2012-13 Undergraduate Index A-Z

Need help finding the right program? Contact Academic Advising
Tips for Using the Catalog

Cultural Studies [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
The 1960s @ 33 1/3 Chico Herbison American studies cultural studies music writing	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	This course will explore U.S. popular culture of the 1960s through five of the decade’s seminal albums: The Beach Boys’ , James Brown’s , Bob Dylan’s , Jimi Hendrix’s , and . Our texts will include each album’s counterpart from the book series. The final project will be a similar close reading of another 1960s album. Students interested in expanding their final projects into a major piece of music writing—à la the series—can develop individual learning contracts for additional credit during second session.		Chico Herbison	Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Adaptation: Evolutionary Patterns in Biological Space-Time Bret Weinstein anthropology biology botany cultural studies ecology environmental studies natural history zoology	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter					Bret Weinstein		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
African American Literature Artee Young African American studies cultural studies literature	Course	SO–SRSophomore - Senior	16	16	Day		W 13Winter			The goal of the program is to introduce students to a significant canon of American Literature that expands students' understanding of the literary contributions of Americans of African descent. Students will also gain knowledge of various genres contextualized in an historical continuum. The program is grounded in an inquiry based approach and places the development of the literary canon in its evolving historical context. In the face of laws prohibiting African Americans from reading or writing, what was the motivation of early writers of African descent to create stories based on their experiences in the Americas as well as their imaginations? What impact did evolving historical, social and economic circumstances have on the development of African American Literature? What is the current place and direction of the African American literary canon? This program surveys the literary, historical, cultural, aesthetic, religious, social, philosophical and economic dimensions of literature by Americans of African descent. Through a thematic and chronological study of genres, canonical and lesser-known authors, this program explores the dimensions of the Vernacular Tradition and Slave Narratives from the 1760’s to the literary authors of the present. From Sejour to Phillis Wheatley to Toni Morrison to Grandmaster Flash, a bounty of writers, poets, preachers, essayists, and rappers will be included in our journey through a veritable gold mine of African American Literature.In our review of the Vernacular Tradition, themes of freedom, transformation and transcendence will be central to our readings and discussions. As our focus turns to the Reconstruction Period, we will focus on themes presented and influenced by lynching, segregation, migration, and the women’s suffrage movement. Themes in the Harlem Renaissance Period reflect the thoughts of the “New Negro” as well as those writers of African descent who were associated with the Negritude Movement, writers of African descent from around the world. Between the years 1940 and 1960, writers expanded conventional literary boundaries and are best described as moving into a period of Realism, Naturalism and Modernism. This period intersects with the Great Migration when approximately five and half million African Americans migrated from the south to the north, and it is during this time that themes of migration, desegregation and social change abound in the literature. The Period from 1960-1970 has been referred to as The Black Arts Movement, and the literature produced reflects the social movements occurring in this country as well as abroad. The Viet Nam War and various other social upheavals including the civil rights movement, Malcolm X and the Nation of Islam, Black Power and the New Left dominated thematic content in all genres that will be studied in this program. Literature since 1970 has taken a reflective view of past contributions of African American writers and has expanded on the concept of blackness, moving away from a single blackness to ask the question, as McKay and Gates articulate: “What in fact does blackness mean?”In addition to the text, students will also read and include in their discussions material gathered from various online sources as well as handouts that will be distributed in class.The program will include a variety of learning modes: lectures, discussion groups, films and videos, research teams, and production teams. Students will select a theme or author and produce an annotated bibliography to include an introduction of approximately 3 to 5 pages. Moreover, students will be placed in groups to develop and present a reader’s theatre production of an author’s works or a reader’s theatre presentation to include the literature of several authors. This can be a live presentation or a video, or a series of visual arts representations of the student’s work. Book:		Artee Young	Mon Wed Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Afrofuturism Andrew Buchman, Chico Herbison and Joye Hardiman African American studies cultural studies literature music writing	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		Afrofuturism is an emergent literary and cultural aesthetic embraced by artists who have imagined alternative futures, while often grappling with aspects of race, gender and ethnicity. Rone Shavers and Charles Joseph offered a critical working definition of the genre, first named by Mark Dery around 1995, as follows: "Afro-Futurism...combines elements of science fiction, historical fiction, fantasy and magic realism with non-Occidental (non-Western) cosmologies in order to critique not only the present-day dilemmas of people of color, but also to revise, interrogate, and re-examine the historical events of the past." Artists often listed in an emerging Afrofuturist pantheon include authors Samuel R. Delany and Octavia Butler; visual artists Jean-Michel Basquiat and Renée Cox; and musicians Parliament-Funkadelic (including George Clinton and Bootsy Collins), Sun Ra, DJ Spooky (Paul D. Miller), and Janelle Monáe.After laying the groundwork for explorations of the work of these and other artists, we will ask students to help us address these and other avenues for explorations of Afrofuturism, including race and digital culture; the role of technology in cultural formations; notions of Utopia, Dystopia, and the "post-historical" in Afrofuturistic literature; non-Occidental (non-Western) cosmologies and their uses in Afrofuturistic texts; trauma theory and its role in Afrofuturistic literary and cultural production; Afrofuturism's relationship to digital and/or urban music (i.e., drum and bass, garage, hip-hop, house, jungle, neo-soul, funk, dub, techno, trip hop, etc.); Black identity in Western literature, in light of Afrofuturism's general interrogation of identity and identity politics; Afrofuturism and its relation to previous race-based art movements and aesthetics (e.g., the Harlem Renaissance, Black Arts Movement, the New Black Aesthetic, etc.); Black Music as a source of Afrofuturistic discourse and/or liberation; the black superhero as Afrofuturistic rebel, and the black comic book as a "paraliterary" source of contemporary folklore; Afrofuturism from the perspective of film studies and/or video culture; and/or the social and cultural implications of a theory of Afrofuturism.Because the artworks we will be dealing with will be both exciting, provocative and fine, we think that students will find this hard intellectual work deeply rewarding, sometimes in unexpected ways. We expect to learn from students, and to share an intellectual adventure in an emerging, engrossing artistic terrain. While research writing and criticism will be emphasized, students will also be encouraged to pursue optional creative writing and music projects, for possible presentation to the entire program.	the humanities or the arts, especially creative writing and music.	Andrew Buchman Chico Herbison Joye Hardiman		Sophomore SO Junior JR Senior SR	Spring	Spring
America Abroad Stacey Davis, Samuel Schrager and Eric Stein American studies anthropology community studies cultural studies history international studies literature study abroad writing	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		. -Ralph Ellison To educated Europeans around 1800 the new republic called The United States of America was founded on an incredible idea drawn from 18th century Enlightenment discourse: that human beings could govern themselves. The fraught implications of this democratic ideal have played out ever since. They loom large in the promise of a new start that drew 35,000,000 immigrants between the 1840s and the close of unrestricted immigration in the 1920s, and millions more who have continued to come; in the institutions that supported 19th century slavery, 20th century Jim Crow segregation, and subsequent Civil Rights movements; in the aspirations, past and present, of women and other lower-status groups. The meanings of American democracy, contested at home, have also been much scrutinized abroad. While American power has often been feared or resisted, other peoples often invoke or adapt democratic ideals to serve their own needs.This program will explore these complex relationships between the world-in-America and America-in-the-world. How, we will ask, are our identities as Americans shaped by ethnic, religious, gendered, class and place-based experiences--for example, by the cultural hybridizations and the real (and imagined) ties to home cultures endemic in American society? How do diverse Americans wrestle with democratic values in their ordinary lives? We will also consider some of the contemporary manifestations of American presence and power in various locations abroad. Using an anthropological lens, we will reflect on people's often ambivalent readings of tourists and soldiers, American aid organizations and NGOs, Hollywood mediascapes, and American commodities. How, we will ask, ought we to understand American representations of foreign "others" in travel writing, cinema, or museum display, and how have Americans themselves been represented as "others" in relationship to the larger world?Our program will provide strong contexts for students to study and work closely with faculty in the fields of history, anthropology, folklore, literature and creative non-fiction. In the fall and the first half of winter we will focus on in-depth readings of texts and training in the crafts of ethnography, writing and academic research in preparation for major independent research and senior theses. Students will undertake these projects on a topic of their choice, from mid-winter to mid-spring, either in the U.S. or abroad, in ongoing dialogue with peers and faculty. In the last half of spring the program will reconvene to review students' written work in light of the leading issues of our inquiry. There will be three main kinds of research projects. can be conducted locally, or elsewhere, on topics involving cultures, identities, community or place; they will have an emphasis on creative non-fiction writing, and optional opportunity for internships. can explore a historical, art historical, literary, or sociological topic, using primary or secondary resources. will combine service learning with research on an aspect of American culture or on values and practices in another society. Service opportunities include include health, education, youth, agriculture, community development, women's empowerment and human rights. Thailand will be a featured destination, with faculty providing language training and in-country instruction and support. While students can choose any location with faculty approval, there will be additional opportunities for students in Guatemala and Western Europe.		Stacey Davis Samuel Schrager Eric Stein		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
American Indian Sovereignty: Competing Contexts Kristina Ackley and Jose Gomez Native American studies cultural studies law and government policy	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			American Indians have a relationship with the federal government unlike that of any other ethnic or political group in the United States. They have consistently organized at all levels to renew and defend their rights to self-governance and nationhood. In this two-quarter program, we will consider the various ways in which sovereignty has been understood and contested, taking as our broad starting points the competing contexts of Indigenous knowledge systems and the U.S. Constitution.Recognizing that sovereignty must be placed within local, historical, cultural and global contexts, our theoretical readings and discussion will move from nation building in America to Native forms of nationalism, and emphasize the politics of indigeneity in an international context. We will examine the historical background and basic doctrines of federal Indian law, including the history of federal Indian policy, the foundations of tribal sovereignty, and federal roles in Indian affairs. Students will learn about Indigenous governments and the areas in which they exercise authority. We will examine the sources and limitations of federal power over indigenous peoples and tribes, state and federal constraints on tribal authority, and definitions of citizenship. We will also consider how contemporary Indigenous nations and communities capitalize on economic, political and intellectual resources.In the fall quarter, students will gain an understanding of the legal nature of the relationship between American Indians and the United States. Beginning with the American Constitution and the era of the early republic, the federal-Indian relationship will be discussed in terms of settler colonialism. Students will examine the ways that Indigenous communities have persisted and revitalized, developing intellectual traditions and structures based on their relationships to one another and to the land. Moving beyond the United States, we will consider the politics of indigeneity in Canada, New Zealand and Australia.Winter quarter will focus on topical issues that have emerged in the 20th and 21st centuries, including attempts to appeal to international law, treaty rights and co-management, sustainable landscapes and communities, Indigenous cultural representation, and the media. In major projects in the fall and winter quarters, students will work on a contemporary issue within Washington state that is of particular interest to local Indigenous nations. Working in legal teams, students will develop appellate briefs on real Indian law cases decided recently by the federal courts and will present oral arguments before a mock court. Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Throughout the quarter, students will learn to write appellate briefs based on real cases currently winding through the federal courts. This appellate advocacy project will culminate in oral arguments before the Evergreen Supreme Court.	Native American studies, law, public policy, and tribal government and policy.	