| Faculty |
Student Aides |
| Alice Nelson |
Sem2 E3112 |
867-6629 |
nelsona@evergreen.edu
Office hours W12-1 & by appt |
Riley Woodward-Pratt |
350-8537 |
frwoodwardpratt@gmail.com |
| Martha Rosemeyer |
Lab I 1012 |
867-6646 |
rosemeym@evergreen.edu
Office hours W11-12 & by appt |
Writing Tutors |
| Tony Zaragoza |
Sem2 D3106 |
867-6408 |
zaragozt@evergreen.edu
Office hours W9-10 & by appt
|
Jhaleh Akhaven |
867-6420 |
akhjha19@evergreen.edu |
| Core Connector |
Calen Swift |
357-6493 |
swical13@evergreen.edu |
| Norma Alicia Pino |
Lib 2116 |
867-5629 |
pinon@evergreen.edu |
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| We all eat to live, but how often do we stop to ask where our food comes from? How was it grown? Who cultivated and harvested it? How did it arrive at our tables? Do we all have the same access to food? How have the migration of workers to harvest food, as well as their movements for social justice, created new forms of culture, from protest songs to teatro campesino (farmworkers' theater)? This three-quarter program seeks to address these questions by examining the intersections of food ecology, labor history, and cultural change.
Fall quarter focused on three specific commodities: apples, sugar cane, and bananas. We studied the ecological conditions for cultivating each crop, its environmental impact, the ways it is harvested and traded, how workers have attempted to organize themselves, and the literature and art that have aided their social movements. We explored how systems of power—involving race, class and gender, among others—shape work, access to food, governmental policy and environmental sustainability.
In winter quarter, we further developed our understanding of concepts introduced in the fall, moving from specific crops to a larger view of intersecting social and environmental systems. The winter curriculum picked up on three major issues: ecological contamination (i.e., global warming, genetically modified organisms, pesticides), immigration, and free trade vs. fair trade.
During the spring, students will bridge theory and practice by combining their continuing studies on campus and through field trips (the 8-credit program “core”) with 8 credits of learning in another mode, whether undertaking an internship with a community organization or developing a student-originated learning project. (We highly recommend the internship option, to further build on your learning by working in the community.)
The 8-credit Program Core will be focused on solutions to the environmental and social issues raised in fall and winter quarters. We will study social movements past and present: what have people done, and what are they currently doing, to create social change? What can we learn from these social movements, in terms of goals and strategies, as well as successes and shortcomings? How can we organize to create change in our communities? A typical week will include 1.5 full days of class, with one all-program meeting (lecture, speaker, or films), one seminar, a “check-in” meeting on internships/SOL projects, and one all-program nature walk, workshop, or work at the food bank (see schedule below). As a group, we will take a 3-day field trip to the Skagit Valley, and will incorporate local conferences into our weekly curriculum, on the topics of immigration (May 15-18), sustainable living/synergy (May 19-24), and local food (in early June). The entire group will be involved selected times in activities with Evans Chair Rodrigo Duarte Clark.
PLUS: Students have several options for the additional 8 credits of work. You may choose from the following:
- an Internship with a local community organization OR with Rodrigo Duarte Clark/Teatro de la Esperanza. Your internships will be eight credit hours (=20 hours of work with the organization per week); you will need to turn in internship paperwork to program faculty by Friday March 21 at the latest. Remember you are eligible to earn a $1000 credit voucher through the program Students In Action (for more information, contact the Center for Community Based Learning and Action at 867-6859); you must enroll in advance to be eligible.
- If you are still looking for a community-based internship, see the CODa database and/or talk with program faculty about specific possibilities that relate to the program’s content.
- For those interested in working with Rodrigo Duarte Clark/Teatro de la Esperanza: This internship will involve creative writing and performance in various modes: monologues, short stories, skits, and possibly music. The first half of the quarter will give greater emphasis to writing and generating material; the second half will emphasize movement and performance. Students will work together with Rodrigo and each other to perform during weeks 7 and 10; week 4, we may take a field trip to San Francisco to see a play and observe rehearsals. The weekly schedule will involve class meetings Monday afternoon, and all day on Friday and Saturday (see schedule below). Attendance is vital at these sessions.
