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Political Science [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Michael Vavrus
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | S 12Spring | This program will explore the origins and manifestations of the contested concept "race." We will investigate the broad question as to how considerations of one's race result in differential social, economic, and political treatment. To do this, we will analyze a racialized history of the United States in relation to dominant discourses of popular culture, science, psychology, health care, law, citizenship, education, and personal/public identity.By making historical connections between European colonialism and the expansion of U.S. political and military dominance in an era of globalization, students will have opportunities to investigate how the bodies of various populations have been racialized. Students will examine related contemporary concepts such as racism, prejudice, discrimination, gender, class, affirmative action, white privilege, and color blindness. Students will consider current research and racialized commentaries that surround debates on genetics vs. culture (i.e., nature vs. nurture).Students will engage race through readings, dialogue in seminars, films, and academic writing that integrate program materials. A goal of the program is for students to recognize contemporary expressions of race by what we hear, see, and read as well as absences and silences that we find. These expressions include contemporary news accounts and popular culture artifacts (e.g., music, television, cinema, magazines). As part of this inquiry, we will examine the presidential candidacy of Barack Obama in relation to discourses on race. As a learning community we will work together to make sense of these expressions and link them to their historical origins. We may also visit local museums to understand how issues of racial identity have been experienced in the Pacific Northwest.Students will also have an opportunity to examine the social formation of their own racial identities through their own personal narratives. Current approaches from social psychology will be foundational in this aspect of the program. Related to this is consideration as to what it can mean to be an anti-racist in a 21st century racialized society. | history, law, sociology, political economy, social work, education and psychology. | Michael Vavrus | Tue Wed Fri | Freshmen FR Sophomore SO | Spring | Spring | |||
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Charles Pailthorp and Matthew Smith
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | Power can be as direct as a blow to the head or as subtle as the lyrics of a song. The dimensions of power, the way it operates in the world to constrain choices and provide opportunities gives shape to our daily lives. This program will examine different ways philosophers and theorists have understood power and assessed how it is deployed in politics and practice.We look forward to close study of works by: Thomas Hobbes, John Locke, Christopher Hill, Karl Marx, Adam Smith, David Harvey, Michel Foucault, Steven Lukes and others.Each student will be expected to gain authority over a controversy currently found in the news. The choice of controversies will be limited to a selection made by the faculty or suggested by a group of students. Each person will conduct their own inquiry into the chosen controversy, but each must find a small group whose members will support one another’s work. A preliminary list of possible areas: homelessness, reproduction, social revolutions, global warming, global economy, diminishing middle-class expectations, immigration, initiative campaigns, campaign finance, land policies, intellectual property and technology, collective bargaining... For others, follow the news. This work will culminate in a 15 pp. essay and a formal presentation of all work that meets a high standard.This program is an excellent choice for students new to Evergreen and for those returning to undergraduate study after a period of work or travel.Faculty will take care to introduce students to collaborative, interdisciplinary work, and research topics will be designed to make sense from a practical, applied perspective. Our understanding of power and how it is deployed will be directed towards the consequences of power in our daily lives and how our choices can help shape these outcomes. | history, philosophy, political science, law, journalism, politics and government, and public policy. | Charles Pailthorp Matthew Smith | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Jose Gomez
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Program | FR–SRFreshmen - Senior | 12 | 12 | Day, Evening and Weekend | Su 12Summer Full | This program will take a critical look at controversial issues in the criminal justice system, including police misconduct and interrogation, mandatory minimum sentencing, decriminalization of medical marijuana and prostitution, needle exchange programs, the insanity defense, children tried as adults, privatization of prisons, and physician-assisted suicide. It will be taught via the Internet through a virtual learning environment (Moodle), a chat room for live webinars, and e-mail. A one-time face-to-face orientation will take place 7:00 to 9:30 pm on Monday, June 25. Contact instructor for alternate arrangements for the orientation. | Jose Gomez | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
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Anthony Zaragoza