Kristina Ackley Jose Gomez		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Art/Work Julia Zay, Shaw Osha (Flores) and Kathleen Eamon aesthetics art history cultural studies gender and women's studies media studies philosophy visual arts writing	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter			- In this program, we want to think about art, and we want to think about work, but we want to think about them in a historically-specific sense. We will be talking about art and work as practices and discourses specific to “modernity,” and we will talk about modernity as marked by the emergence of art and work as distinct from the rest of social life. And we will ask what it means to live, work, and make art right now. Two broad disciplines, visual studies and philosophy, will orient us, and we will also look to the spirit of the (1919-1933) and its struggle to define a modernist art school curriculum as a way of making these questions concrete. We will work our own intellectual and theoretical capacities right alongside our skills and techniques in visual and time-based art. We will come to understand what it takes to have both intellectual and artistic , as well as how to produce our own intellectual and artistic . In terms of coverage, the program will offer foundational work in visual and cultural studies, art and media practice, as well as 18 -20 century European philosophy. We will study history in order to understand our own moment better. We will begin our study with important texts that respond to the gradual rise of industry as the dominant mode of production, and we will continue our examination into the eras that follow. We will trace the emergence of two tendencies that stand in some tension with one another: the idea of “work” undergoes some disenchantment with the rise of large-scale industry, but it also takes on a romantic aspect with the possibility of greater egalitarianism. “Art,” and its work, is also simultaneously both debased and exalted, thought of as both epitome and critic of commodity culture, a space apart from and the ironic fulfillment of the market economy. Following our study of the we will look to the rise of conceptualism in art in the 1960s and 70s and contemporary forms and institutions of art that are grappling with the question of art as labor and artists as workers under current economic pressures. All of these case studies will support our study of how the meaning and value of art has become invested in the everyday and uses labor as an organizing principle of the aesthetic. We will pursue our themes by thinking, looking, and making. In fall we will set our foundation by studying major philosophical and artistic movements and texts, basic skills in visual and time-based art, but also by developing our skills in reading, discussing, and writing about challenging texts in philosophy, cultural theory, and art history. In winter quarter, we will build on our foundation. One of our central aims will be to reconcile our own utopian aspirations, inspired by the struggles of the , by developing “schools” of our own. Each of our schools will be responsible for designing a curriculum around a specific discipline and for making collaborative “work” across those disciplines. We will study a range of theorists, artists, objects and practices. Authors include: G. W. F. Hegel, Karl Marx, Sigmund Freud, Michel Foucault, Pierre Bourdieu, Michel de Certeau, Judith Butler, Linda Nochlin, Julia Bryan-Wilson, and Miwon Kwon. Artists include: Joseph Albers, Walter Gropius and others affiliated with the Fluxus-affiliated artists, Robert Morris, Yvonne Rainer, Mika Rottenberg, Chantal Akerman, Charles Burnett, the Maysles Brothers, Fritz Lang and John Sayles. We will also read from a variety of sources in art and media history and theory, and social theory. Program work will include research, writing (both formal academic writing as well as writing experiments), and the making of visual and media art.	humanities, visual studies, gender studies, cultural studies, education and communications.	Julia Zay Shaw Osha (Flores) Kathleen Eamon		Freshmen FR Sophomore SO	Fall	Fall Winter
As Poetry Recycles Neurons: Flocks of Words, Tracks of Letters Sarah Williams and Donald Foran consciousness studies cultural studies environmental studies gender and women's studies literature somatic studies writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		"Poetry is good for neural development." You can buy a T-shirt that says so. This program will engage you experientially in understanding how and why the recycling of neurons informs poetry's transformative power. We'll explore how reading can be understood from an evolutionary perspective as an exaptation in which the ability to interpret animal tracks and bird flight was co-opted for the ciphering of lines and circles as letters and words. This exploration will include the scientific writing of Stanislas Dehaene as well as the poetry of Susan Howe, who in "Pythagorian Silence" writes: "age of earth and us all chattering/a sentence or character/ suddenly/steps out to seek for truth fails/falls into a stream of ink Sequence/trails off/ ... flocks of words flying together tense/as an order/cast off to crows." We'll recite, analyze, discuss, perform, and write poems about the mind's reflexivity.Our goal is a mindful recycling of neurons, one in which the neuroscience of poetry reveals a continuity with the neurology of our ancestors. Thus, we'll reflect on our experiences of flocks of words and tracks of letters as binding mechanisms for neural integration and ecological adaptation. Indeed, Frederick Turner refers to poetry as a "neural lyre." Urban spoken-word poets and indigenous healers produce what Eliot describes as "music heard so deeply it is not heard at all/ And you are the music while the music lasts." We're equally interested in how poetry can have the opposite effect on consciousness. We'll engage in contemplative practices to learn more about experiences of neural disintegration, such as the thumps and jolts of modern life. As Seamus Heaney put it, poetry is "a thump to the TV set to restore the picture" and "a jolt to the fibrillating heart." Throughout the year we'll be exploring the emergence of a new meta-field of scholarship in which poetry and neuroscience interact, remaking and renewing the meaning and impact of the poetic as words become flesh ... and vice-versa. Emily Dickinson's poetic rendering of this polarity provides one model of the neuro-phenomenological: "I felt a cleaving in my mind/As if my brain had split/I tried to match it, seam by seam/But could not make it fit. The thought behind, I strove to join/Unto the thought before/But Sequence ravelled out of sound/Like balls upon a floor." We'll experiment with this process of "sequence ravelling out of sound" as a transformation of a new archaic.Fall quarter's immersion in the scholarship of this meta-field will include group research projects: ethnographic studies of poetic jolts. When, where and from whom or from what do we hear poetry? Can we sense it in our own reading and writing? Our fall quarter nature retreat to the Hoh Rain Forest and the beaches of the Olympic Peninsula will introduce practices we'll use throughout the year for experiencing the reciprocity between specific forms of poetry and states of consciousness. During winter quarter we’ll experience and articulate specific forms of consciousness and language in relation to a particular passion. One of us might want to explore Gerard Manley Hopkins’ love of bluebells and windhovers in relationship to his poetry, or create a poetic world around a passion for sport or to experience how fantasy sports are a poetic world. One of us might immerse herself in the biodynamic rhythms of chocolate sustainably farmed, or listen for the resonance between silence and sound in YoYo Ma’s performance of Bach’s Cello Suite #1 in G. The methodology of our field study will aspire to that of 18 C poet and civil engineer, Novalis for whom "knowledge and creation were united in a wondrous mutual tie.” Writing in response to our field studies will take the form of reciprocal creations such as in Melissa Kwasny’s . Spring quarter work will combine theory and practice. Students will engage in peer group community-based service projects that use poetry to "jolt fibrillating hearts.” Writing projects will accompany this work in order to illuminate the relationship between the growth of dendrites and the flourishing of both neurons and community. There will be a weekly film and poetry series that inspires "poetic jolts" and demonstrates their meaning for communal life. Throughout the year students will keep a creative journal, a field notebook, participate in poetry writing and recitation, and compile an anthology of program work.		Sarah Williams Donald Foran	Mon Tue Tue Tue Wed Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Astronomy and Cosmologies Rebecca Chamberlain and Richard Miles astronomy cultural studies history mathematics philosophy physics	Program	FR–SRFreshmen - Senior	16	16	Day and Evening			S 13Spring		This interdisciplinary program will combine science and humanities, as we learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation. We will use naked eyes, binoculars, and telescopes. We will learn about the evolution and structure of our universe and celestial bodies. How are stars born and why do they shine? How do stars die, and how can they contribute to new life? How do we know there is dark matter? How do we know that the universe is expanding - and even accelerating? What evidence is there for the Big Bang? We will study roles of science and of storytelling in human searches for understanding and meaning.How have people across cultures and throughout history understood, modeled, and ordered the universe they perceive? From sacred stories to physics-based astronomy, we will explore a variety of cosmological concepts in science, literature, mythology, philosophy, history and/or archaeoastronomy. We will use scientific methods and other inquiry-based learning strategies that engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of astronomy, and they will refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will develop skills and appreciation for the ways we find our place in the universe through stories and science, imagination and intellect, qualitative and quantitative processes. Finally we will ask, how does our understanding of astronomy and cosmologies influence our understanding of sustainability and the quality of life on Earth?We will work together as a learning community, in large and small groups. We will read and discuss science texts and do quantitative workshops and homework. Students will build and take home astronomical tools such as spectrometers and position finders. Students will analyze literary works related to astronomy and cosmology, and will develop an original piece of writing, either fiction or non-fiction. We will also share star stories from different cultures. Student teams will meet for pre-seminar discussions and assignments and will write short essays and responses to peers' essays. Research teams will explore questions of personal interest through observations, readings and calculations; and students will share their findings through presentations to classmates and the community. Students are invited to help organize observation field trips to eastern Washington or other regions with clearer skies.		Rebecca Chamberlain Richard Miles	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Basque Country: Language, Culture and Society Amaia Martiartu cultural studies language studies political economy study abroad	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 13Summer Full	Experience life in Mondragon, home of the largest worker-owned industrial cooperative system in the world. Learn about Basque, the ancient unknown language, . Get to know one of the most important self-determination conflicts in Europe. Experience this old country's farming sustainability practices in modern times. And all this in a country with one of the most welcoming people in Europe accompanied with a native Basque Evergreen professor. This program aims to give students first-hand experience of Basque culture through a three-week living experience in the Basque Country. Students will develop understanding of Basque society and culture through various classes and field trips and daily contact with Basque people. The emphasis is on direct first-hand experience.The program will take place in the Mondragón area and will consist of three academic components: Basque and optional Spanish language classes, socio-cultural workshops and field trips around the Basque Country, and an individual research project.		Amaia Martiartu		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Beyond Protest: The Art of Political Interventions Steven Niva and Amjad Faur cultural studies political science visual arts	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		We often think of political action as public protest, in which activists directly confront opponents and demand change. By contrast, this program will explore alternative forms of political action that take place through “interventions” in public space which seek to disrupt or reconfigure symbolic or physical relations of power through direct or indirect action. This program will focus on "interventionist" traditions and practices that draw from avant-garde artistic and political movements, such as Dada and the Situationists, as well as political artists working after post-modernism. Examples of the latter type have recently made their mark in the Global Justice movements in the 1990s and the anti-war and Occupy movements of the last decade. We will look at art work, performance art, culture jamming and pranks, tactical biopolitics and creating counter-publics, among other interventions undertaken by artist/activists and collectives such as Pussy Riot, The Yes Men, Critical Arts Ensemble and Reclaim the Streets, among others. A large portion of the program will hinge on the investigation of contemporary Middle Eastern artists and their dynamic roles in socio-political interventions and protest. We will look at how artists and creative actors in this region and abroad engage and respond to the legacies of European colonial rule as well as their relationships to formalism, authenticity/identity, conceptualism and the “art market”. The program will seek to critically understand how and why these traditions seek to go “beyond” traditional forms of art and protest to intervene within culture and the politics of everyday life, and assess their potential within increasingly commodified and militarized political spaces.Students will engage these topics through lectures, seminar discussion, group projects and guest speakers engaged in new forms of political/art practice. Students will be expected to undertake serious theoretical reading and to engage in critical thinking. They will also be given the opportunity to imagine and construct their own campaigns and tactical interventions in political fields of their choice.		Steven Niva Amjad Faur		Sophomore SO Junior JR Senior SR	Spring	Spring