(b) a Student-Originated Learning Project (for up to 8 credits). Think of this as a mini-program of your own design; you may work individually or form a group to explore a topic or question of interest to you. You will develop your learning objectives and goals and design a book list and writing (and other) assignments that will lead to fulfillment of those goals. Please see the program handout on how to write your proposals. |
| • This quarter we are studying social movements past and present: what have people done, and what are they currently doing, to create social change? • What can we learn from social movements, in terms of goals and strategies, as well as successes and shortcomings?
• How can we organize to create change in our own communities?
• In a post-peak-oil world, how do we interact with our landscape (plants, animals, rocks, soil) to fulfill our needs in a sustainable way?
• What are the various social, political, cultural and economic forces that contribute to forming, maintaining, altering, and transforming food systems, work, cultures and societies? How have these forces changed over time?
• How do power relations within society become manifested in food and diet, in farm work and in our stories, representations, and knowledge of food? In what ways might alterations in power relations in any given society result in altered food work and culture?
• How are people’s relationships to food and work revealed in the many ways in which they portray themselves and their lives?
• Are there certain artistic or rhetorical strategies that work more effectively to inspire social change, or conversely, that tend to undermine it? Is that different in different times and places, and among different peoples? What are the particular challenges of making effective political art?
• How does the structure/type of a plant affect the human work involved in the cultivation of the plant? How does culture change in response to this work?
• How does the agroecosystem under which the plant is grown affect the human work of cultivating and harvesting the plant? How does the food system—involving the farming, marketing, distribution and waste—also impact work? How are these impacted by cultural context, and in turn, potentially reshape it?
• What are the key factors for evaluating the social, cultural, economic and ecological impact of food production? How do we measure these impacts?
• Do you believe this society’s power structures have been designed in your best interest? The interests of your family? Your community? Workers? What do current structures of power protect? How do you want to live?
Skills to focus on this quarter [open to radical modification]:
- visioning and visualization
- observation and articulation
- synthesis of ideas
- integration of apparently disparate experiences
- self-direction
- working across differences
- creative writing (for theater group, but also perhaps for others...)
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| Academic Advising |
Geoduck Villiage F-100 |
(360) 867-6312 |
M-F 8-5 pm |
|
| Writing Center |
Library 2304 |
(360) 867-6420 |
M-Th 11am-8pm
|
F-Sun 12pm-5pm |
| QuASR |
Library 2304 |
(360) 867-5547 |
M-Th 9am-5:30pm
|
F 9am-4pm |
| Library Reference |
Library Across from Circulation |
(360) 867-6252 |
M-Th 9am-9pm
.
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F 9am-5pm
Sat 9am-5pm |
| Books ^ (in the order we'll read them, but check the schedule below for more info) |
Check here for books on Open Reserve at the TESC Library
David C. Korten. The Great Turning: From Empire to Earth Community (Kumarian Press, 2006)
François Polet, ed. The State of Resistance: Popular Struggles in the Global South (Zed Books, 2007)
Audre Lorde. Sister Outsider: Essays and Speeches (Crossing Press, 2007)
Laura E. Garcia, Sandra M. Gutierrez, and Felicitas Nuñez. Teatro Chicana: A Collective Memoir and Selected Plays (University of Texas Press, 2008)
Luis J. Rodriguez. Hearts and Hands: Creating Community in Violent Times (Seven Stories Press, 2003)
Vandana Shiva, ed. Manifestos on the Future of Food & Seed (South End Press, 2007)
Jim Pojar and Andy MacKinnon, Plants Of The Pacific Northwest Coast: Washington, Oregon, British Columbia & Alaska (Lone Pine Publishing Revised edition 2004)
For theatre internship students only: Cherríe Moraga, Heroes and Saints & Other Plays (West End Press, 1994) |
MONDAY
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TUESDAY |
FRI & SAT (No Class for most) |
Lecture / Workshop 9-12 • SEM 2 A1107
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Seminar 9-12 • Sem 2 A 2107
Seminar 9-12 • Sem 2 A 2109
9Seminar -12 • Sem 2 A 3109
Check-In on Internships/Projects
• Sem 2 A 2107 • A 2109 • A 3109
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All day for theatre internship folks only: Meet together and with Rodrigo Duarte Clark
Fridays 9-5 • Sem 2 B2107
Saturdays 9-5 • Lib 2708
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| No Class for most of the program
Theatre internship folks only: Meet together and with Rodrigo Duarte Clark
1-5 • Sem 2 A 3107 |
Nature Walk/ Workshop/ Food Bank 1:30-5
• Lab I 1040/1050 and Sem 2 D1107 and Research Time
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| All assignments should be typed, doubled-spaced, 12-point font, 1” margins, paginated, and stapled. Please turn in assignments in hard copy form under your seminar leader’s door (or in seminar) by the deadline listed on the syllabus. Specific requirements for each assignment will be distributed approximately one week before it is due.
