects publicly. The information presented will be directed toward benefiting individual and community capacity as well as communicating a wider understanding of their findings to enhance their own lives, the lives of those in their community, and the world that we all share.	community development, organizational development, law and public policy, education, social and human services, public administration, communication and media arts, environmental studies and public health.	Artee Young Frances Solomon Arlen Speights Barbara Laners Erin Ceragioli Dorothy Anderson Peter Bacho Lin Nelson Tyrus Smith Gilda Sheppard Paul McCreary	Mon Tue Wed Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Roots of China: Culture, Art and Poetics Andrew Buchman, Wenhong Wang, Rose Jang and Mingxia Li cultural studies history language studies literature music study abroad theater Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		We'll study Chinese history, poetry, visual art, theatre and music in fall and winter, then spend an optional month at the National Academy of Chinese Theatre Arts in Beijing in the spring. Extra financial aid is available for this study abroad program for qualified students. We'll study Chinese civilization from ancient to contemporary times, comparing it with Western cultural models. As Ai Weiwei's case demonstrates, artists continue to be agents of social change in Chinese society today. We'll look at artists' lives as well as their work throughout China's history. To appreciate the central Chinese artistic tradition of depictions of and meditations on nature, we'll study the natural history of China, a country the size of the U.S. with remaining wilderness, despite its large population and burgeoning economy.Workshops on mythology, poetry, folk songs, martial arts, theatrical movement, ritual and secular music, and calligraphy will bring cultural legacies alive for us. In lively, interactive Chinese language lessons, students will create new works of poetry, music, and theatre inspired by Chinese model. We will study Chinese language in order to approach the Chinese world, since, as Heidegger put it, it is from language that "we receive the soundness of our roots" – that is, become intimate with the linguistic idioms, shapes, and sounds that color Chinese culture. Students will study language at their own levels and their own pace, as part of a holistic, supportive, inspiring curriculum.Although there are no prerequisites in performance, arts, Chinese language or aesthetics, interests or previous study in any of these fields will be useful. Expect plenty of reading and writing, creative workshops featuring small group work, and independent research and creative projects that will increase in size as the year progresses. Students will have ample opportunities to develop their individual artistic and academic interests.During fall quarter, we will survey the poetry and art of pre-modern China, from ancient texts and excavated musical instruments to recurrent images in Chinese folklore. We'll address the mythological and philosophical subtexts of these works as well, such as aspect of gender and class. We'll focus on works that continue to be enacted and reinterpreted by contemporary poets, performers and artists. We'll examine vital controversies around competing approaches to the tradition.Winter quarter will take us into the modern era. We will study important writers, poets, musicians, performers, visual artists and filmmakers from the late 19th and 20th centuries, including some from the Chinese global diaspora who helped to create and shape a new vision of China as a republic. We will analyze how processes of cultural transformation and modernization within the last century are reflected in departures, in content and form, from classical models and traditions. Students will finish a research paper and teach the rest of the program what they've learned through individual or group presentations.In spring quarter, we'll get to know some prominent contemporary Chinese artists and literary figures, and explore the blossoming artistic scenes in many Chinese cities. During the second half of the quarter, interested students will have the opportunity to go to Beijing to study Chinese language and culture first-hand. These students will also study and practice the beauty of Chinese theatre arts with professional teachers in small, intimate workshops. Students who elect not to study abroad will pursue a major research project, and/or ethnographic fieldwork in an Asian community in the United States, and/or pursue internship opportunities. Update on Scholarships for Study in China: Students who receive the Federal Pell Grant should apply for a Gilman Scholarship by the October 4, 2011 deadline. For more information, go to "http://www.iie.org/en/Programs/Gilman-Scholarship-Program", or contact Michael Clifthorne on campus at 360-867-6421.	Chinese-American joint ventures, arts-related fields, English teaching in Asia, travel and tourism, and cultural studies.	