British Literature, 1000 - Present Trevor Speller cultural studies literature writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	This program will offer a broad survey of British literature from the years 1000 to the present. We will read poetry, novels, nonfiction, and drama from all major time periods. Major authors may include Geoffrey Chaucer, William Shakespeare, Aphra Behn, Jane Austen, Oscar Wilde, T.S. Eliot, and Kazuo Ishiguro. As we read, we will pay attention to how these books and authors make sense of changing linguistic, religious, and political issues.Students will be expected to write papers, complete quizzes and assignments, and engage in collaborative work. We will also see plays and films.In the past, this course has been useful for students who need specific requirements to enter teaching programs. Students with these concerns are encouraged to contact the instructor.		Trevor Speller	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Buddhist Psychotherapy Ryo Imamura consciousness studies cultural studies psychology religious studies	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening and Weekend				Su 13Summer 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.		Ryo Imamura	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Business and Culture Along the Silk Roads Thuy Vu, Bobbie McIntosh and Hirsh Diamant business and management cultural studies economics international studies leadership studies sustainability studies	Program	FR–SRFreshmen - Senior	12	12	Weekend	F 12 Fall	W 13Winter	S 13Spring		Good training in business management and cultural competence is an essential requirement for the development of successful and sustainable enterprises. This program will focus on the interconnections between business, economy, and culture, with a specific application to trade, cultural exchange, and community development along the Silk Roads. For centuries, the ancient Silk Roads moved ideas and goods between the great civilizations of Asia, Pacific Rim, the Middle East, and the New World. From the time of Marco Polo and Genghis Khan to Yo Yo Ma, the Silk Roads have connected empires and fostered the development of music, art, religion, and commerce. In this program we will study contemporary and historical Silk Roads to envision sustainable commerce of Silk Roads in the future. We will develop learning, skills, and practical knowledge that are necessary to provide a strong foundation and vision for understanding the business and economic development potential of selected cultures along the Silk Roads. We will examine how developing commerce of Pacific Rim can impact the economic future of Washington State. We will learn about international trade, socially responsible enterprises, and intercultural communication. We will learn about the use of money and alternative business financing models. The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability.In fall quarter, we will learn the skills necessary for understanding the historical, cultural, and economic significance of Silk Roads and for creating a sustainable business plan. Part of our study in fall quarter will include learning about community resources, business economics, and social/business enterprises along the Silk Roads. In winter quarter we will learn about intercultural communication, alternative business financing models, leadership, and application of business skills in non-profit and corporate enterprises. In spring quarter some students will have an opportunity to travel in China with faculty member Hirsh Diamant and study business, economy, culture, and education there. (Various credit options will be available for the spring travel.) Students continuing with the program on the Olympia campus will concentrate on intercultural leadership, international trade, marketing, and developing sustainable applications of their business plans.This 12-credit program will include a core of 8 credits plus 4 credits awarded for in-program modules that will focus on either Chinese language, cultural studies, sustainable businesses, or community leadership development.		Thuy Vu Bobbie McIntosh Hirsh Diamant	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Chanoyu: Traditional Japanese Culture and the Way of Tea Tomoko Hirai Ulmer and Daryl Morgan cultural studies language studies visual arts Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long program will examine traditional Japanese culture, aesthetics, and classical architecture through a consideration of , the Way of Tea. As a part of their study, students will learn to participate in tea preparation and drinking and will construct a tea house. During spring quarter, as the culminating event of the program, students will hold , a tea gathering, in the tea house they have constructed. The Japanese tea ceremony was developed during the 15th century and consists simply of tea preparation and drinking in a minimalist setting composed especially for the purpose. And yet is much more than simple tea drinking. It is a ritual that embodies many of the most important aspects of Japanese philosophy and aesthetics and employs iconic representations of traditional Japanese art, literature, architecture, and craft. All students will participate in our core exploration of classical Japanese culture and aesthetics but will also be offered two options for more focused inquiry. Students may choose either an emphasis on Japanese language or an emphasis on traditional Japanese architecture and building practice. Separate CRNs are available for each of these emphases. Fall: 10283 (Language) and 10284 (Wood). Winter: 20224 (Language) and 20225 (Wood). Spring: 30201 (Language) and 30202 (Wood).		Tomoko Hirai Ulmer Daryl Morgan	Mon Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
CounterACTION: Exploring Racial and Cultural Inequalities in Education Grace Huerta cultural studies education literature	Program	FR ONLYFreshmen Only	16	16	Day			S 13Spring		As K-12 classrooms continue to reflect the country's increasingly diverse population, what daily actions can we do to collectively challenge racism in our communities, schools and colleges? Can we generate an antiracist theoretical framework that rejects inaccurate notions of human difference, values diverse forms of knowledge, and questions institutional inequalities? In this program, we will pursue answers to these questions by examining, through an understanding of history, antiracist theory and educational research, how we can improve our efforts to support a more equitable school system.We will begin by analyzing a working definition of racism that frames intentional, as well as unintentional, normalized acts of inequality over time. We will challenge depictions in the literature and the media that promote the essentialization of diverse groups. Through an analysis of case study research, we will also explore the lived experiences of diverse learners whose identities are often impacted by assumptions and disparities found in communities and school settings. In order to deconstruct such assumptions, students will engage in reflective writing, research and media analysis over the course of the program.In addition, we will investigate specific everyday actions local activists and educators generate to confront inequalities. By using qualitative research methods, such as field experience, participant observation, interviews and document analysis, we will collect and report our findings that document how specific antiracist strategies can be created to both affirm and help students achieve academically within their respective institutional structures.Lastly, we will demonstrate our understanding of everyday antiracist practices by conducting multimedia presentations that merge theory, field work and practice. Possible themes that may emerge through our own antiracist study may include examining students' funds of knowledge and designing teaching and learning strategies to support intra-group interactions.	multicultural education, cultural studies, language and literature.	Grace Huerta	Mon Tue Thu	Freshmen FR	Spring	Spring
Critical Ethnography: Eyes in a Transnational World Rita Pougiales American studies anthropology community studies cultural studies field studies history international studies political science	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	The processes of economic and political globalization reshape and undermine the lives of people and communities throughout the world. Some anthropologists have turned their attention to the effects of globalization on traditional and modern cultures, attempting to bring to light the full complexities and consequences of these transnational practices. For example, Joao Biehl develops an argument linking global economic activity in Brazil to what he calls the development of "zones of social abandonment" in most urban settings. Anthropologists conduct their studies through critical ethnographic research, gathering data, over long periods of time, as both "participant" and "observer" 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 reveal what an anthropologist—whom Ruth Behar calls a "vulnerable observer"—can uncover about the lives of people today, and advocate on their behalf.		Rita Pougiales	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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 13Summer 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.		Barbara Laners	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Dramatic Fiction: Settings, Scenes and Subtext Eddy Brown cultural studies literature writing	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			In what situations, milieux, and other kinds of settings do characters find or put themselves? How and why did they get there? How do they then behave? What habits, values, self-identity paradigms, world views, conscious and unconscious needs, goals and fears drive them and affect or determine their actions and decisions? The answers to these key questions help authors to create compelling, rounded characters in realistic settings, dramatized through vivid, engaging scenes with meaningful subtexts, in stories that are surprising yet convincing. With that in mind, this class will explore these and other narrative design elements in service of students constructing their own short fiction prose narratives.Students will also be given the guidance and tools for analyzing existing literary texts. Along with reading, discussing and writing about selected published materials, students will consider and practice spontaneous and experimental modes of story development, as well as apply some established cinematic and classical dramatic paradigms for story structure and development.Typical program activities will include writing exercises, story drafting, self-editing, small- and large-group peer activities including writing critiques, and weekly seminars on assigned readings. The major project will be a short story that has undergone revision through several drafts.In general, students will explore and practice story crafting, writing as a process, fiction genres, and literary analysis, and are expected to be active, consistently engaged members of a learning community.Interested students should enter the program with sound, college-level writing skills, and ideally, having successfully completed a college-level creative writing class.		Eddy Brown		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Entrepreneurship with a Purpose: Human, Community, and Economic Development for Sustainability Brenda Hood business and management community studies cultural studies economics government leadership studies sustainability studies writing	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			What does it mean to be a successful entrepreneur? What does authentic success look like to the individual, to the organization, to the larger community, and to the economy? These logical questions arise after realizing traditional small business approaches which attempt to achieve excessive profits often fail socially, ethically and economically. Today's creative entrepreneurs may realize, far too late, they are doing something they really don't want with their lives, and to the world, in pursuit of some idealized vision of independence and wealth. How might we reconsider entrepreneurial success and economic progress in terms of having a purpose and quality of life: meaningful work within an empowering organizational culture that sustains us financially, community well-being, a healthy environment, and supportive, collaborative relationships?This program will build on the skills learned in fall quarter’s Entrepreneurship and Power program. The fall program focused on basic business principles, the process of how to start a business, understanding the business lifecycle, business finances, organizational behavior, marketing, and entrepreneurship within the larger context of systems dynamics. The winter program builds on this foundation to incorporate critical discussions around entrepreneurship with a purpose: social responsibility, economic development, principled leadership, and “good business.” Case analyses will investigate business ethics and strategic management. We will apply these concepts and skills toward building a dream business that identifies and explores key aspects of feasibility analysis, business planning, and strategic planning.The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability. Throughout the program we will ask: how might entrepreneurs innovate, challenge and transform their cultures and their environments as well as themselves? One of the goals of this program is to develop a set of competencies that will address this need, in an increasingly challenging economic and business climate, as we also engage in developing a well-rounded liberal arts education. You will be introduced to the tools, skills, and concepts you need to develop strategies for navigating organizations in an ever-changing environment. You will develop critical reading, writing, and thinking skills in the liberal arts, as we promote and implement concepts of social change, life-long learning, and personal and community enrichment. Class work will includes lectures, book seminars, projects, films, workshops, field trips, case studies, guest presentations, and group and individual assignments. By the end of the program, students will be expected to demonstrate competence in current business practices and concepts in innovation and entrepreneurship, economic development, environmental impact, sustainability, leadership decision-making, and distributive justice as ethical and social concerns. Expect to read a lot, study hard, and be challenged to think and communicate clearly, logically, and often.		Brenda Hood		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Evolution of Human Language Rachel Hastings and Bret Weinstein biology cultural studies linguistics	Program	FR ONLYFreshmen Only	16	16	Day			S 13Spring		Human language is amongst the most complex phenomena ever to arise through Darwinian selection. The human body and brain have been heavily modified at a genetic level to allow language acquisition, processing and speech, yet the evidence is overwhelming that languages evolve and are passed on through a process that is entirely cultural. This has allowed individual languages to change rapidly as populations have spread, diverged and fused over space and time.The evolution of human language has made our species unique. Once we as individuals acquire language in childhood, massive stores of cultural content can be efficiently transmitted into our developing brains—information that ranges from the factual to the emotional, from the narrative to the instructive. We download our human programming from the living members of our tribes.Controversies abound about the origins of this language capacity in humans, the relationship between human language and the communication systems of other animals, and the relationship between language and culture. In this program we will study a variety of possible responses to these and other issues relating to the evolution of language. A major focus of our work will be to develop and use critical and analytical thinking in order to propose our own hypotheses in response to linguistic and biological data.Our study will encompass the two principal meanings of "language evolution": the evolutionary origins of language in humans, and the cultural change in language(s) over time leading to families of languages which are descended from common ancestor languages. These two lines of inquiry will require us to study evolutionary processes more generally. We will discuss ways in which genetic evolution and cultural evolution interact and we will consider theories of linguistic change. We will focus on the multiple evolutionary emergence points of written language, and investigate the cultural diffusion of this trait between populations.We will read, have lecture, and have detailed seminar and workshop discussions. Students will be expected to generate and defend hypotheses and predictions in a supportive and rigorous environment. We will spend time looking at nature and listening to spoken language to obtain primary data. The program work and assignments will be geared towards generating deep predictive insight. It is best suited to self-motivated students with a deep commitment to comprehending that which is knowable, but unknown.		Rachel Hastings Bret Weinstein		Freshmen FR	Spring	Spring