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session II | In , we will examine together how crime is defined, who defines it, who is labeled a criminal, and who receives what punishment. We'll discuss meanings of "justice," social justice, and criminal justice. We will address questions about how justice is carried out and how it could be served. We will ask questions like: Why is there a disparity in investigation and incarceration between white-collar and blue-collar criminals? Is economic inequality a crime against democracy? Are environmental catastrophes crimes? Who are the criminals? We will research specific cases. And finally, we will explore the tools needed to indict such "criminals." | Anthony Zaragoza | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Jose Gomez
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Program | JR–SRJunior - Senior | 16 | 16 | Day | S 12Spring | May racists burn crosses to express their supremacist views? May protesters burn flags to express their opposition to government policy? The First Amendment is most vulnerable to erosion when we fail to protect expression that some or many find unpopular, offensive, repugnant, indecent, subversive, unpatriotic, heretical, blasphemous, etc. This program will be a comprehensive and critical examination of the wide range of issues implicated by the protection and censorship of expression.We will use the case method to study every major free speech opinion issued by the courts. This intensive study necessarily focuses on the last 90 years, since it was not until well into the 20th century that the United States Supreme Court began to protect speech from governmental suppression. Our study of controversies will include the new challenges presented by hate speech, government-subsidized art, political campaign spending, and new technologies such as the Internet. Students will be expected to examine critically the formalist free speech paradigms that have evolved and to question the continuing viability of the "free marketplace of ideas" metaphor.Working in legal teams, students will develop appellate briefs on real free speech cases decided recently by the U.S. Court of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Reading for the course will include court opinions, Internet resources, and various books and journal articles on our subject. Study will be rigorous; the principal text will be a law school casebook. | social sciences, constitutional law, education, journalism, public policy, political theory, history and political science. | Jose Gomez | Junior JR Senior SR | Spring | Spring | ||||
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Liza Rognas
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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 | ||||
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Jeanne Hahn
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | history, political economy, political science, secondary education, graduate school, and informed citizenship. | Jeanne Hahn | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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David Shaw and Zoe Van Schyndel
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | This program is designed for junior and senior students who want to build a strong foundation in sustainable business. Students in this program will explore what it means to go beyond the traditional profit-centered approach to business. We will look at the concept of systems thinking and sustainability within an entrepreneurial process, and investigate how this concept is applicable to any discipline of business such as management, marketing and finance. We will look at sustainable entrepreneurs around the world in both the non-profit and for-profit sectors. We will learn from their experiences about opportunities and activities connected to social and environmental topics. This two-quarter program includes students designing, completing and reporting on a very substantial research project that will include conducting several weeks of research, either locally off-campus or anywhere in the U.S. During fall quarter students will build a strong foundation in research methods, finance, entrepreneurship, marketing, sustainability, and management. The final assignment for the fall quarter will be a research proposal for conducting off-campus research about a sustainable business during winter quarter.For winter quarter, students will visit a sustainable business, organization or industry in the U.S. to conduct their research. Students should expect to work eight weeks of the quarter off-campus at the organization and to remain in close virtual communication with the faculty who will be providing weekly feedback. Week 1 will be used to make final preparations for the off campus research and week 10 for presenting preliminary research findings to the class. | sustainability, globalization, international business and trade, entrepreneurship, economic development, competitive advantage of nations and regions, business history, political economy of natural resources, eco-tourism and sustainable agriculture. | David Shaw Zoe Van Schyndel | Junior JR Senior SR | Fall | Fall | |||
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Jeanne Hahn
Signature Required:
Winter