For assignments that require you to cite texts or other materials, please use the MLA citation format, which requires a list of “works cited” at the end of your paper, and parenthetical page references within the main text of your paper. If you have questions about citation, style, or grammar, consult the library web page “Citation and Style Guide."
1. Seminar Summary/Reflection on Solutions Paper (for all students: 2 paragraphs, each 80-100 words, due at every Tuesday seminar): In order to facilitate careful seminar preparation, each student will compose two paragraphs, each consisting of no more than 100 words. The first paragraph (labeled “summary”) conveys the main point of the reading; the paragraph should address the author’s thesis and argument in the case of non-fiction and the author’s central theme in the case of fiction. This paragraph should consist entirely of paraphrases (no direct quotes), should be specific, and needs to address the whole of the reading selection. The second paragraph (labeled “solutions”) should address our ongoing program focus of envisioning solutions and taking action on the issues we have studied this year. You should address: What does this reading teach us that we could draw from at the present historical moment (in the US and/or the world), as we consider visions and actions for social change?
2. Nature Journal (for all students, due with portfolio weeks 5 and 10—see #9 below). Students will follow seasonal changes in plant and animal communities, making weekly observations on a small area of land of personal interest. Additionally students will research the ethnobotanical uses of a plant/group of plants and report to the class in a brief presentation during week 5 or 8. Specific instructions will be provided during the orientation to our nature walk week 1.
3. Spring Integration Essay (for all students; 5-7 pages, due week 8): This assignment should draw together your quarter as one integrated whole, no matter how many credits you are enrolled for this spring. If you are in Seeds of Change for 8 credits, this will be like our fall quarter synthesis papers. If you are in for more than 8, your task will be to integrate your learning among the pieces (program core + internship, program core + another class, program core + student-originated learning project). We will give more specific instruction about this assignment at the midterm.
4. Take-Home Final Exam (for all students, due week 9): There will be a take-home final exam during week 9. It will require you to make connections across the issues studied this quarter, including readings, lectures, films, labs, and fieldwork. We will do a synthesis workshop Tuesday of week 9 to stimulate connections, review, and begin the process of writing. Your exam is due Thursday of week 9 at 3 pm.
5. Final Presentations (for all students; week 10): All students will present some product of their learning this quarter, whether from internships, SOL, or all-program work during week ten.
6. Other Assignments (for all students): Please be aware that there will be additional, periodic assignments related to workshops, seminar, and field work that will be announced throughout the quarter.
7. Internship Students only: In addition to the above requirements, internship students will fulfill the requirements of their Internship Learning Contracts, including attendance at worksite for the specified number of hours per week, keeping a daily journal of internship activities, addressing the internship as part of the self-evaluation, and writing a description of internship activities for inclusion in the program description. (Those working with Rodrigo Duarte Clark are responsible for attending all sessions and rehearsals, completing all creative writing exercises, and fulfilling responsibilities in all performances, in addition to keeping a daily journal of internship activities, addressing the internship as part of the self-evaluation, and writing a description of internship activities for inclusion in the program description.)
8. Student-Originated Learning (SOL) Project Students only: In addition to the above requirements, SOL students will fulfill the requirements of their SOL Contracts, including the internship as part of the self-evaluation, and writing a description of internship activities for inclusion in the program description. Students will develop their initial proposals into contract form by Thursday of week 1 (3 pm).