Experience Japan Tomoko Hirai Ulmer cultural studies study abroad	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 13Summer 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 includes field trips to sites selected for their historic, cultural, or contemporary importance. The program's estimated cost is based on Tamagawa University's on-campus housing fee. Participants have the option of living with Japanese families for an additional cost. Admission is open to all Evergreen students regardless of language ability.Interested students should contact faculty via email (ulmert[at]evergreen.edu) and pay a deposit by April 19, 2013. Explanatory meetings will be held in Sem2 B3123 from 3-5pm on Wednesday, April 10 and Thursday, April 11.		Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Forbidden Knowledge Susan Preciso and Mark Harrison American studies classics cultural studies history literature moving image	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend			S 13Spring		Across time and cultures, humankind has struggled with moral taboos that obstruct the pursuit of knowledge deemed inappropriate or dangerous. While institutions have often dictated what is acceptable for us to know, the arts, literature, and mythology have been the chief mechanisms through which we have been able to explain or justify this fundamental human conflict. For example, in the creation story of Genesis and Milton’s we encounter one of western culture’s most enduring mythic structures. Faust and Frankenstein speak to a more modern dilemma about acquisition and use of knowledge. In this program we will explore this complex subject through visual art, music, poetry, and literature. Roger Shattuck’s will provide one analysis of the stories, but we’ll read other critical approaches as well. Students will be expected to read critically and well, take excellent reading notes, and write occasional critical essays on assigned topics. They will participate in seminar, lecture, workshop, and a field trip. Credits may be awarded in world literature and cultural studies.		Susan Preciso Mark Harrison	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Gender and Power in Cross-Cultural Context Toska Olson anthropology cultural studies gender and women's studies sociology writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		Around the world, people's sex, gender and bodies have been socially constructed in ways that have had profound impacts on power and interpersonal dynamics. This program is a sociological and anthropological exploration of gender, masculinity, femininity and power. We will examine questions such as: How do expectations of masculine and feminine behavior manifest themselves worldwide in social institutions like work, families, schools and the media? How do social theorists explain the current state of gender stratification? How does gender intersect with issues of race, ethnicity, sexual orientation, and social class identity? One major component of our inquiry will be an investigation of how people move, adorn and utilize their bodies to shape and reflect gender and sexuality. We will examine topics such as prostitution, body modification, standards of beauty and reproduction.We will study cross-cultural variation in gendered experiences and opportunities within several different social institutions. Lectures, sociological fieldwork exercises, and seminar readings will provide students with common knowledge about gender theory and gendered experiences in the United States and elsewhere. Students' collaborative research presentations will provide the class with information about gender in cultures other than their own.This program involves extensive student-initiated research and puts a heavy emphasis on public speaking and advanced group work. Students will learn how to conduct cross-cultural library research on gender, and will produce a research paper that represents a culmination of their best college writing and thinking abilities. Students are invited to register for this program if they are excited about working closely in a small group and conducting a large-scale independent research project. Students should be prepared to spend at least 20 hours per week in the library conducting research for these projects.Credit may be awarded in areas such as sociology of sex, gender, and bodies; cultural studies; anthropology of sex, gender, and bodies; student-originated studies; and collaborative research and presentation.		Toska Olson		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Gender Performances Toska Olson and Susan Fiksdal cultural studies field studies gender and women's studies linguistics sociology	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			What are the signals we learn and display to perform our gender? How do different cultures create and maintain gender differences? This program will explore these questions and others through the lenses of sociolinguistics and sociology. We will examine the ways that masculinities and femininities are socially constructed through language and other symbolic interactions within the context of a variety of social situations. We will investigate the privileges displayed through gendered performances and examine how people reproduce, contest, or redefine the categories that come to define their identities.A major component of our studies will involve weekly fieldwork exercises that scrutinize the social construction process occurring around us. Using a variety of concepts and methodologies from sociolinguistics and sociology, we will examine sources including informal conversations, advertisements, children's toys and books, and several forms of media. Students should be prepared to read a variety of texts including journal articles, academic texts, ethnographies and short fiction. In a final project, students will write a detailed research proposal based on the work we have done.		Toska Olson Susan Fiksdal		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Gothic Constructions: Architecture and Literature Trevor Speller and Anthony Tindill aesthetics architecture cultural studies history literature writing	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			In 1748, Horace Walpole purchased an estate in London. Over the next thirty years he converted that estate into a Gothic castle and planned "ruins." In 1765, Walpole wrote a novel widely regarded as the first true work of Gothic fiction. In an age of reason, Walpole's focus on the supernatural, feudal ruins and high passion pulled a medieval past into the order of the day, transforming it to meet the desires of a modern public both in print and in stone. From its beginnings, Gothic fiction shared a common link and a common bond with architecture. For generations before Walpole, the architecture of the Gothic period was the equivalent of history books and literature. Architectural historian Jonathan Glancey writes, "The Architecture of the great medieval Gothic cathedrals is one of the glories of European civilization. Here was an attempt to lift everyday life up to the heavens--to touch the face of God--using the highest stone vaults, the highest towers, the most glorious steeples permitted by contemporary technology...it led to some of the most inspiring and daring buildings of all time." Though not written in actual words, Gothic architecture is written in structural form and religious allegory.We will ask ourselves:We will investigate examples of Gothic literature and architecture in Europe and the Americas from the twelfth century to the present, as well as the history, theory and interrelationship of these artistic modes. Students will be asked to attend lectures and seminars, write papers, take examinations, and develop work in studio that may include drawing, model-building and writing. In addition, students will visit examples of Gothic architecture in concert with their readings. Architectural texts may include: by Roland Recht, by John Fichen, and by Nicola Coldstream. Fictional texts may include texts from the medieval period to the present, including , and stories by Edgar Allen Poe, H.P. Lovecraft, Angela Carter and Joyce Carol Oates.	literary studies and architecture.	Trevor Speller Anthony Tindill		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Individual Studies: Feminism, Middle East, Literature Therese Saliba cultural studies gender and women's studies literature Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 13Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and to pursue original interdisciplinary projects of their own specific interest. Students interested in the fields of international feminism and gender studies, Middle East Studies, or literature, particularly multicultural and postcolonial literature, are encouraged to propose an independent research project via the ILC online form. In addition, I am available to work with students doing travel abroad in the Middle East, working with women's organization in the Global South, or engaged in internships with community-based organizations in the Puget Sound area.		Therese Saliba		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: East-West Psychology Ryo Imamura anthropology communications consciousness studies cultural studies education environmental studies field studies health history international studies music philosophy psychology religious studies sociology somatic studies sustainability studies Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This is an opportunity for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death and dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis.		Ryo Imamura		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Educational Policy, Multicultural Literature, ESL K-12 Education & Percussion Studies Grace Huerta cultural studies education music Signature Required: Winter	Contract	FR–SRFreshmen - Senior	8	08	Day		W 13Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and to pursue original interdisciplinary projects of their own specific interest. Students interested in the fields of educational policy, multicultural literature, ESL K-12 education and percussion studies are encouraged to propose an independent research project via the ILC online form.		Grace Huerta		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Ethnographic Research and Writing Samuel Schrager anthropology community studies cultural studies	Contract	JR–SRJunior - Senior	16	16	Day			S 13Spring		Students can undertake individual study contracts in ethnographic fieldwork and writing. The research can include interviewing and participant-observation in a community, place, organization, group, or culture. The writing, based on the research, can take the form of creative non-fiction or ethnography. The project can be carried out locally, elsewhere in the U.S., or as part of study abroad, and can also be done in conjunction with an internship. Fields of study supported by this contract include anthropology, sociology, folklore, history, education, American studies, community studies, cultural studies, gender studies, religious studies, journalism, and non-fiction writing. Senior thesis work welcome.	the humanities, social sciences, community work, education, and writing	Samuel Schrager		Junior JR Senior SR	Spring	Spring
Individual Study: Expressive Arts Andrew Buchman cultural studies dance music theater visual arts Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 13Winter			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, Installation Art, Native American Studies, Creative Writing, Poetry, and Multicultural American Literature Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This is an opportunity 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 each 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 13Winter			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: History; European Cultural Studies Stacey Davis art history cultural studies history	Contract	JR–SRJunior - Senior	16	16	Day			S 13Spring		Students can complete individual study contracts in history, especially European, North African and/or American history; European cultural or art historical studies; gender studies as long as there is some historical component to the work; or issues in politics, society, religion, culture and/or immigration in contemporary Europe. History contracts can include work in historiography (theories of history) and historical methodology. Senior thesis work welcome.	history, European cultural studies, gender studies, and art history.	Stacey Davis		Junior JR Senior SR	Spring	Spring
Individual Study: Legislative Processes, Regulatory Agencies and Environment Cheri Lucas-Jennings American studies communications community studies computer science cultural studies economics environmental studies gender and women's studies government health law and government policy law and public policy leadership studies media studies political science sustainability studies Signature Required: Winter Spring	Contract	SO–SRSophomore - Senior	16	16	Day and Weekend		W 13Winter	S 13Spring		Individual studies offers important opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individuals or small groups of students must consult with the faculty sponsor to develop an outline of proposed projects to be described in an Individual Learning Contract. If students wish to gain internship experience they must secure the agreement and signature of a field supervisor prior to the initiation of the internship contract.This faculty wecomes internships and contracts in the areas of environmental health; health policy; public law; cultural studies; ethnic studies; the arts (including acrylic and oil painting, sculpture, or textiles); water policy and hydrolic systems; permaculture, economics of agriculture; toxins and brownfields; community planning, intranational relations.This opportunity is open to those who wish to continue with applied projects that seek to create social change in our community (as a result of work begun in fall 2010 and winter 2011 "Problems to Issues to Policies;" to those begining internship work at the State capitol who seek to expand their experience to public agencies and non-profit institutions; and to those interested in the study of low income populations and legal aid.	American studies, art, communications, community studies, cultural studies, environmental field studies, gender and women's health, history, law and government and public policy leadership	Cheri Lucas-Jennings		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
