International Studies Program

The multidisciplinary program in International Studies is designed to provide a solid and systematic grounding in the study of global interdependence while allowing students to develop strengths in at least two traditional departmental disciplines. A student’s course of study for the major is designed in close consultation with the director and the Panel of Advisers. The objectives are to build a core of knowledge in the international social sciences and develop fluency in at least one language, while ensuring a multidisciplinary perspective by encouraging students to approach international issues from the viewpoints that interest them most. Consequently, approved programs of study may include upper-level work in the sciences, humanities, literature and arts as well as the social sciences and languages. In general, the advising process should be initiated early in the sophomore year, especially if a student is interested in study abroad in the first semester of the junior year. Additional information on the registration process is available from the program office.

Requirements for the concentration:

1) 15 units, including International Studies 106, in a program of study that has been approved by the Panel of Advisers of the International Studies Program. These units must comprise a coherent and integrated program of study, and the rationale for the program must be given in a formal proposal. Credit to the program will not normally be given for courses at the 100-level except for International Studies 106, Political Science 160, or if the course is accepted as filling one of the program recommendations given below .

2) Competency in one foreign language through the third-year college level as demonstrated by completion of the relevant courses or special examination. The language studied should be directly relevant to the geographical area of emphasis.

3) 4 units of work at the 300-level: International Studies 305, a senior seminar of 1 unit; a senior thesis of 1 unit (normally International Studies 301-302); and at least 1 unit from each of two departments. The senior seminar and the thesis constitute the Senior-Year Requirement.

4) 1 unit of intermediate work directly relevant to international issues in each of three departments. One of these departments must be economics and the other two courses may be drawn from political science, history, and geography.

5) At least one unit of work dealing with issues of nationality, race, ethnicity, class, and/or gender in American society.

Recommendations for the concentration:

1) At least one course concerning the history, politics, eco- nomics, geography, anthropology or sociology of Latin America, Asia, or Africa.

2) Familiarity with research methods appropriate to the student’s concentration in the International Studies major. The following courses may satisfy this recommendation: Anthropology 245 (The Ethnographer’s Craft); Economics 209 (Probability and Statistics); Political Science 207 (Political Analysis); Psychology 209 (Research Methods in Social Psychology); or Sociology 254 (Research Methods).

3) Systematic inquiry into the area of ethics. This recommenda- tion may be satisfied by any of the following courses: Philosophy 106 (Philosophy and Contemporary Issues), Philosophy 234 (Ethics), or another approved course.

4) A structured foreign area experience. This is especially recommended for students who have not lived or worked abroad. It may be satisfied by approved programs for Study Away, exchange living or study/travel.

I. Introductory

105a. Understanding Haiti (1/2)

(Same as Environmental Studies 105) In January 2010, the capital of Haiti, Port-au-Prince, was devastated by a powerful earthquake that left more than 200,00 dead and close to a million people homeless. This course addresses the reasons why the earthquake caused so much destruction and what effort will be needed to rebuild and recover from the tragedy. Among the issues to be discussed are: Haiti's history of vulnerability to natural hazards; an analysis of Haiti's socio-economic history and how it has had led to substantial poverty; the nation's history of earthquake activity; the uses of foreign aid; and the prospects for recovery, among others. Ms. Paravisini-Gebert and Mr. McAdoo.

106a and b. Perspectives in International Studies (1)

An introduction to the varied perspectives from which an interdependent world can be approached. Themes which the course may address are nationalism and the formation of national identity, state violence and war, immigration, religion, modernization, imperialism, colonialism and postcolonialism, indigenous groups, cultural relavitism, and human rights. These themes are explored by examining the experiences of different geographic areas. This multidisciplinary course uses texts from the social sciences and the humanities.

The particular themes and geographic areas selected, and the disciplinary approaches employed, vary with the faculty teaching the course.

This course is required for all International Studies majors. Sophomores and freshmen should take this course if they are interested in pursuing an International Studies major. Ms. Batur.

110b. International Study Travel (1)

Normally the study trip takes place in the spring semester break. Enrollment for the trip is made early in the first semester. The course, which is taught in conjunction with the study trip, provides a systematic multidisciplinary introduction to the social cultural, religious, historical, geographic, political and economic aspects of the place of travel. The precise disciplinary foci of the trip varies depending on the faculty leading the trip and teaching the course. Language instruction is required when appropriate. Mr. Tavarez, Ms. Cohen.