9. Program Portfolio (for all students, due weeks 5 and 10): As part of the requirements for credit in this program, you will be expected to maintain an extensive program portfolio. The portfolio should be seen as a major opportunity to record, consolidate, integrate and internalize the materials we study. You should prepare your portfolio in a way that allows you and any other reader to rapidly retrieve the information contained in it. It should be clearly legible to other readers, or to you, at any time in the future when you might need to refer to it. A loose-leaf notebook divided by section indices works well. Your portfolio should include:
• program syllabus, covenant, and handouts;
• your notes on the assigned readings;
• your notes from program lectures, films, seminars, labs, workshops, and fieldwork;
• all your seminar summary/reflection papers;
• nature journal and all exercises from workshops;
• all internship and/or SOL work (if applicable);
• all essays and draft self-evaluation (week ten only).
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| Engagement: Evergreen programs are not simply a collection of classes, but a deeper effort to form a learning community. We learn from each other, and are therefore responsible to each other to participate in the learning community. Participation is defined as active listening, speaking, and thinking. Communication and attendance are vital to build relationships among students, and between students and faculty.
Communication: In the interest of fairness, we want all students to have equal access to all information. The program website will be updated to reflect the most current information for the program. Please check the schedule on this page frequently for any updates. The web schedule will always trump the printed schedule.
All-program Attendance: Attending seminars and all-program activities is the other critical aspect of participating in the learning community. Many students make great efforts to coordinate their transportation, jobs and family in order to attend class. Since attendance is a precondition of participation, absences will diminish your ability to earn full credit. It is in your own interest to be on time since class instructions are usually at the beginning. More than 2 excused absences will result in the loss of credit. A pattern of lateness will be counted as an absence. See Program Covenant for program policies on all issues, including attendance.
Seminar: Seminar attendance, preparation, and participation are also considered very important to your individual success, as well as to the collective success of the group. We will not be dealing with settled questions, and the various authors will not always be in agreement or use the same theoretical frameworks. We will be considering topics of immense relevance to the lives of each and every one of us as well as to the larger society. The faculty anticipate lively and respectful discussion, differences, and controversy. The seminar will be a collaborative, exploratory undertaking and is a key place where most of the integration, insights, and intellectual breakthroughs will be made. We are looking forward to engaged and vital seminar groups. See handouts What is Seminar? and Preparation for Seminar.
Note-taking is strongly encouraged to retain information for discussion and assignments (such as the synthesis essays). Some powerpoints and other lectures can be downloaded and printed from links on the library reserve to aid, but not replace, note-taking. You should identify a friend who can take detailed notes in case of your absence.
Cooperative efforts:All program work requires collaborative and cooperative efforts from both faculty and students. Students should familiarize themselves with the Program Covenant, the Evergreen Social Contract and the Student Conduct Code. Normal adult behavior, of course, is expected and disruptive or disrespectful behavior will be grounds for being asked to leave the program. In all program activities, please make sure your cell phones are turned off, and that you do not make it difficult for students or faculty to listen or concentrate. Laptops are to be used only for taking notes, but should not be used in seminar, where face-to-face communication is critical.
Academic Honesty: The work we submit—in discussion, writing, etc.—must reflect our own ideas. When we incorporate the ideas of others, be those published authors, filmmakers, or classmates, we should acknowledge our sources. While much of the work in this program will be collaborative and the ensuing ideas will reflect the contributions of more than one person, we will get in the habit of acknowledging the people and ideas that have influenced us. Failure to cite copyrighted sources, or presentation of the work of others as one's own, is plagiarism and will be treated in accordance with the provisions of the Social Contract.
Evaluation: Your evaluation will consist of your seminar leader's written evaluation of your work, your self-evaluation, and the evaluation conference. You will be evaluated on your level of comprehension of the material, on your skills (writing, thinking, speaking, listening, research, presentation), and on your intellectual engagement with the major themes of the program as reflected in assignments and seminar discussions.