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 13Spring		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: 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 13Winter			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: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				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	Fall	Fall
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: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				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	Fall	Fall
Issues in Clinical and Counseling Psychology George Freeman cultural studies gender and women's studies psychology queer studies	Program	FR–SRFreshmen - Senior	4, 8	04 08	Day				Su 13Summer Session II	This program will explore the central personality theories from a traditional perspective as well as a nontraditional perspective. We will examine the relationship of personality theories to abnormal behavior and develop an understanding of the DSM classification system and other diagnostic methods. We will use an on-line Moodle site to facilitate discussions of the texts and other pertinent issues. We will use segments of films to reinforce the theoretical and practical concepts we’re learning.Although the program is structured for a combined 8 credits, students wanting to complete only the abnormal psychology credits or the personality theory credits separately may register for only 4 credits.		George Freeman	Thu Fri	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 13Summer Session I	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. The final project will involve the close reading of a single jazz album. Students interested in expanding their final projects into a major piece of music writing can develop individual learning contracts for additional credit during second session.		Chico Herbison	Mon Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Making Public Health Matter: Reimagining Health-Based Journalism Nancy Anderson and Suzanne Simons cultural studies health writing	Program	FR–SRFreshmen - Senior	8	08	Weekend			S 13Spring		Public health and prevention are often the invisible part of health policy. Those who are healthy or whose diseases have been prevented never know what they missed. But the decay in preventive health infrastructures has clear consequences: population health and well-being suffer with consequences for our futures. How can the importance of public health be made clear to those who pay for preventive services – funders and taxpayers? For many people, health awareness begins with a personal crisis or insight that later is generalized to a population overall. The individual narrative can serve as a beacon, catalyzing an understanding of the importance of what we don’t see. This program will explore the importance of narrative as a source of advocacy through exploration of health journalism ranging from students’ own personal health narratives to tracking and critiquing public health journalism in a variety of mainstream, alternative, and specialty media. Students will also write a public health article based on attending a public policy meeting or hearing with public health implications. This preliminary work will ground us in envisioning and creating advocacy narratives of new models for health systems that emphasize the primacy of prevention and well-being. As final projects, students will work in small groups to design a vision for a health care system that meets these criteria, creating narratives for specific target audiences.		Nancy Anderson Suzanne Simons	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR–SRFreshmen - Senior	6	06	Weekend			S 13Spring		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 nature journaling. 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	Spring	Spring
Mind-Body Medicine Mukti Khanna, Glenn Landram and Marja Eloheimo botany business and management consciousness studies cultural studies health psychology Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			Mind-body medicine is an interdisciplinary field focusing on the applications of sociocultural, psychosocial, somatic and behavioral knowledge relevant to health and wellness. Fall quarter will explore historical foundations of mind-body medicine from diverse cultural and disciplinary perspectives. We will look at how mind-body medicine is being integrated into health care in disease prevention, health promotion, treatment and rehabilitation centers. During fall quarter, we will expand upon our exploration of mind-body medicine by examining some of the financial implications of our health care systems and what influence individuals have in the process. We will also explore plants as a medicine to gain both botanical and cultural understandings as well as integrate concepts with practice.Winter quarter will allow students to implement their own Cocreative Learning Plans with program modules and individual project or internship studies. Optional program modules will include readings and seminar, health psychology, statistics for graduate school preparation, and medicinal botany. Students who are in good academic standing may take 4-16 credits of project or internship studies within the program. Student project and internship work will be presented in a program-wide fair at the end of the quarter.		Mukti Khanna Glenn Landram Marja Eloheimo	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Movements and Migrations: Sustainable Communities in a Transnational World Karen Gaul and Therese Saliba anthropology community studies consciousness studies cultural studies environmental studies gender and women's studies international studies sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			From Yoga to Facebook, transnational cultural and economic practices and new information technologies are creating an increasingly interconnected world. A central question for this program is, how do highly mobile transnational relationships such as these affect the integrity, identity, and sustainability of local communities?We will examine how particular resources (such as oil, textiles, and food) as well as technologies, labor, and ideas, have propelled migrations, cultural transformations, and movements for sustainability and justice. Tourism, for example, generates the production and consumption of cultural heritage, eco-tourism, and yoga vacations that draw millions of people to new destinations around the world, and are major economic forces, raising urgent questions about cultural sustainability in the face of globalization. At the same time, Facebook has played an instrumental role for Arab youth in organizing revolutions, highlighting the ways people may use foreign technologies to fuel movements for political and social justice.Migrations of peoples, materials, and ideas have been around for millenia, often producing vibrant cultural practices based on adaptation and innovation. Yet colonization, empire, and capitalist globalization have also contributed to the systematic destruction of indigenous and non-Western cultures, inciting various forms of resistance. Focusing on South Asia and the Middle East, we will explore the ways communities and cultures are disproportionately affected by conditions and by-products of resource extraction, unjust labor conditions, pollutants, waste disposal and broader climate change. We will consider lessons that can be learned from their movements to create sustainable and just futures in a transnational world.Through the lenses of cultural studies, cultural anthropology and sustainability studies, we will explore the tensions between movement and rootedness, the familiar and unfamiliar, and how movements for justice are conditioned by both individual and systemic change. We will draw on yoga, both as an example of cultural exchange that has fueled debates about authenticity and appropriation, and as a practice of sustainability from the inside out. Through the writings of Gandhi, Alice Walker, and Arundhati Roy, and a range of cultural, feminist, and postcolonial theories, we will explore the connections between individual and social transformation, as we seek to build communities rooted in the concepts of sustainability and justice.In fall quarter we will develop an intentional learning community, and explore program themes through lectures, films, shared readings, field trips, and workshops. We will build skills in cultural analysis through critical reading, creative writing, ethnographic methods, visual literacy, and seminar discussions. In winter quarter, students will begin to frame projects focusing on program themes in particular cultural areas, which they will develop and research.		Karen Gaul Therese Saliba		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Music Intensive Sean Williams and Andrea Gullickson cultural studies history music	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		This program is designed to give students a set of perspectives and musical practices that reflect and express the concerns and values of people in particular times and places. We will examine social changes that gave rise to shifts in the arts, focusing in particular on eras, places or phenomena of specific artistic interest. In addition to examining Western music forms, we will explore music in the context of multiple world traditions (classical, popular and vernacular) and the contexts that gave rise to them in Asia, South America, and Africa. We expect to ask provocative questions, including: What is the relationship between power, patronage and the performing arts? Does the artist change the culture, or does the culture call forth the artist? Is there a connection between ritual origins of the performing arts and their spiritual effects? How can we use written language to help us understand more about music?Fall and Winter quarters include skill development in understanding the fundamentals of music worldwide: we will play and sing music, read music using multiple forms of notation, discuss what we are listening to, observe musicians engaged in practice and performance, and collectively develop our work in rhythm, timbre, melody, harmony and other realms by drawing from traditions in Europe, America, Brazil, Indonesia and West Africa. Three essays--covering different ways of writing about music--will be required during fall and winter. Our work throughout Fall, Winter and well into the Spring quarter will focus on issues common to musics and musicians everywhere, including race, class, gender, colonialism, liminality, physics, politics, religion, education and social structures. The genres we study might shift from chamber music to rock to jazz to opera; but also from samba to kabuki, gamelan or bluegrass. In each case we treat the entire genre of music as a whole: the instruments, voices, people and context all serve to inform your learning.Spring quarter we will branch out into more specific areas of study; with faculty guidance, students will choose an issue, a place and a genre to study and write about in a single short essay early in the quarter. In addition, students will be expected to do independent study as part of a fieldwork project that will take them off campus for several weeks. During those three weeks, students will explore an individual musician, group, company or genre on their own, producing a significant essay (approximately 20 pages) and oral presentation at the end of the quarter. This individual research project can take place in Olympia or anywhere in the United States, and faculty will work with students on aspects of writing up research, revision and oral presentation in the last few weeks of the program.Weekly program activities will include reading, focused listening, workshops, guest lectures, ear training, films, lectures and seminars. Skill development in musical performance (and occasionally movement) is expected; students will study a musical instrument or vocal tradition outside of class and demonstrate improvement over the course of the two quarters. At the end of each quarter, students will be asked to offer the results of their individual research and collaborative project work in both performances and presentations.	performing arts and cultural studies.	Sean Williams Andrea Gullickson	Mon Tue Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Nonfiction Media: Sustainability and Justice Laurie Meeker, Anne de Marcken (Forbes) and Marilyn Freeman communications cultural studies media arts media studies moving image sustainability studies Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		This is the foundational program for moving image practices at Evergreen. This program will continue to emphasize the study of media technology and hands-on production practices along with the study of film/video history and theory. This year our work as filmmakers will be placed in the service of both sustainability and justice. A number of academic programs have begun to center their inquiry on important issues facing us and our planet--climate change, environmental justice, the relationship between people and the land, the sustainability of human and natural communities--issues that are vital to our well-being and the health of the planet. How do we engage these issues as filmmakers and artists? Can our work make a difference?Engaging media history and theory will be central to developing strategies of representation in our own work as producers of media. We will examine the history of documentary filmmaking to explore the strategies filmmakers have developed to represent "reality." We will study non-fiction filmmaking practices through screenings, readings, research projects, writing, and seminar discussions. One thread of our inquiry will focus on media addressing sustainability and justice--how have filmmakers placed their work in the service of political struggle, sustainability, justice, and the environment? Another thread of our inquiry will address critical alternatives to mainstream media, including autobiography, the history of experimental film and video art, and essayistic video. We will also address the politics of representation in relation to race, class and gender. Most people agree that media has the power to educate, as well as influence attitudes and behavior. Can media artists contribute to social change? As artists, how do we enter the debates around social and political justice, around energy, the environment and climate change? How does political media function in the discourses surrounding these issues?During fall and winter, students will develop media production skills as they engage a series of design problems thematically related to sustainability and justice, which provides a context for our work. The "sustainability and justice" framework will be broadly defined, and students can expect to create work that uses a variety of representational strategies, from documentary, to essayistic, to personal and autobiographical. We will explore a variety of production techniques, including a focus on audio production, an exploration of the image through cinematography, and the study of digital media production. Collaboration, a skill learned through practice, will be an important aspect of this learning community. Students will be expected to commit to a number of collaborative projects as well as working independently. The spring quarter will be devoted to developing independent media projects through research, proposal writing and media production.This program will link with other academic programs studying sustainability and justice, and we will work to develop collaborative projects addressing issues under the sustainability and justice umbrella.		