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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 must consult with Jeanne about their proposed projects. The project is then described in an Independent Learning Contract. She will sponsor student research and reading in political economy, U.S. history (especially the "Founding Period"), various topics in globalization, historical capitalism and contemporary India. | political economy, U.S. history (esp. the "Founding Period"), topics on globalization, historical capitalism and contemporary India. | Jeanne Hahn | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Yvonne Peterson, Bill Arney and David Rutledge
Signature Required:
Winter Spring
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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 | |
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Kathy Kelly
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Program | FR–SRFreshmen - Senior | 8 | 08 | Evening and Weekend | Su 12Summer Session I | The purpose of this program is to expand and deepen students' understanding of systems theory, especially living systems. Students will use critical and technical skills, research and field experience, and reflective practices to understand, integrate, and interpret their environment.Following a brief (re-)introduction to systems theory, we will examine the dynamics of the Nisqually watershed that includes the Olympia area. Students will become familiar with efforts for ecosystem protection and restoration and consider the implications of greater systems thinking in public policy-making. We will use an ecological economics framework that identifies nature's services and places an economic value on those services, a tool that is useful for conservation and development planning.The program engages experiential as well as cognitive learning as students participate in exercises to raise awareness of ways of being present in and perceiving the place we live. Students will develop map reading skills and practice journaling in both narrative and field journal styles as a means of recording, reflecting upon, integrating, and presenting knowledge. Readings, coupled with these exercises, will fuel discoveries about how our surroundings shape our thoughts, emotions, and actions.Field trips include a series of visits to sites within the watershed, including sensitive natural areas and places of local historic significance. | Kathy Kelly | Fri Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Lawrence Mosqueda
Signature Required:
Spring
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Program | JR–SRJunior - Senior | 16 | 16 | Day | S 12Spring | "I am not a Marxist." -Karl Marx "The history of all hitherto existing society is the history of class struggles." -Karl Marx "Sit down and read. Educate yourself for the coming conflicts." -Mary Harris (Mother) Jones If one believes the current mass media, one would believe that Marxism is dead and that the "end of history" is upon us. As Mark Twain is reported to have said upon news accounts of his demise, "The reports of my death are greatly exaggerated." The same, of course, is true for Marxist Theory. Few Americans have read more than , if that. Very few "educated" people have a clear understanding of Marx's concept of alienation, the dialectic, historical materialism, or his analysis of labor or revolutionary change. In this course we will examine the development of Marx's thought and Marxist Theory. We will read and discuss some of Marx's early and later writings as well as writings of Lenin and others. We will also explore concrete examples of how "dialectics" and "materialism" can be applied to race and gender issues. At the end of the program, students should have a solid foundation for the further study of Marxist analysis. | social science and law, and education. | Lawrence Mosqueda | Tue Thu | Junior JR Senior SR | Spring | Spring | |||
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Jennifer Gerend and Kristina Ackley
Signature Required:
Spring
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | How have indigenous homelands been eroded by development and how have they endured? In what ways do Native people make urban places their own? Our program will explore the linkages between American cities and Native Americans, framing our discussion around themes of environmental and economic sustainability, social justice and education, and popular culture. Diverse concepts of "native" will be examined involving not only people but also native landscapes and species.We will consider the perceptions, realities, and shared experiences of Native, non-Native, and recent immigrants in American cities, using the lens of history, urban studies, public policy and cultural studies. We will look at alliances in areas such as environmental restoration projects, contemporary art, economic development and local governance.During the fall and winter quarters we will examine the forces that formed the cities of Seattle, Chicago and New York - and how Native life and landscapes changed as a result. Attention will be paid to both immediately apparent and curiously intertwined events and periods in history, such as Native displacement, industrialization, World's Fairs, the rise of urban planning, tourism, and the arts. Changes in the political life of Native groups will be addressed through a study of legislation and legal cases, tribal casinos, land development, environmental justice, and contemporary art. We will question how Native people are portrayed in museum environments, case studies, films, and texts.From mid-winter to mid-spring, the program will continue to deepen its exploration of these issues. Students will engage in their own qualitative work by utilizing case study methodology to carry out a project on an urban area of their choice. Workshops will develop skills in GIS (Geographic Information Systems), demographic analysis using the U.S. census, community development, policy research, film critique, interviewing and oral history. Students will use these skills to become stronger writers and researchers, and importantly, community members. We will require extensive reading and writing on these topics and students will assist in the facilitation of weekly seminars. Guest presenters, documentary films, museum exhibits, and field trips to tribal museums and urban community organizations will support our analysis throughout the year. | the humanities, land use planning, government, community development, law, environmental policy, elementary and secondary education and mass media. | Jennifer Gerend Kristina Ackley | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Matthew Smith