Access services: If you have a documented disability,please contact Evergreen's Access Services at (360) 867-6348. Access Services will help coordinate any reasonable accommodations that you will need throughout your education at Evergreen. If you have a disability and have not had it documented, Access Services can help you with the process of getting it documented. Please be sure to get this process underway as soon as possible. Keep in mind that there are some differences between how disabilities are addressed in high school and in college; Access Services will be able to help you with this transition. We are committed to the academic success of all students. Please let your faculty know at the beginning of the quarter if there are any reasonable accommodations that you will need that will be coordinated through Evergreen's Access Services.
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Spring quarter, students are enrolled in Seeds of Change for varying levels of credit. Each student will earn full credit for her/his particular option by fulfilling all of the following requirements:
- submission of all assignments and portfolio by the deadlines announced in the syllabus (and as applicable, on the Internship Learning Contract or Student-Originated Learning Proposal) unless otherwise agreed upon by the student and faculty;
- regular attendance at all class (and as applicable, internship) activities; more than two excused absences may result in the loss of credit;
- active collaboration and responsible participation in all activities;
- draft of written self-evaluation turned in with portfolio by Tuesday of week 10 (to be revised after conference) and written faculty evaluations by the time of the evaluation conference.
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| Schedule ^////////Week///1///2///3///4///5///6///7///8///9///10 |
| DATES |
MONDAY
9:00 – 12:00 • Lecture/Workshop
[Theater Interns Mon 1-5]
|
TUESDAY
9:00 – 12:00 • Seminar and Check-in
1:30 – 5:00 • Field Work & Workshop |
THURDAY
Work Due
by 3PM |
[FRIDAY & SATURDAY
9:00-5:00 • Theater Interns]
|
| WEEK 1
MARCH 31
& APRIL 1
ENVISIONING SOLUTIONS, TAKING ACTION
FARMWORKER AWARENESS WEEK |
LECTURE / WORKSHOP: Orientation/ Introduction to the program (Martha, Tony, Alice); Brainstorming on Learning Goals for the quarter and Workshop on "What is needed to solve a problem?"; FILM: For the Next 7 Generations: The Grandmothers Speak (13 min).
[THEATRE STUDENTS: Orientation with Alice.] |
SEMINAR: Seminar orientation; David C. Korten. The Great Turning: From Empire to Earth Community, pp. 1-250 and François Polet, ed. The State of Resistance: Popular Struggles in the Global South, pp. 1-15. Due: Seminar Summary/Reflection.
CHECK-IN: on internships and projects (orientation and final guidelines for filing contracts).
FIELD WORK: Nature Walk; meet at 1:30 in Lab 1 1040 for orientation; bring Pojar and MacKinnon, Plants Of The Pacific Northwest Coast: Washington, Oregon, British Columbia & Alaska. READ: Pojar and MacKinnon, pp 11-25.
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SPECIAL EVENT: National Farmworker Awareness Dialogue for Justice, 11am-1pm, Sem 2 C 1005. This will help set up our week four field trip to Whatcom County and Skagit Valley. Due: Learning goals to seminar leaders and SOL Contracts to sponsors by 3 pm.
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Due: Internship Learning Contracts, in final form with all signatures, due to faculty sponsor and Academic Advising by 4pm.
[THEATRE STUDENTS: Friday and Saturday (9-5): Theatre Students meet with Rodrigo Duarte Clark]. |
| WEEK 2
APRIL 7 & 8
LEARNING FROM LABOR MOVEMENTS |
LECTURE / WORKSHOP: Labor Organizing and Labor Visions; Lewis County: Hope and Struggle (Dir. Anne Fischel, US, 2006, 86 min); Guest Speaker: Jesse Shultz On IWW vision, history and current organizing. Eyes on the Fries (Dir. Casey Peek, US, 2004, 20 min).
SPECIAL EVENT (12-2): All-program potluck to welcome Rodrigo Duarte Clark; we have access to Longhouse kitchen before class and at noon on; lunch will start at 1pm in the Cedar Room.
[THEATRE STUDENTS: Meet with Rodrigo Duarte Clark.]