Laurie Meeker Anne de Marcken (Forbes) Marilyn Freeman	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Orissi Dance and Music of India Andrew Buchman and Ratna Roy cultural studies dance gender and women's studies music	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			In this program we will focus on the dance and music culture of central eastern India, specifically the art-rich state of Orissa. While some music or dance background would be useful, it is not necessary. This is a culture and history offering, along with some practical hands-on experience in dance and music. We will immerse ourselves in this ancient culture of dance and music. Our readings will include themes such as gender, colonial history and post-colonial theory, and the current economic ferment that is transforming many aspects of Indian society today. A research option is available for students who opt not focus on performance, in consultation with the faculty.The first iconographical evidence of Orissa's dance and music culture comes from 2nd-1st century BCE, and the culture thrived for centuries before it declined under colonial rule to be partially revived in the 1950s and 60s. This effort still continues, and we will be part of that effort.		Andrew Buchman Ratna Roy	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Performing the Text: Mixed-genre writing and dissent David Wolach cultural studies theater writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend			S 13Spring		What does it mean to perform the text? What happens when genres collide? This creative writing program will bring together several terms often thought to be well-defined—including "poetry," "prose," "theater," "politics," and "essay"—and, through experiments in writing, reading, and collaborating, re-narrate their meanings and implications. Along the way we’ll investigate key concepts and texts in poets theater, guerilla poetry, and other forms of performance-based text, mining them to create our own individual and collaborative writings. During the quarter, our meetings will consist of weekly seminars, lectures, and "language labs"—times for brainstorming, rehearsing, and trying out language experiments.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Picturing Domestic Space: Sociocultural Perspectives Stephanie Kozick, Amjad Faur and Susan Aurand anthropology architecture art history cultural studies history literature psychology sociology visual arts	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		How do the places where we live form the essence of our conception of space? Do human actions shape rooms, or do rooms shape human actions?Domestic space is another way of saying “the rooms in a house;” those rooms, where we spend so much of our daily lives, offer occasions for thinking about a number of intriguing questions. One philosopher (Gaston Bachelard) argues that our perceptions of houses and other shelters shape our thoughts, memories, and dreams. Others have proposed that, “Domestic space is one of the most difficult terms to define.” What an invitation to inquiry!And what are the psychological implications of domestic space? Some sociologists have stated that “The history of the house is the history of the dialectic that emerges between these two impulses: shelter and identity.” What are the relationships between one's "shelter" and one's "identity"?The kitchen is a particularly fascinating room for sociocultural considerations; food preparation is common to homes in all cultures. We will consider the ethnographic work of Roderick Lawrence on kitchens, conduct ethnographic work of our own, and read delicious memoirs inspired by kitchens.Overall, this program’s curriculum will include perspectives of history, fiction and non-fiction literature, social science studies, and cinematic representations of rooms in homes, which in turn will inspire “picturing” domestic space through photography, story writing, and fine art expression. A variety of readings will provide “food” for discussions and other learning activities that concern the design, meaning, organization, and use of all the rooms in a home.In fall quarter students can expect to study the overall concept of space as it applies to domestic dwellings, and to engage photography as a form of visual anthropology. Readings, such as, Bill Bryson’s "At Home" provides a “comfy” examination of spaces as Bryson sets out “to wander from room to room and consider how each has featured in the evolution of private life.” In the same way, students will wander through rooms with a camera to act on the dynamics of space and objects. Bryson’s wanderings will join books, such as, "At Home: An Anthropology of Domestic Space," Bachelard’s "The Poetics of Space," and Busch’s "Geography of Home."Winter quarter examines a specific room in the house: the kitchen. Its purpose, history, design, tools, and tastes support interdisciplinary study. As both a solitary and social space, the kitchen offers a wide platform of sociocultural concerns. Readings, drawing workshops, a film series, photography, and project work consider the variety of meanings associated with the kitchen. Writing workshops will facilitate students’ own meaning making in memoir writing or “meditations” on the kitchen. The kitchen is inevitably connected to food with all its physical, aesthetic, and social aspects; the Organic Farm Sustainable Agriculture Lab (SAL) affords a kitchen workspace for program food tastings and other discoveries. Photography work will involve shooting, developing, and peer critiquing color photography concerned with kitchen culture. Instruction on lighting and creating color prints in the darkroom presented by Hugh Lentz.During spring quarter, the study of domestic space continues with students identifying and pursuing individual research plans or projects. Students might prepare a formal research project that deals with ethnography, theater, writing, health and sustainability, poetry,or other literary approaches. Students might also choose to engage the practices of design, drawing, painting, collage, and various forms of media to create visual representation works concerning domestic space. Each room of the structures we call “house” has special meaning, entertains special activities, and implies that there is human intent or deliberateness, a human tendency that Ellen Dissanayake ("What is Art For") connects to the very nature of what we refer to as “art.” Spring quarter will also include modes of sharing the development of individual projects through individual WordPress sites and weekly progress meetings that take up concepts of domesticity.		Stephanie Kozick Amjad Faur Susan Aurand		Freshmen FR Sophomore SO	Fall	Fall Winter Spring
Playing Politics Mark Harrison and John Baldridge cultural studies geography media studies political science theater	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend	F 12 Fall	W 13Winter			With the US presidential election season as backdrop, we will engage with American politics, both local and national. We will delve deeply into the use and construction of political power—how it leverages cultural trends and reflects the geography of the electorate. We will examine how tactics of performance are employed to create images that have purchase on the political stage. Rhetoric, "spin," appeals to values, the invocation of class struggle, portrayals of the Constitution, bi-partisanship, race relations, gender rights—all of these will be part of our curriculum. What roles do citizens play, particularly in relation to changing social and environmental realities, the Internet, popular culture and the media? We will develop a set of critical questions, issues, and case studies that will guide our program. We will critique the campaigns as they unfold in real time—political ads, talking points, debates and damage control. And we will analyze plays, narrative and documentary films, and other forms of art and entertainment to determine how they have historically reflected or shaped political action and thought. In fall quarter we will follow the campaigns as they develop and culminate in the election. We will analyze what the election results tell us about the state of American politics. In winter quarter we will analyze and track the Inaugural Address of the next president and the start of a new US Congress. What do "lame duck" politicians hope to accomplish? How do continuing politicians frame their plans for the future? What can we, as an informed electorate, anticipate from the next political cycle? Students who enroll in this program should expect to do independent research on the elections, participate in political rhetoric and events, conduct statistical analyses of polls and election results, and dig into the elections cycle and results.		Mark Harrison John Baldridge	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Political Economy and Social Movements: Race, Class, and Gender Michael Vavrus and Peter Bohmer American studies cultural studies economics gender and women's studies government history political economy political science sociology Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			We will examine the nature, development and concrete workings of modern capitalism and the interrelationship of race, class and gender in historical and contemporary contexts. Recurring themes will be the relationship among oppression, exploitation, social movements, reform and fundamental change, and the construction of alternatives to capitalism, nationally and globally. We will examine how social change has occurred in the past, present trends, and alternatives for the future. We will also examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism and neoclassical economics, and their explanations of the current U.S. and global political economy and key issues such as education, the media and the criminal justice system. Students will learn communication skills related to public debate and social change.In fall, the U.S. experience will be the central focus, whereas winter quarter will have a global focus. We will begin with the colonization of the U.S., and the material and ideological foundations of the U.S. political economy from the 18th century to the present. We will explore specific issues including the slave trade, racial, gender and economic inequality, the labor movement and the western push to "American Empire." We will carefully examine the linkages from the past to the present between the economic core of capitalism, political and social structures, and gender, race and class relations. Resistance will be a central theme. We will study microeconomics principles from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, poverty, and the gender and racial division of labor.In winter, we will examine the interrelationship between the U.S. political economy and the changing global system, and U.S. foreign policy. We will study causes and consequences of the globalization of capital and its effects in our daily lives, international migration, the role of multilateral institutions and the meaning of trade agreements and regional organizations. This program will analyze the response of societies such as Venezuela and Bolivia and social movements such as labor, feminist, anti-war, environmental, indigenous and youth in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism including socialism, participatory economies and community-based economies and strategies for social change. We will study macroeconomics, including causes and solutions to the high rates of unemployment and to economic instability. We will introduce competing theories of international trade and finance and examine their applicability in the global South and North. In winter quarter, as part of the 16 credits, there will be an optional internship for up to four credits in organizations and groups whose activities are closely related to the themes of this program or the opportunity to write a research paper on a relevant political economy topic.Students will engage the material through seminars, lectures, films, workshops, seminar response papers, synthesis papers based on program material and concepts, and take-home economics examinations.	political science, economics, education, labor and community organizing, law and international solidarity.	Michael Vavrus Peter Bohmer	Tue Tue Wed Wed Fri Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Popular Uprisings: 1968, 2011 and the Road Foward Peter Bohmer and Elizabeth Williamson African American studies American studies cultural studies economics gender and women's studies history philosophy political science sociology	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		1968 and 2011 were world historic years. In both cases, uprisings spread within and between countries. In 1968, major resistance to the existing order produced movements for liberation in Vietnam (Tet offensive); France (May, 1968); Czechoslovakia (Soviet invasion, August, 1968); Mexico, (Tlatelolco and Olympics) and the United States--including the rebellions after Martin Luther King's assassination, the Columbia University occupation, the protests against the Democratic Party Convention in Chicago, and the major growth of the women's and Black liberation movements. There were major uprisings in many other countries. New left theory and practice were integral to those movements. 1968 was perhaps the central year of the 1960s--a decade where the status quo was challenged culturally, socially and politically; a period of experimentation where countercultures emerged and revolution was in the air.2011 was another major year of uprisings. Social movements against repressive governments and against social inequality spread from Tunisia to Egypt to Yemen, Syria, Libya, Bahrain--among many others. The nature and goals of the uprisings vary from country to county, but all are connected by an egalitarian and democratic spirit where youth play a major role. Inspired partially by the events in the Middle East, Wisconsin residents and especially public sector workers occupied the State Capital in the spring of 2011, and there were massive demonstrations against the frontal attack on public sector unions, and on education and social programs. These so-called "austerity measures" and the growing resistance to them are occurring all over the United States. There is also occupation of public spaces led by the young and independent of political parties, demanding the end of unemployment and the maintenance of social program in Greece, France, Spain and other countries in Europe.In this program we will examine the political, economic, and cultural contexts of the uprisings in both of these periods--paying attention to local, national and global connections. We will study these uprisings, and the socio-political forces that helped shape them, through cultural and political economic analysis, fiction and non-fiction literature, movies, music, and participant experiences. Particular attention will be paid to developing research skills and writing for a broader audience.In addition to developing a greater awareness of the historical impact of these uprisings, we hope to better understand the philosophy, goals, strategy and tactics of the organizers of these movements. We will conclude by comparing and contrasting 1968 to 2011 in order to develop lessons for the present and future.	