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | As we move into the second decade of the 21st century, environmental issues are in the mainstream. Everything from the food we eat to climate change, from the philosophy of nature to the nature of our communities, from economic policy to our understanding of earth and human history, is being rethought. It wasn't always so. Fifty years ago one would search hard to find mention of these issues in the daily press. Thirty years ago, environmental issues were not understood as demanding systemic economic, philosophical, technological and social transformation. Today that has changed. This program examines that change by looking at nature writing, environmental history and the concept of place. Our goal will be to develop through our conversation, reading and writing a complex understanding of current environmental issues and the forces that will significantly impinge upon our lives in the coming decades.Nature writing deals with the big popular questions such as: what do we mean by nature? How can and should we value nature? How should we organize ourselves in relation to preservation and restoration of the natural world? We will investigate serious, but popular, writers who are using essays, fictions, and creative nonfiction forms to help shape a broad reflection on humans' place in nature. In the first two weeks we will take a quick look backward to Emerson, Thoreau, and Aldo Leopold. Then we will jump forward to read texts and essays by such authors as William Cronon, Donald Worster, T.C. Boyle, Terry Tempest Williams, Patty Limerick, Seamus McGraw, Louis Warren, Michael Pollan, David Abram, David Sackman, John Vaillant and others. Our work together is to explore these authors and others to see how they understand critical issues around place, around human and animal interaction, around the growing recognition of human-driven environmental forces--most notably with respect to water and climate change. Throughout the quarter we will share in leading presentation of materials to the program. We will develop short research essays (8-12 pages) that will draw upon our readings, essays, and library work. We will use two shorter essays to help develop our thoughts about specific aspects of the author's work.Environmental history has established itself as a legitimate piece of the history profession, a significant element in the debate over environmental policy, and a major factor in the simultaneously growing recognition of globalism, regionalism and localism as critical dimensions for understanding environmental phenomena. As environmental history has become more complex, it has challenged history based fundamentally on political units and created a map that provides important underpinning of contemporary popular discussions of place-based work and action, and global concern and policy. We will explore place as a concept that brings together the complexity of the intersection of diverse factors to produce lived experience in human and natural communities.The program offers opportunities for serious conversation, focused research, and reflection on personal and collective understandings of environmental ethics and action. Each student should anticipate becoming the resident expert in the work of at least one of our authors or one major issue. | social sciences and environmental history, literature, public policy and management. | Matthew Smith | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Anthony Zaragoza and Jeanne Hahn
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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 | |||
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Amy Gould
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | Harold Lasswell stated, "politics is about who gets what, when, where, and how." Therefore, we need leaders who can access the underpinnings of politics and the consequences of political ideologies. In the fall, students will learn to be actively engaged in politics by first understanding where politics come from and the myriad of ideologies in practice globally. In the winter, students will focus on how they can hone their own leadership style. We will explore how engagement in politics can test our character regularly. To this end, Bill George stated, "successful leadership takes conscious development and requires being true to your life story." Throughout both quarters, as members of a learning community and society, we will endeavor to excavate the nature of leadership and the relational space of politics via classic and contemporary readings, guest speakers, seminar, debate, lecture, workshops and local field trips. We will seek to understand the dynamics of politics by applying leadership techniques for decision-making through program analyses, policy briefs, and legislative testimony. We will also pursue an understanding of philosophical foundations of Western political thought, the history of the U.S. Constitution and Constitutions of regional Tribal Nations, and concepts of political "otherness." In this pursuit we will define multiple political ideologies internationally and assess the nexus of leadership and politics. Students will have the opportunity to develop leadership skills of active listening, analytical thinking, scholarly dialog, effective communication, and writing for public administrators. | public administration, public service, non-profit management or political office. | Amy Gould | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Lawrence Mosqueda