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SEMINAR: 1) "Immokalee Workers Take Down Taco Bell;" 2) "About the CIW;" 3) "The Rise of Migrant Worker Militancy;" 4) "The 2006 Immigrant Uprising" (in MASU); 5)"Unions and Cooperatives: Can They Get Along?;" 6) "Global Unions" (in MASU); 7) "The Tyranny of Structurelessness;" In preparation for the field trip also read: 8) "The Centralia Massacre;" 9) "Centralia's Union Mural;" 10) A Photo of the Mural. Also Review Korten pp 206-214. Due: Seminar Summary/ Reflection. CHECK-IN: on internships and projects. For more information on the IWW see also 1) "IWW Chronology;" 2) "Industrial Workers of the World Songs;" 3) "Centralia Conspiracy" (in MASU); and 4) "Mr. Block and the Profiteers;" FIELD WORK: Field Trip to Centralia focused on labor history and murals; bring sack lunch to take on vans immediately after morning session (we will depart at noon and arrive back by 5 pm).
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[THEATRE STUDENTS: Friday and Saturday (9-5): Theatre Students meet]. |
| WEEK 3 APRIL 14 & 15
SOCIAL MOVEMENTS IN THE GLOBAL SOUTH 1 |
FILMS:
Brazil – Food (Dir. David Springbett & Heather MacAndrew, US, 2000, 15 min from 49 min) <On Reserve>
Brazil – Land is More than Land 45 min [2002] <On Reserve>
Brazil – Cutting the Wire: Witnessing a land occupation 15 min [2005]
Bolivia – Two Bolivias 23 min [2007]
Venezuela – Unravelling Venezuela's Revolution 24 min [2006]
Venezuela – Journey with the Revolution 15 min of 61 min [2006] <On Reserve>
Other Possible Films for Viewing:
Brazil - Brazil's Sweet Revolution 22 min [2006]
Venezuela - Uncle Sam's Coup? 15 min [2006]
Brazil - Road to Destruction 12 min [2007]
Brazil - Toilet Exploitation 10 min [2007]
Brazil - City Of Dreams 15 min [2006]
Brazil - Black Brazil 11 min [2006]
Brazil - Nuns Vs. Guns 23 min [2006]
[THEATRE STUDENTS: Meet with Alice; read Cherríe Moraga, Heroes and Saints & Other Plays, pp. 85-149, in preparation for this session.]
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SEMINAR: François Polet, ed. The State of Resistance: Popular Struggles in the Global South, chapters 1, 2, 6, 8, 10 (plus choose one chapter from 11-16), 17 (plus one chapter from 18-25), 26 (plus one chapter from 27-34); "The Landless Workers' Movement and Social Struggles Against Neoliberalism" (in MASU); "The MST Challenge to Neoliberalism" (in MASU); "About the MST;" "Deep Green;" and "The Neoliberal Agrarian Model in Brazil." You may also want to see updates and deeper analysis: "MST History" and "MST Campaigns." Due: Seminar Summary/ Reflection. CHECK-IN on internships and projects.
FIELD WORK: Nature Walk; meet at 1:30 in Lab 1 1040 for orientation; bring Jim Pojar, Plants Of The Pacific Northwest Coast: Washington, Oregon, British Columbia & Alaska.
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[THEATRE STUDENTS: Friday only (9-5): Theatre Students meet]. |
| WEEK 4 APRIL 21 & 22
FIELD TRIP WEEK
Note SPECIAL SCHEDULE! |
FIELD TRIP: Saturday, April 19 (6 am departure!)-Monday, April 21: All-Program Field Trip to Whatcom County/Skagit Valley (see separate handout for details--now available on MASU).
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SEMINAR: No class. |
[THEATRE STUDENTS: Wednesday, April 23-Sunday April 27: Theatre Students’ Field Trip to San Francisco (see separate handout for details)]. |
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| WEEK 5 APRIL 28 & 29
SOCIAL MOVEMENTS IN THE GLOBAL SOUTH 2 | LECTURE / WORKSHOP: Conocer a nuestro pueblo/Know Our People (Dir. Carol Burns/Thurston-Santo Tomás Sister County Organization, US, 2003, 65 min); GUEST SPEAKERS: Gladys Prieto and Bernys Ramos, visitors to Olympia from our sister community in Santo Tomás, Nicaragua speak about grassroots organizations and international solidarity; Distribute assignment for Integration Essay due week 8.