Andrew Buchman Wenhong Wang Rose Jang Mingxia Li		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Ruins Eric Stein and Julia Zay anthropology art history cultural studies history media studies writing	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		While the ruin can be a figure of antiquity, decay, or catastrophe, it can also function as oracle, canvas, and home. In this program, we will explore both the disordering and productive forces of ruins in our built environment, with particular attention to the ways that they become contested sites for the ownership of memory and history. We will also explore the ruin as a liminal space, not entirely present and not entirely absent, and often reclaimed by marginal cultures.What do the use and neglect of ruined sites and spaces tell us about our relationship to the events and forces that produced the ruin? How can we use the ruin as a crucible in which to invent a theory of the future?Taking an interdisciplinary approach that draws from urban studies, geography, art history and theory, critical theory, cultural studies, political economy and history, our inquiry will center on case studies that allow us to explore the contingencies underlying the material and cultural production of ruins. Along the way we will hone a reflexive awareness of our own potentially voyeuristic impulses as we position ourselves in an inquiry into ruins.We will consider the colonial and touristic romanticization of ancient ruins in Java and Cambodia, the memorialization of physical sites of catastrophe in post-WWII Poland and Germany, the working class emergence of punk subculture out of the economic decay of Thatcher's England, the segregation and collapse of Detroit and New York City in the 1970s, and the dislocations of post-Katrina New Orleans.These case studies will inform our own fieldwork on ruins. Students will develop research skills using photographic documentation, ethnographic writing, and archival studies with the goal of completing a substantial inquiry into a local site of ruin. In addition to readings and films, we will travel to museums, archives, and urban centers to investigate the material histories of contemporary ruins.		Eric Stein Julia Zay		Sophomore SO Junior JR Senior SR	Spring	Spring
Salish Sea and the Pacific Northwest: Lives and Landscapes Nancy Anderson, Frances V. Rains and John Baldridge Native American studies cultural studies ecology environmental studies geography health natural history	Program	FR–SRFreshmen - Senior	8, 12, 16	08 12 16	Day and Evening	F 11 Fall				How much do you really know about the Salish Sea/Puget Sound region, its peoples, its landscapes, and its natural inhabitants? Come join us as we explore the intersection of place, culture, and health and how these factors reflect inequity in access to—and degradation of—resources in and around the Salish Sea. Central elements of this thematically based program will include the history of colonization and decolonization of Native peoples of the Salish Sea that accompanied European settlement, Indigenous rights, a critique of current policies and practices that have not promoted the achievement of social or health equity, the effect of industrialization on the health of the Salish Sea and non-human life forms, and the public health policies that may intervene to improve overall health and wellness in the surrounding communities. Both quarters will examine these themes through multiple lenses including political ecology, political economy, public health, and Native Studies. Our readings will include current case studies, empirical research, and counter-narratives.The learning community will work on understanding the consequences of privilege on an individual basis—how our individual behavior contributes to environmental degradation and social injustice, specifically the attempted genocide of Native Peoples. Students will learn about the fundamental relationships between our focus themes, as well as strategies that may more successfully address social justice and environmental issues. Learning will take place through writing, readings, seminars, lectures, films, art, and guest speakers. Students will improve their research skills through document review, observations, critical analysis, and 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 with proposals that aim to improve community health, the sustainability of the Salish Sea, and for Native Communities many of whom have lived at its edge for thousands of years before European settlement.This program is a combined offering of Evening and Weekend Studies and the full-time, daytime curriculum. All students will meet in the evenings on Tuesdays and Thursdays. Students registering for 12 credits will complete a 4-credit in-program internship (10 hours per week). Students registering for 16 credits will meet in both the afternoons and evenings on Tuesdays and Thursdays.		Nancy Anderson Frances V. Rains John Baldridge	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Slavic and Celtic Folklore: Heroic, Spiritual, Practical Sean Williams and Patricia Krafcik anthropology cultural studies history literature music theater	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This program will explore the folklore of the Slavic and Celtic peoples from epic times to the present in a cross-cultural study of two of Eurasia's oldest ethnic groups. Both groups are dispersed: the Slavic regions across eastern and southeastern Europe and into Eurasia, and the Celtic regions across the islands and peninsulas of the West. Both are renowned for their abundant folklore traditions, which have deep roots in a remote past and have served as a valuable source of inspiration for writers, composers and dramatists from the 19th century through the present. What characteristics do both traditions share? What distinguishes the two cultural traditions? What essential historical, linguistic and spiritual elements permeate the hearts and minds of local people in these regions? What do their folklore