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | This program focuses on the issue of power in American society. In the analysis we will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and short papers. The analysis will be guided by the following questions, as well as others that may emerge from the discussions: What is meant by the term "power"? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable? In this time of war and economic, social and political crisis, a good deal of the program will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. Please be prepared to work hard and to challenge your and others' previous thinking. | social sciences, law and education. | Lawrence Mosqueda | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||
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Stacey Davis
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SOS | FR–SRFreshmen - Senior | 4, 6, 8 | 04 06 08 | Day | Su 12Summer Session II | Students will work independently, studying the social, political, gender, and intellectual trajectories of the French Revolution from 1789 through the Terror and the Napoleonic Empire. To understand the origins of the Revolution, students will read philosophy and political theory from Enlightenment authors like Voltaire, Rousseau, and Montesquieu. Students will share a reading list in common and have the option to meet periodically for book discussions as a group and with the faculty member. Students enrolled for more than 4 credits will complete a library research paper on one aspect of the Enlightenment or the French Revolution. | Stacey Davis | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
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Trevor Griffey
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session I | This program will study surveillance as a mode of governance by exploring the portrayal of the surveillance state in literature, film, social science literature, and U.S. history from World War I to the War on Terror. The primary work of the program will involve different kinds of close readings of texts. Each week, students will collectively analyze government surveillance documents, watch and discuss a film, and write a review essay on a book they read. The final week of the program will be devoted to student individual or group projects in surveillance studies broadly defined. | Trevor Griffey | Mon Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Steven Niva
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | S 12Spring | This intensive spring quarter program will examine debates over the nature and causes of terrorism, particularly against the United States from the Middle East, and the contending policy options concerning how best to respond to it. The program will focus primarily on debates in the United States since the terror attacks of 9/11 by exploring different theories of terrorism, political violence and counter-terrorism offered by various scholars and military strategists. The program will examine the strategies adopted in the current "war on terror" and in the wars in Iraq and Afghanistan, the history of U.S. foreign policy in the Middle East, the rise of Al-Qaida and Jihadist terrorism and the changing nature of warfare in the 21 st century. To meet the learning goals of this program, students will have to obtain a thorough knowledge of current events; develop a thorough understanding of the history of United States foreign policy in the Middle East; learn how to assess and compare competing theories of terrorism and counter-terrorism strategies; understand the diversity of political, cultural and religious beliefs within the Middle East; engage in critical thinking; and develop informed opinions regarding all of these topics.The program will be organized around a series of texts, exercises and assignments, including several in-class presentations, role-plays and several analytical papers. We will watch films and documentaries to supplement our learning. A serious commitment by students to all of the work within the program is necessary. | politics and public policy, international politics, and Middle East studies. | Steven Niva | Freshmen FR | Spring | Spring | ||||
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Anne Fischel, Yul Gamboa, David Phillips and Peter Bohmer
Signature Required:
Fall