[THEATRE STUDENTS Meet.]
|
SEMINAR: François Polet, ed. The State of Resistance: Popular Struggles in the Global South, chapters 3, 4, 5, 7, 9; "A Short History of Venezuela;" "Venezuela and the Bolivarian Revolution-The facts;" "Reflections on Venezuela;" "The New Cooperative Movement in Venezuela's Bolivarian Process;" "Venezuela's Cooperatives Take First Steps Towards National Movement;" "Land Grab" (in MASU); "Cowing the Private Sector;" (in MASU); and "Against the Market Economy." You may also want to see updates and deeper analysis: "Workplace Democracy and Collective Consciousness;" "People's Power in Venezuela;" and "Venezuela: Not What you Think." On Bolivia you may also want to see "Fear and Loathing in Bolivia" and the film "Two Bolivias." Due: Seminar Summary/Reflection. CHECK-IN: on internships and projects.
FIELD WORK: Nature Walk; meet at 1:30 in Lab 1 1040 for orientation and brief presentations; bring Jim Pojar, Plants Of The Pacific Northwest Coast: Washington, Oregon, British Columbia & Alaska.Due: Portfolios (with Nature Journal).
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[THEATRE STUDENTS: Friday and Saturday (9-5): Theatre Students meet]. |
| WEEK 6 MAY 5 & 6
ART & POLITICS 1 |
LECTURE / WORKSHOP: Alice, Art & Politics: African-American Feminism and FILM: The Edge of Each Other's Battles: The Vision of Audre Lorde (Dir Jennifer Abod, US, 2002, 59 min). FILM: The Real Dirt on Farmer John (Dir. Taggart Siegel, US, 2007, 83 min).
[THEATRE STUDENTS Meet.]
Social Movement Study Group: 5PM Sem2 D3107. Reading Harnecker, "Blows and Counterblows in Venezuela" (in MASU under handouts > spring > week 5). Venezuela Map. There is an additional reading by Lopez Maya also on Venezuela for those interested.
Public Lecture: Heather Flores of Food not Lawns will be giving a presentation in the evening, 6:30-8:30PM in Sem2 A1105.
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SEMINAR: Audre Lorde, Sister Outsider: Essays and Speeches, pp. 6-12, 36-144, 176-189. Due: Seminar Summary/ Reflection. CHECK-IN on internships and projects.
WORKSHOP: (meet in Sem 2 D 1107, 1:30-3:15): "Thinking about Solutions to Racism"; GUEST ARTIST: (3:30-5:00): Beatriz Flores Gutiérrez, documentary filmmaker, presents her work about immigration politics and the US-Mexico borderzones (prepares us for immigration conference week 7).
WEDNESDAY NIGHT TALK: 7:30 PM, Olympia Free School "The Bolivarian Revolution in Venezuela, and the Present and Future of a 21st Century Left in Bolivia, Ecuador and Latin America." (The Oly Free School is in downtown Olympia at Columbia and Legion.) | |
[THEATRE STUDENTS: Friday and Saturday (9-5): Theatre Students meet with Rodrigo Duarte Clark].
|
| WEEK 7 MAY 12 & 13
ART & POLITICS 2 | LECTURE / WORKSHOP: Rodrigo Duarte Clark, Art & Politics: Reflections on Theatre
GUEST LECTURE/FILM: Fato Criminal with a film on the MST.
[THEATRE STUDENTS Meet with Rodrigo Duarte Clark.]
|
SEMINAR: Laura E. Garcia, Sandra M. Gutierrez, and Felicitas Nuñez, Teatro Chicana: A Collective Memoir and Selected Plays, Foreward, Timeline, Intro,
Delia Ravelo, Peggy Garcia, Laura Garcia, Kathy Requejo, Hilda Rodriguez, Guadalupe Beltran, Evelyn Cruz, Felicitas Nuñez,
Conclusion, "So Ruff So Tuff," "Anti-Nuke Commercial," "ET–The Alien,"
and the two Addenda; Due: Seminar Summary/Reflection. CHECK-IN: on internships and projects.