practices reveal?We begin the quarter with regional epic narratives and explore the histories and belief systems of the two regions. We follow this foundational work with an exploration of folklore practices (customs, rituals, beliefs), examine 19th-century cultural nationalist movements in music and literature, and conclude with how it all plays out in contemporary life, both rural and urban. This program may serve as a springboard for further study of the Celtic and Slavic peoples, of folklore, and of the material elements of culture.Each week includes lectures, films, seminars, and possible workshops, collaborative presentations, and guest performers or presenters. Students will be expected to write short essays, as requested, and to complete a significant essay at the end of the quarter that examines the role, use and appropriation of folklore materials in a particular Slavic or Celtic region.	folklore, anthropology, ethnomusicology, history and literature.	Sean Williams Patricia Krafcik	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Slicing Life: Crafting the Narrative Memoir Eddy Brown cultural studies literature writing	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	Through writing exercises, informal reader responses to published literature, workshops, and seminars on selected readings, students will be guided toward improving their writing and storytelling skills and gaining a deeper understanding of narrative nonfiction and the short story. Participants will develop practical, transferrable knowledge of literary genres, writing as a craft and process, and story analysis. Overall, students will be directed toward becoming more capable and confident readers and writers and more self-aware individuals. The major project for the course will be a 10-15 page narrative memoir.		Eddy Brown	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Student-Originated Studies: Center for Community-Based Learning and Action Stephanie Kozick architecture community studies cultural studies education environmental studies field studies health history media arts outdoor leadership and education psychology sociology sustainability studies	SOS	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			This SOS is intended for: individual students who have designed a learning project focused on community development; groups of students interested in working together on a community based project; and students who have an interest in working as an intern in a community agency, organization, or school setting. Interested students should attend the Academic Fair on to meet the faculty, Stephanie Kozick and the Director of the Center of Community Based Learning and Action, Ellen Shortt Sanchez. Stephanie Kozick can also be contacted through her e-mail ( ). Project proposal form can be obtained at the Academic Fair, or an electronic copy found at . Student Originated Studies (S.O.S.): Community Based Learning and Action is a component of Evergreen's Center for Community Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this S.O.S. offers the opportunity for goal oriented, responsible, and self-motivated students to design a project, research study, or community internship or apprenticeship that furthers their understanding of the concept of “community.” The range of academic and community work in the program includes: working with one or several community members to learn about a special line of work or skill that enriches the community as a whole— elders, mentors , artists, teachers, skilled laborers, community organizers all contribute uniquely to the broader community; working in an official capacity as an intern with defined duties at a community agency, organization, or school; or designing a community action plan aimed at problem solving particular community needs. Prior to the beginning of winter quarter, interested students or student groups must have a draft plan in place. Projects will then be further developed with input from the faculty. Students will meet in a weekly seminar setting to share progress reports, discuss the larger context of their projects in terms of community asset building and wellbeing, and discuss readings selected by program students that illuminate the essence of their projects. Small interest groups will meet with the faculty to discuss issues related to their group projects.		Stephanie Kozick		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Student-Originated Studies: Performing Arts Kabby Mitchell cultural studies dance media arts media studies music theater visual arts	SOS	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			This is an opportunity for well-prepared students to do authentic, significant, independent work in dance, theatre, music or film production. Students enrolling in this program should have one or more potential project ideas before the start of fall quarter. Please contact the faculty with any questions regarding your specific ideas. Participants will meet weekly to discuss their projects and to collaboratively work in small groups. Students will be expected to give progress updates, outline challenges, and share ideas for increasing the quality of the work that they are doing throughout the quarter. Specific descriptions of learning goals and activities will be developed individually between the student and faculty to insure quality work. At the end of the quarter students will present their projects to their peers in the most suitable manner for their particular project.	