teaching social studies; organizing; working for an economic or social justice organziation--locally, nationally or globally; graduate school in social sciences or cultural studies.	Peter Bohmer Elizabeth Williamson		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Postmodernity and Postmodernism: Barth, Baudrillard, DeLillo, Murakami, Pynchon and World Cinema Harumi Moruzzi cultural studies literature moving image philosophy sociology	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				For the West and Japan, the 19th century was a heady century that embraced the utopian notion of perfectibility of human society through science and technology. However, by the beginning of the 20th century this giddy sense of unremitting human progress and spread of democracy began to be gradually challenged by various iconoclastic ideas, such as Freudian psychoanalytic theory, Einstein's theory of relativity and Heisenberg's uncertainty principle. A sense of confusion, anarchy and dread expressed itself in various art works in the first decade or so of the 20th century in strikingly similar ways to that of our own time, which suffered perhaps a more radical and real disillusionment regarding humanity and its future through its experience of Nazi holocaust and the atomic bomb explosions in Hiroshima and Nagasaki. Our contemporary experience, at the beginning of the 21st century, is still generally and vaguely called the postmodern time or postmodernity. But, what is postmodernity? What is postmodernism? In this program we will explore the complexities of the concepts of postmodernity and postmodernism through lectures, book seminars, films and film seminars.At the beginning of the quarter, students will be introduced to the rudiments of film analytical terms in order to develop a more critical attitude toward the film-viewing experience. Early in the quarter, students will also be introduced to major literary theories in order to familiarize themselves with varied approaches to the interpretation of literature. Then, students will examine postmodernity and postmodernism as manifested in the literary works of John Barth, Don DeLillo, Haruki Murakami and Thomas Pynchon as well as in the films directed by Godard, Lynch, and other contemporary filmmakers, while exploring the significance and implications of such literary and cinematic works through the various theoretical works of Baudrillard, Foucault, Jameson, Lyotard and other influential thinkers.		Harumi Moruzzi		Sophomore SO Junior JR Senior SR	Fall	Fall
Power Play(ers): Actions and Their Consequences Paul McCreary, Suzanne Simons, Carl Waluconis, Arlen Speights, Frances Solomon, Barbara Laners, Peter Bacho, Dorothy Anderson, Mingxia Li, Tyrus Smith and Gilda Sheppard 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 12 Fall	W 13Winter	S 13Spring		The program will explore colonial, postcolonial and neocolonial issues as they are unfolding on local, national and global stages. Colonialism has resurfaced in new forms of neocolonialism that we encounter in our daily lives and work. Emphasis is placed on how to recognize which generations of peoples were oppressed and forced to submit to exploitation and state and/or corporate sponsored tyrannies. Moreover, studies will center on how peoples acquire mental resistance to their hegemony, how to assert individual, family and community values and identities, and how to decipher and reframe meanings from information channeled through mass media. How to analyze the powers at play in societal structures, how to empower oneself and community, and how to understand the ways in which these structures of power and control impact the quality of life for ordinary people at home and abroad are some of the skills you will learn from "Power Player(s)."This upper division program will examine local, national and foreign policy issues of the postcolonial and neocolonial world in education, health care, social welfare and the environment through interdisciplinary studies of law, bioethics, biomedical sciences, environmental science, the legislative process, organizational management, mathematics modeling, sociology, psychology, American and world history, media literacy, world literature and cultures. Research methods in social and natural sciences and statistics emphasized in this program will present you with a systematic approach and analytical tools to address real life issues in research practice throughout the activities of the program. Information and multimedia technology and biomedical laboratory technology will be employed in hands-on laboratory practice to enhance your academic capacity and power. The theme for fall quarter is The first quarter of the program will be used to lay the foundation for the rest of the year, both substantively and in terms of the tools necessary to operate effectively in the learning community. We will explore theories, history and practices of colonialism. Colonialism will be analyzed from the perspectives of both political economy and history. In seminars, we will read, discuss and analyze texts that will add to our understanding of the ways in which colonialism and neocolonialism have created unequal distributions of power, wealth and access to resources. Winter quarter's theme is . We will look at specific contemporary issues of power viewed from a variety of institutional perspectives, most notably in health, education, law, science, government, politics, youth, environment, community development, women's empowerment and human rights. Students will investigate specific issues of unequal distributions of power with the purpose of identifying a particular problem, defining its dimensions, determining its causes, and establishing action plans for its remedy. In the spring, the theme will progress to The program will devote the final quarter to the design and implementation of projects to address the issues of unequal distributions of power identified in winter quarter. Seminar groups will combine their efforts to undertake actions to target current imbalances of power in the community. These actions may take the form of educational events, publications, multimedia presentations or art installations. Academic courses will assist in the successful implementation and evaluation of the student group activities.		Paul McCreary Suzanne Simons Carl Waluconis Arlen Speights Frances Solomon Barbara Laners Peter Bacho Dorothy Anderson Mingxia Li Tyrus Smith Gilda Sheppard	Mon Tue Wed Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Reality Check: Indian Images and [Mis]Representations Frances V. Rains Native American studies cultural studies history media studies political science	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			This program will address historic and contemporary images and misrepresentations of Indians in a variety of media. Indian images from films, photographs, language, mascots, popular culture and commercial interests will be deconstructed and analyzed for meaning, significance, power, representation and issues of authenticity. Colonialism, U.S./Indian history, geo-politics, and economics will be decolonized through the lenses of Native resistance, Native sovereignty and Native political and economic issues. Essential to this exploration will be an investigation of the dynamics of "self" and "other."Learning will take place through readings, seminars, lectures, films and workshops. Students will improve their research skills through document review, observations and critical analysis. Students will also have opportunities to improve their writing skills through weekly written assignments. Verbal skills will be improved through small group and whole class seminar discussions, and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class.	art, cultural studies, education, geography, history, media studies, Native studies and political science.	Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
The Reservation Based Community Determined Program - Foundations for Sustainable Tribal Nations -- Muckleshoot Myra Downing Native American studies cultural studies government law and government policy leadership studies literature political science sustainability studies theater Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 12 Fall	W 13Winter	S 13Spring		This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study.	public administration, political science, social sciences, human services, law, and tribal administration and government.	Myra Downing		Junior JR Senior SR	Fall	Fall Winter Spring
The Reservation Based Community Determined Program - Foundations for Sustainable Tribal Nations -- Nisqually Cynthia Marchand-Cecil Native American studies cultural studies government law and government policy leadership studies literature political science sustainability studies theater Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 12 Fall	W 13Winter	S 13Spring		This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study.	public administration, political science, social sciences, human services, law, and tribal administration and government.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
The Reservation Based Community Determined Program - Foundations for Sustainable Tribal Nations -- Peninsula Michelle Aguilar-Wells and Chad Uran Native American studies cultural studies government law and government policy leadership studies literature political science sustainability studies theater Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 12 Fall	W 13Winter	S 13Spring		This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is .In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study.	public administration, political science, social sciences, human services, law, and tribal administration and government.	Michelle Aguilar-Wells Chad Uran		Junior JR Senior SR	Fall	Fall Winter Spring
The Reservation Based Community Determined Program - Foundations for Sustainable Tribal Nations -- Port Gamble Colleen Almojuela Native American studies cultural studies government law and government policy leadership studies literature political science sustainability studies theater Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 12 Fall	W 13Winter	S 13Spring		This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is .In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study.	public administration, political science, social sciences, human services, law, and tribal administration and government.	Colleen Almojuela		Junior JR Senior SR	Fall	Fall Winter Spring
The Reservation Based Community Determined Program - Foundations for Sustainable Tribal Nations -- Quinault Dorothy Flaherty Native American studies cultural studies government law and government policy leadership studies literature political science sustainability studies theater Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 12 Fall	W 13Winter	S 13Spring		This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study.	public administration, political science, social sciences, human services, law, and tribal administration and government.	Dorothy Flaherty		Junior JR Senior SR	Fall	Fall Winter Spring
The Reservation Based Community Determined Program - Foundations for Sustainable Tribal Nations -- Tulalip Renee Swan-Waite Native American studies cultural studies government law and government policy leadership studies literature political science sustainability studies theater Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 12 Fall	W 13Winter	S 13Spring		This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study.	public administration, political science, social sciences, human services, law, and tribal administration and government.	Renee Swan-Waite		Junior JR Senior SR	Fall	Fall Winter Spring
Self and Culture: Studies in Japanese and American Literature and Cinema Harumi Moruzzi cultural studies literature moving image	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			This program is designed for students interested in cross-cultural exploration of the concept of self. Modernity in the West established the concept of a human being as a thinking subject through Descartes’ seminal discourse in . Since then, the concept of an autonomous, thinking and perceiving subject as the center of reality, as the source of truth, has been the dominant ideology in the West, particularly in the United States. With globalized communication and cultural exchanges, we have begun to question many ideas that have been taken for granted. The concept of self is one of these questioned ideas. It is often said that American and Japanese culture represent mirror images of human values. For instance, while American culture emphasizes the importance of self-reliance and self-autonomy, Japanese culture dictates group cohesion and harmony. Certainly, the reality is not as simple as these stereotypes indicate; nevertheless, this dichotomized comparative cultural frame presents an interesting context in which we can explore the concept of self. Thus, in this program we explore the concept of self through the critical examination of American and Japanese literature, cinema and popular media.At the beginning of the quarter, students will be introduced to the rudiments of film technical terms in order to develop a more analytical and critical attitude toward film-viewing experience. Early in the quarter students will also be introduced to major literary theories in order to familiarize themselves with varied approaches to the interpretation of literature. Then, students will examine representations of individual selves and cultures in American and Japanese literature through seminars and critical writings. Weekly film viewing and film seminar will accompany the study of literature in order to facilitate a deeper exploration of the topics and issues presented in the literary works.		Harumi Moruzzi		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