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | Venezuela is spearheading a movement to create alternatives to the neo-liberal model of development and representative democracy championed by the U.S. Venezuela's president, Hugo Chávez, has called for "socialism for the 21st century." This process affects every aspect of Venezuelan life, including health care, media, education, housing, governance, land ownership and agriculture. Venezuela is exploring alternative economic structures, including worker-owned factories, cooperatives, nationalized industries, and regional economic planning and trade. Calling for a "multi-polar world" Venezuela is also creating new alliances to redistribute global power and influence.Our program will learn from and about Venezuela's political and economic transformation. Working with perspectives from political economy, community studies and popular education, we will study and document both national policies and the experiences of ordinary people participating in a popular movement to redistribute power and wealth. We will develop in-depth understanding of efforts to construct a system that meets peoples' needs for food, health, shelter, education, employment and political participation. We will learn about struggles for indigenous rights and racial and gender equality, and consider advantages and contradictions of Venezuela's reliance on oil. Finally, we will study the colonization and neo-colonization of Latin America, and anti-colonial struggles, historically and today. Possible texts include: Galeano's Wilpert's , Harnecker's Martinez, Fox and Farrell's and Freire and Horton's We Questions we will address are: What are the political, economic and environmental implications of Venezuela's model of development? What are its strengths and weaknesses? Is it creating popular participation, power and prosperity? Is this model applicable to other nations? In fall we will study Advanced Beginning or Intermediate Spanish, political economy of Latin America (international political economy, comparative social systems), and Venezuelan history and politics. We will learn about popular education and collaborative approaches to community work. We will study Venezuela's struggle for political and economic independence, culminating in the election of Hugo Chávez. We will also develop documentation skills using writing, video and audio recording.Students will choose a research focus--Venezuelan agriculture, education, the economy, culture, cooperatives, media, gender, youth and health are possible areas. Students will practice video and audio skills by documenting a local organization; this work will be shared with our Venezuelan partners.In winter most of us will go to Venezuela for 8-9 weeks. We'll travel to the states of Lara or Merida to visit organizations and communities, work with cooperatives, community centers and schools, and live with families. There may be opportunities for language exchange or Spanish instruction. Students who don't travel to Venezuela can rejoin the program in spring.In spring we will return to Evergreen to continue our studies of Venezuela and Spanish and develop educational presentations for the community.One project we hope to produce is a documentary video about our experiences.Admission to the winter travel component requires successful completion of all fall quarter work. Students who travel to Venezuela are expected to remain in the program in spring and participate in our collective project of educating our local community. | Latin American studies, community education or organizing, non-governmental or non-profit organization, journalism and media. | Anne Fischel Yul Gamboa David Phillips Peter Bohmer | Tue Wed Fri | Sophomore SO Junior JR Senior SR | Fall | Fall | |
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Cheri Lucas-Jennings
Signature Required:
Winter
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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 | ||||
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Jose Gomez and Michael Vavrus
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | Howard Zinn (1922-2010), arguably more ably and comprehensively than any other historian, documented injustice and dissent as defining features of the United States from its founding to the present. His steadfast commitment to democratic values, justice and equality, along with his assurance that "small acts, when multiplied by millions of people, can quietly become a power no government can suppress," have also inspired countless Americans to protest unjust laws, policies and practices. In this program, we will use Zinn's life and works as a framework to study the centrality of dissent to American democracy and the impact it has had on weaving the nation's social, political and cultural fabric. We will study how ordinary people, from pre-revolutionary America to the present, have stood up to power in order to redeem the Bill of Rights' guarantee of protecting people from the government rather than protecting government from the people. Along with our study of discrimination based on race, ethnicity, religion, gender, class, age, disability and sexual orientation that continues to defy the constitutional promise of equality, we will examine how political dissent, so essential to correcting these inequalities, has been suppressed and criminalized from the 18th century's odious Sedition Act to the 21st century's reactionary U.S.A. Patriot Act. While there will be no clear demarcation of themes between quarters, events of the 18th and 19th centuries will receive our greatest attention in the fall quarter, and events of the 20th and 21st centuries will receive our closest scrutiny in the winter quarter. Program activities will include lectures, workshops, films, seminars, guest presentations, and group and individual projects. | law, education, public policy, political theory, history, and political science. | Jose Gomez Michael Vavrus | Sophomore SO Junior JR Senior SR | Fall | Fall Winter |