performance art, dance, theater, music, and cultural studies.	Kabby Mitchell	Wed Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Student-Originated Studies: Public Policy in Washington State Cheri Lucas-Jennings business and management communications community studies cultural studies economics field studies government health law and government policy law and public policy leadership studies media studies sociology sustainability studies Signature Required: Spring	SOS	JR–SRJunior - Senior	16	16	Day			S 12Spring		This program is designed to support students interested in internships with public agencies or non-governmental organizations (NGOs) involved in public policy issues. Internship possibilities include but are not limited to: Department of Natural Resources, Department of Transportation, Department of Ecology, City of Olympia, a Water Resources agency or a Growth Management Board. There are also numerous local NGOs (e.g. Capital Land Trust, various fisheries commissions) that are focused on a variety of public policy.In addition to internship work, students will complete an extensive independent research project focused on a public issue that is related to the internship work. Research topics could include public policy, environmental, land-use, health, education, welfare or other similar issues issues. Program work will include weekly meetings, peer-review groups, research, writing and presentation of the final paper. Final research papers will also be distributed to the relevant organizations or agencies.		Cheri Lucas-Jennings		Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Travel-Based Projects Ariel Goldberger consciousness studies cultural studies field studies gender and women's studies geography international studies language studies queer studies sociology theater writing Signature Required: Fall	SOS	SO–SRSophomore - Senior	16	16	Day and Weekend	F 11 Fall				This is a program for students seriously interested in study-related or research projects involving an individually designed journey or travel. There is a long and revered tradition of humans embarking on journeys for the purpose of learning to develop self-awareness, get to know the world outside of what is familiar, engage in a spiritual quest, or expand the student's sense of what is possible. Travel has been a powerful academic, experiential and research component in the life of many scholars, artists, writers, mystics and scientists. For thousands of years, humans have developed intercultural awareness, valuable communication skills, resourcefulness, spiritual awareness, cultural understanding, and a sense of the relativity of their personal views by engaging in it. Travel can be deeply transformative. This program is an educational offering designed for self-directed students who desire to benefit from engaging in educational travel as part of their learning at Evergreen. Students interested in registering must have a project in mind that requires travel as a central component of their learning. Individual projects should involve or prepare for some form of travel for the purpose of learning, research, interdisciplinary studies, writing, volunteering, learning languages, studying historical events at their source, studying spiritual quests, understanding or studying other cultures, learning about a culturally relevant artifact or artistic expression at its source, developing a career in the leisure or tourism industry, or any combination thereof. Serious, self-directed and responsible students are encouraged to register. Students will spend the first one or two weeks finishing intensive preparatory research on their specific destinations, to acquaint themselves with the historical and cultural context of their place of destination, understand cultural norms, and study any relevant legal issues. Participants will prepare plans to be ready for emergencies or eventualities as well, since students will be responsible for making all necessary arrangements for their travel, room and board, as well as budgeting for individual expenses related to their projects. Once the initial preparation is completed, participants in the program will embark on their travel-related practicum or project, and report regularly to the faculty using a procedure negotiated in advance. Participants will be required to document their experience effectively in order to produce a final report. Participants will return to Olympia by week 10 to present the final report of their experience and project to the class at the Olympia campus, unless specifically arranged in advance with the faculty by week two. Please Note: This program is a Study Abroad academic offering. Those students who have demonstrated academic progress and who have projects that take more than a quarter are advised to negotiate an ILC with Ariel Goldberger to accommodate their learning needs.	the humanities, consciousness studies, cultural studies, arts, social sciences, and the leisure and tourism industry.	Ariel Goldberger		Sophomore SO Junior JR Senior SR	Fall	Fall