FIELD WORK: Thurston County Food Bank
|
SPECIAL EVENT: Immigration and Border Dialogs Conference, Thursday May 15 (starting at 5pm)-Sunday May 18 (ends 2pm). |
Immigration and Border Dialogs Conference events all day and evening Friday and Saturday, including a Saturday evening performance of scenes from La víctima by our students’ theatre group, 8pm. |
| WEEK 8
MAY 19 & 20
BUILDING OUR FUTURE 1 |
LECTURE / WORKSHOP: Poverty Outlaw (Dir. Pamela Yates & Peter Kinoy in association with the Kensington Welfare Rights Union, US, 1997, 60 min) and Battle for Broad (Dir. Media College of the University of the Poor in association with the Kensington Welfare Rights Union, US, 2000, 30 min). Readings to prepare for this session: “The Movement to End Poverty in the United States” (in MASU). You may also want to see: "On the Poor Organizing the Poor."
WORKSHOP: The Food Price Crisis: Developing a Web of Causality Readings--please choose two of the following to read (don't worry they are short) and bring one article on the food crisis you have found: "30 Years Ago Haiti Grew All the Rice It Needed. What Happened?," "UN officials blame market speculation for global food price jump," "UN: Biofuel Production 'Criminal Path' to Global Food Crisis," and "Shortages Threaten Farmers’ Key Tool: Fertilizer."
We will put additional articles of interest on the food crisis as it develops for optional resources here:
Raj Patel's interview with Amy Goodman II
Raj Patel's interview with Amy Goodman I
The World Food Crisis: Sources and Solutions
SPECIAL EVENT: Synergy conference
[THEATRE STUDENTS Meet with Rodrigo Duarte Clark.]
| SEMINAR: Luis J. Rodriguez, Hearts and Hands: Creating Community in Violent Times, Introduction and Chapters 3, 4, 10, 11, 13, 15, 17-20, 22, 24, 27.
CHECK-IN: Instead of Check-in we will do peer review on the Integrative Essays.
FIELD WORK:Final Nature Walk; meet at 1:30 in Lab 1 1040 for orientation and brief presentations; bring Jim Pojar, Plants Of The Pacific Northwest Coast: Washington, Oregon, British Columbia & Alaska.
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Due: Spring Quarter Integration Essay due to seminar leader at 3pm. |
[THEATRE STUDENTS: Friday and Saturday (9-5): Theatre Students meet with Rodrigo Duarte Clark]. |
| WEEK 9 MAY 26 & 27
BUILDING OUR FUTURE 2 | LECTURE / WORKSHOP: No class (Memorial Day).
Theatre Students will meet with Rodrigo Duarte Clark at the usual time for rehearsal!
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SEMINAR: David C. Korten, The Great Turning: From Empire to Earth Community, pp. 251-359.; sign up for evaluation conferences. CHECK-IN: on internships and projects.
WORKSHOP: Synthesis of the quarter: making connections, reviewing, and starting writing for take-home final exam. Discuss format for week 10 presentations.
| Due: Take-home final exam to seminar leader by 3 pm. |
[Theatre Students: Friday and Saturday (9-5): Theatre Students meet with Rodrigo Duarte Clark]. |
| WEEK 10
JUNE 2 & 3
SYNTHESIS | MORNING (9-12): Final Theatre Performances and Student Presentations on projects and internships. Farewell to Rodrigo Duarte Clark. Presentation Schedule
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MORNING (9-12): IN LAB I Student Presentations on projects and internships. Presentation Schedule SEMINAR (1:30-3:15): Vandana Shiva, ed. Manifestos on the Future of Food & Seed (all). Visions, Manifestos, Actions. Due: Seminar Summary/Reflection.
ALL PROGRAM (3:15-5:00): Sharing Manifestos and Visions. Conclusions/ Closure on the year. Due: Portfolios (with nature journal and draft self-eval).
Final Potluck at Miller-Sylvania Park, 5 pm until ? |
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| EVALUATION WEEK
JUNE 9 & 10 |
Please do not make plans for travel without first arranging your evaluation conference. |
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