The Spanish-Speaking World: Cultural Crossings Diego de Acosta, David Phillips, Amaia Martiartu and Alice Nelson cultural studies history language studies literature study abroad writing Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		Spain and Latin America share not only the Spanish language but also an intertwined history of complex cultural crossings. The cultures of both arose from dynamic and sometimes violent encounters, and continue to be shaped by uneven power relationships as well as vibrant forms of resistance. In this program, students will engage in an intensive study of the Spanish language and explore the literature remembered, imagined and recorded by Spaniards and Latin Americans in historical context. Every week will include seminars on readings in English, Spanish language classes, a lecture or workshop conducted in Spanish, and a Spanish-language film. There will be regular written seminar responses, synthesis essays and a winter quarter research project. Please note that Spanish language classes are integrated into the program, so students do not have to register for them separately. We welcome students with any level of Spanish, from true beginner to advanced. No previous study of Spanish is required to enter in fall. Fall quarter, we will explore cultural crossings in Spain and Latin America prior to the 20th century through literary and historical texts. In medieval Spain, Jews, Christians and Muslims once lived side-by-side during a period of relative religious tolerance and cultural flourishing known as the . Military campaigns and the notorious tribunals of the Spanish Inquisition eventually suppressed Jewish and Muslim communities, but their cultural legacies have persisted. In the late 15th century, Spain began a process of imperial expansion marked by violence against indigenous peoples and Africans forced into slave labor; these early clashes are strikingly documented in contemporary accounts. Subsequent colonial institutions, including imposed governmental structures, , religious missions and slavery were contested by diverse resistance movements. These dynamics culminated in Latin America's independence in the 19th century and they continue to be reexamined and reimagined within Latin American cultural production today. Winter quarter, we will turn to literature from the 20th and 21st centuries. During this time, Spain and several countries of Latin America experienced oppressive dictatorships as well as the resulting emergence of social movements that enabled democratization. The questions of language, regional identity and difference have also defined several nations' experiences, from Catalonia and the Basque region in Spain, to various indigenous communities throughout Latin America. More recently, the context of economic globalization has given rise to unprecedented levels of international migration, with flows from Latin America to Spain and the US. All of these cultural crossings have involved challenges and conflict as well as rich and vibrant exchanges expressed in literature, art and cinema.Spring quarter offers two options for study abroad, and an option for doing internships with local Latino organizations for those who stay on campus. The Santo Tomás, Nicaragua program is coordinated with the Thurston-Santo Tomás Sister County Association and its counterpart in Nicaragua, and is open to 4-8 intermediate/advanced language students; the Quito, Ecuador program is co-coordinated with CIMAS, an Ecuadorian non-profit research organization, and is open to 15 or more students of all language levels. For students staying in Olympia, the program will have two components: an on-campus core of Spanish classes and seminars focused on Latino/a communities in the US; and the opportunity for student-originated studies through internships and project work. All classes during spring quarter, whether in Olympia or abroad, will be conducted entirely in Spanish.		Diego de Acosta David Phillips Amaia Martiartu Alice Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Student-Originated Studies: Creative Writing (Short Story) Eddy Brown cultural studies literature writing Signature Required: Fall	SOS	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				This SOS supports students doing individual projects in short story writing, to foster their skills and knowledge in creative writing in general, the short story in particular, and literature. Participants are expected to be self-motivated and have good work habits. In addition to online forums and out-of-class individual and small-group activities, we will hold weekly class sessions. These meetings are intended to provide ongoing individualized support and build a sense of community. Students must attend and participate in these sessions to be eligible for full credit. During these gatherings we will explore story crafting, the writing process, fiction genres, and published literature. Students will also carry out some in-class writing activities, report on and share work-in-progress, conduct peer critques, and receive applicable instruction and guidance. Potential variations on proposed work and activities may be considered, and if acceptable, will be worked out individually with the faculty member.There will also be weekly text-based seminars and written reader responses to both assigned and self-selected published fiction. Students will be expected to maintain and submit a process portfolio and reading journal. At the end of the quarter, we will have in-class student readings of their work.		Eddy Brown		Sophomore SO Junior JR Senior SR	Fall	Fall
Student-Originated Studies: Sustainability and Justice Karen Gaul anthropology community studies cultural studies sustainability studies Signature Required: Spring	SOS	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This SOS is open to students doing internships, community-based research and/or volunteer projects, in collaboration with the Center for Community-Based Learning and Action (CCBLA) at Evergreen. This is an excellent opportunity for students wishing to engage deeply and effectively with real-world problems in the community, and possibly to develop a capstone experience for their studies in Sustainability and Justice. Students will work collaboratively in teams or individually to engage with local organizations or agencies in order to advance their work in the community. Other students may organize themselves around other internship or volunteer opportunities. The CCBLA can help students explore community and organizational needs (http://www.evergreen.edu/communitybasedlearning). All students will meet regularly with the faculty and one another to discuss shared readings, as well as report back and monitor their work in the community. Workshops on effective ethnographic methods will be provided to those working on community research projects. All students will participate in orientations for working in the community, gaining good background information on the issues with which they are engaging, and gathering skills necessary to work effectively and respectfully with communities and organizations. Participation in this program means practicing accountability to other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with your own learning community of faculty and fellow students. For more information, please contact Dr. Karen Gaul at gaulk@evergreen.edu or phone 360.867.6009 on campus.		Karen Gaul		Sophomore SO Junior JR Senior SR	Spring	Spring
Turning Eastward: Explorations in East-West Psychology Ryo Imamura communications consciousness studies cultural studies health philosophy psychology religious studies	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter			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 the East, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation.In direct contrast, 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, 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. 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.		Ryo Imamura	Tue Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Undergraduate Projects in Critical and Creative Practices Naima Lowe, Anne de Marcken (Forbes), Marilyn Freeman and Joli Sandoz African American studies art history communications cultural studies gender and women's studies literature media arts media studies moving image visual arts writing Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend		W 13Winter	S 13Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. uses creative writing and digital media production as methods of inquiry. Her process-based work results in short stories, personal essays, longer hybrid narratives, time-based forms of these things (films and videos), and sometimes web environments. Her current areas of inquiry include climate change and the interactions of place and identity, in particular as related to the idea of home. Students working with Anne will have opportunities to work on one or more literary projects in the early development phase. Activities will include concept development, research, preliminary structuring, proposal writing, grant writing, and critique of early draft creative writing. Students may also work with Anne to continue development of an internet-based project related to climate change. (writing and media arts) is an interdisciplinary artist working primarily with time-based art for the page, the screen, and installation. Presently, Marilyn is particularly focused on the video essay as an ascendant form for creative and critical experiments with text, sound, and image. Her immediate projects include two video essay productions and a book— (University of Chicago Press, 2014). These projects provide opportunities for advanced students to assist with research and to enhance media arts skills through working directly with Marilyn in preproduction, production, and post-production of the video essays. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include a series of essays on place and aging; an essay on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes. Please go to the catalog view for specific information about each option.		Naima Lowe Anne de Marcken (Forbes) Marilyn Freeman Joli Sandoz		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Projects in Critical and Creative Practices with A. de Marcken Anne de Marcken (Forbes) cultural studies environmental studies literature media arts media studies moving image visual arts writing Signature Required: Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend		W 13Winter	S 13Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. uses creative writing and digital media production as methods of inquiry. Her process-based work results in short stories, personal essays, longer hybrid narratives, time-based forms of these things (films and videos), and sometimes web environments. Her current areas of inquiry include climate change and the interactions of place and identity, in particular as related to the idea of home. Students working with Anne will have opportunities to work on one or more literary projects in the early development phase. Activities will include concept development, research, preliminary structuring, proposal writing, grant writing, and critique of early draft creative writing. Students may also work with Anne to continue development of an internet-based project related to climate change.		Anne de Marcken (Forbes)		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Projects in Critical and Creative Practices with N. Lowe Naima Lowe African American studies art history communications cultural studies gender and women's studies media studies moving image visual arts Signature Required: Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend		W 13Winter	S 13Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes.		Naima Lowe		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Writing Nature, Writing "Race" Chico Herbison American studies cultural studies environmental studies history literature writing	Program	FR ONLYFreshmen Only	16	16	Day	F 12 Fall	W 13Winter			"What then, is Earth to American people of color?" (Alison H. Deming and Lauret E. Savoy, ) This two quarter program explores nature writing by people of color in the United States. Deming and Savoy provide an eloquent and passionate starting point, as well as critical unifying themes and issues, for our exploration: "[if nature writing] examines human perceptions and experiences of nature, if an intimacy with and response to the larger-than-human world define who or what we are, if we as people are part of nature, then the experiences of all people on this land are necessary stories, even if some voices have been silent, silenced, or simply not recognized as nature writing."We will begin our quest by addressing the many meanings of "nature" and, by extension, "nature writing." Our journey's next phase will involve an introduction to, and brief overview of, the American nature writing tradition. Students will read selections from some of the country's best-known nature writers, including Henry David Thoreau, Ralph Waldo Emerson, John Muir, Mary Hunter Austin, Wendell Berry, Rachel Carson, Barry Lopez, Annie Dillard and Terry Tempest Williams. Fall quarter will conclude with introductory readings on the historical and cultural relationships between people of color and nature. Students will engage with program readings, not only to develop a stronger appreciation of, and respect for, nature writing, but also to strengthen their critical thinking, reading and academic writing skills. In winter quarter, our selection of texts will foreground major works of nature writing by people of color, including writings by Toni Morrison, Leslie Marmon Silko, Ruth Ozeki, Percival Everett, and by those anthologized in . Students will continue to hone their academic writing skills; however, they will have the opportunity to explore "the colors of nature" through a variety of other writing forms: fiction, poetry, music lyrics, and creative nonfiction, among others. By winter quarter's end, students will be equipped to respond, in a variety of ways, to that question posed above: "What then, is Earth to American people of color?" Only at that point can we begin to address the enduring question, "What then, is Earth to all people?" Program activities will include lectures, workshops, seminars, film screenings, guest presentations and field trips. Students should be prepared to devote at least twice as many hours outside of class, as those spent in class, to program readings, writing and other assignments.	the humanities, writing, education, and environmental studies.	Chico Herbison	Tue Thu Fri	Freshmen FR	Fall	Fall
Writing our Future Histories: Creative writing out of struggle David Wolach cultural studies political economy writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend		W 13Winter			This course challenges students to write the world that does not yet exist. Or, as Marxian poet and theorist of radical black performance Fred Moten proposes, we will engage in writing that "investigates new ways for people to get together and do stuff in the open, in secret." Each week we’ll work individually and collaboratively on writing experiments—prose, poetry, essay—that critique and advance beyond our own assumptions about what is socially possible and that do so by paying careful attention to the rhythms of current crises. As a basis for this creative production, we will engage critically with writers whose work exists at the point where the border between politics and art ruptures. In sound, in sight, and through a kind of improvisatory ensemble we will resist what too often gets counted as the inevitable outcome of a political economy that treats people as objects that just happen to speak. What is inevitable about the future, and what is it about controlled acts of creative improvisation that helps us not just see but hear our future’s past?		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter

Contact

Prospective Students -
Admissions
Location: Library 1200
Phone: (360) 867-6170
Email: Admissions

Current Students -
Advising
Location: Library 2153
Phone: (360) 867-6312
Fax: (360) 867-5343
Email: Advising

Technical Issues -
Web Office
Location: Library 4001
Email: Web Team

Site Navigation

2012-13 Catalog

Register Online

Indexes

Highlighted Feature

Catalog Views

Undergraduate Studies by Location

Graduate Studies

2012-13 Undergraduate Index A-Z

Cultural Studies [clear]

Contact

Site Navigation

2012-13 Catalog

Register Online

Indexes

Highlighted Feature

Catalog Views

Undergraduate Studies by Location

Graduate Studies

2012-13 Undergraduate Index A-Z

Cultural Studies [clear]

Related

Contact