Suburban Nation? Sarah Ryan and Nancy Parkes community studies cultural studies environmental studies history law and public policy literature sustainability studies	Program	FR–SRFreshmen - Senior	8, 12, 16	08 12 16	Evening and Weekend	F 11 Fall	W 12Winter			Is the United States a “suburban nation?” Why do we have a unique pattern of urban/suburban development that contrasts with that of other nations? What do we need to know, and what do we need to do, in order to create more sustainable, equitable, and livable communities? This program will look critically at historical, sociological, and environmental aspects of suburbs, including the role of the federal government and financial institutions in structuring our landscape and living environments. Our work during both quarters will be centered in the historical study of suburbanization. During fall, we will look at the critique New Urbanists make of the configuration of suburban space and evaluate local areas as examples of problems or solutions. We will also acquaint ourselves with quantitative analysis through evaluating the story that census data tells. During winter, our focus will move toward the way suburbia is reflected in literature and film, and how this shapes us individually and collectively. During both quarters, students will continually have opportunities to consider proposed solutions as suburbs shift and change that will better meet challenges for housing, social equality, and both social and ecological sustainability. Our goals include an immersion in the historical roots of policies that resulted in suburbanization and an examination of the economics, class, race, and gender systems that underlie many urban/suburban problems. We will strive to understand how current suburban configurations shape popular culture, political power bases, transportation policies, ecological consequences, families, and educational opportunities. We will investigate successful alternatives to current suburban developmental norms and consider obstacles that inhibit individuals and communities from adopting more sustainable and socially just practices. We will examine whether suburbs establish islands of privilege that reject urban complexity and diversity and whether the laws and policies encouraging home ownership still meet the needs of individuals and communities. Our program will include a rich mixture of readings, interactive workshops, and lectures by both faculty and guests as well as opportunities to explore suburbanization in our own and nearby communities. Students will also have opportunities to strengthen their research, collaborative, and writing skills. Students registering for 12 credits will take on an individual project, connected to a group study of a specific suburban community, that will involve substantial historical, sociological, or geographical research, writing, and an interactive presentation. 12-credit students should expect to spend an additional 10 hours per week on this work. Students registered for 12 credits will also meet Mondays from 6-8 p.m.Students registering for 16 credits must have at least 20 daytime hours per week available to devote to an internship in land use planning or community development, in addition to the 20 hours per week for required for class and study time. The faculty have arranged some internships with local municipal government bodies that require references, referrals, and conferences with sponsors. Students are also welcome to arrange their own 20-hour internships in planning and community development in collaboration with faculty. Faculty signature is required for this registration option; please contact the faculty if you are interested or would like more information.	history, literature, environmental studies, planning, government, public policy	Sarah Ryan Nancy Parkes	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Summer in the City Stephanie Kozick community studies cultural studies field studies sociology writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	is an academic, travel-based study of life and the arts in urban settings. This 5-week program begins with an on-campus week of introduction to urban studies and travel field study planning, followed by a three week field study in a city chosen by each individual student according to his or her academic aims and financial means. The final week on campus will be devoted to field study reflection writing and formal student field study presentations. Field study options include, among others, architecture, the arts, business, city planning, housing, transportation, environmental concerns, and city writing and literature.		Stephanie Kozick	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Turning Eastward: Explorations in East/West Psychology Ryo Imamura consciousness studies cultural studies philosophy psychology religious studies Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding--our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead, Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology's neglect of the living mind--both in its everyday dynamics and its larger possibilities--has led to a tremendous upsurge of interest in the ancient wisdom of Asia, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation. In contrast to Western psychology, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness. Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, in fall quarter we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. In winter quarter, we will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought--the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns.	psychology, counseling, social work, education, Asian-American studies, Asian studies and religious studies.	Ryo Imamura	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Washington State Legislative Internships Cheri Lucas-Jennings American studies Native American studies business and management communications community studies cultural studies field studies gender and women's studies government law and government policy law and public policy leadership studies philosophy political science sociology sustainability studies Signature Required: Winter	SOS	JR–SRJunior - Senior	16	16	Day and Evening		W 12Winter			This program will explore the broad conditions that shape legislation; it 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 and political responses to wicked social dilemmas facing our state. Students apply to become interns for the 2012 Washington State Legislative session in the fall. Those who are selected work a regular, full week with the legislative office they are assigned to in the winter. Evergreen students also participate in a bi-weekly Seminar with focus on select readings and themes. Journal writings in response to these readings, discussion and experience in the 2012 session are a critically important feature. This is an upper division internship with a possible 16 credits to be earned, when combined with academic reflection and analysis on your work in the legislature. To receive full credit, each student intern will write about the challenges, learning and implications of this work. Students will also be making public presentations about their learning at the end of the session and participate in workshops with larger intern groups from throughout the state. Focused writings submitted to the faculty sponsor on a regular basis will be reflective, analytic and make use of appropriate legislative data bases and all relevant references. Students will develop and submit a portfolio of all materials related to their work as legislative interns and receive evaluation both from their campus sponsor and a legislative supervisor at the capitol.		Cheri Lucas-Jennings	Wed	Junior JR Senior SR	Winter	Winter
Writing American Cultures Samuel Schrager, Chico Herbison and Nancy Koppelman American studies anthropology community studies cultural studies history literature sociology writing Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		These words of Ralph Ellison's are the starting point for our inquiry. This program will explore diversity and unity in the United States through outstanding narratives by artists and scholars who, like Ellison, capture distinctive characteristics of the hybridity endemic to American experience. Students will use these studies to take their own fresh looks at American life and to become adept practitioners of the writer's craft.The program involves close reading of literary, historical, and anthropological-sociological texts, and attention to traditions of story, music, film and humor. We will consider a range of group experiences-African American, Asian American, Jewish, working-class, place-based, queer, female, youth, differently-abled, and others. We will focus on understanding dynamics between historical pressures and legacies, and present realities and aspirations. How, we will ask, have race relations, immigrant experiences, and family life both expressed and extended democratic ideals, and both embodied and challenged a wide range of power hierarchies? What are the most compelling stories that this unpredictable culture has produced, and how have they nourished and articulated community? What will be the impact of emergent technologies on the increasingly permeable boundaries between human and machine, "real" and virtual, self and other, particularly for the making of democracy?Fall and the first half of winter will feature intensive practice of writing in non-fiction, imaginative and essay forms. Research methods will also be emphasized: ethnographic fieldwork (ways of listening, looking, and documenting evidence to make truthful stories), and library-based scholarship in history, social science and the arts. From mid-winter to mid-spring, students will undertake a full-time writing and research project on a cultural topic or group in a genre of their choice, locally or elsewhere. These projects are akin to the kinds that students pursue with Individual Learning Contracts; students in Writing American Cultures will undertake them in community, with strong faculty support. The project is an excellent context for senior theses. In the final weeks of spring, students will polish and present their writing in a professional format. Throughout the program, dialogue about our common and individual work will be prized. Among the fiction writers we may read are William Faulkner, Maxine Hong Kingston, Herman Melville, Toni Morrison and Ishmael Reed; essayists Gerald Early, Ralph Waldo Emerson, Albert Murray, Cynthia Ozick and Mark Twain; ethnographers Joan Didion, Zora Neale Hurston, Joseph Mitchell and Ronald Takaki; historians John Hope Franklin, Oscar Handlin and C. Vann Woodward. Films may include , , and Music we'll hear may be by Louis Armstrong, John Coltrane, Bob Dylan, Jimi Hendrix, Billie Holiday, Janis Joplin, and Tupac Shakur. Humor/comedy will be provided by Lenny Bruce, Margaret Cho, Richard Pryor, and others. Students who are serious about becoming capable writers are warmly invited to be part of this program. Those who give their time and energies generously will be rewarded by increasing their mastery as writers, critics and students of American culture and society.	the humanities and social sciences, community service, journalism, law, media and education.	Samuel Schrager Chico Herbison Nancy Koppelman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter

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2011-12 Catalog

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