II. Intermediate

205b. International Relations of the Third World: Bandung to 9/11 (1)

(Same as Political Science 205) Whether referred to as the "Third World," or other variants such as the "Global South," the "Developing World," the "G-77," the "Non-Aligned Movement," or the "Post- colonial World," a certain unity has long been assumed for the multitude of countries ranging from Central and South America, across Africa to much of Asia. Is it valid to speak of a Third World? What were/are the connections between countries of the Third World? What were/are the high and low points of Third World solidarity? And what is the relationship between the First and Third Worlds? Drawing on academic and journalistic writings, personal narratives, music, and film, this course explores the concept of the Third World from economic, political and cultural perspectives. Beginning shortly after the end of colonialism, we examine the trajectory of the Third World in global political debates through the end of the Cold War and start of the War on Terror. Mr. Mampilly.

222b. Urban Political Economy (1)

(Same as Urban Studies 222b) This course employs the multidisciplinary lens of political economy to analyze economic development, social inequality, and political conflict in contemporary cities. Why do people and resources tend to concentrate in cities? How does the urban landscape promote and constrain political conflict and distribute economic and social rewards? The course develops an analytical framework to make sense of a variety of urban complexities, including poverty, segregation, suburban sprawl, the provision of affordable housing, global migration, and the effects of neoliberalism on rich and poor cities throughout the world. Mr. Koechlin.

238. 238a. China: National Identity and Global Impact (1)

(Same as Geography 238 and Asian Studies 238)

250b. Language and Early/Late Globalizations (1)

How have early global (colonial) and late global (post- or neo-colonial) states formulated language policies, and to what degree have their subjects conformed to or resisted these attempts? How does language use relate to the notion of belonging to globalized colonial, national, and local domains? This course offers a survey of anthropological, historical, and linguistic approaches to these questions through a consideration of language contact in colonial and neo-colonial situations, a comparison of linguistic policies upheld by empires, nation-states and transnational processes, and the conflict between language policy and local linguistic ideologies. The course addresses case studies from the Americas, Europe, the Middle East, and Asia that cover the range between institutional language reform and individual strategies of accommodation and resistance as they relate to early and contemporary forms of global expansion from the 16th century onwards. Mr. Tavárez.

Two 75 minute sessions.

251a. Global Feminism (1)

(Same as Women's Studies 251) The course focuses on several different forms of work that women , mostly in Third World countries, do in order to earn their livelihood within the circuits of the contemporary global economy. The types of work we examine include factory work, home-based work, sex work, office work, care work, informal sector work and agricultural labor. We consider how these forms of work both benefit and burden women, and how women's work interacts with gender roles, reinforcing or transforming them. We also consider some of the general aspects of economic globalization and how it affects poor working women; migration within and across national borders, urbanization, the spread of a culture of consumption, and ecological devastation. Ms. Narayan.

Two 75-minute sessions.

256. Ethnicity and Nationalism (1)

(Same as International Studies 256 and Political Science 256) Mr. Mampilly.

262. War and Peace and the Struggle (1)

(Same as Sociology 262) The Bishop of Hereford told Henry VIII, "The surest way to peace is constant preparation for war." This class focuses on war and peace in the classical debates and in critical theory. We examine whether it is necessary to prepare for war in order to achieve peace; can "Peace" be conceptualized independent of "War;" and whether there is a need to conceptualize the relationships between them in order to reach a synthesis to define a new set of terms for global coexistence. In the first half of the course we concentrate on the theoretical discourse on war, and in the second half of the class we explore alternative theoretical paradigms, especially peace in its various manifestations. Ms. Batur.

266b. Population, Environment and Sustainable Development (1)

(Same as Geography 266) This course examines major issues, myths, theoretical debates, and real-life controversies regarding population change and the environment from a political-ecology perspective. Political ecology studies the changing physical environment through the lens of political- economic institutions and social discourse. The first part of this course visits the theoretical debates on population and environment through demographic analysis and critical evaluation of healthcare and family planning policies. The latter half offers lessons on issues related to food scarcity and security, environmental and social movements in many developing regions such as China, India, Sub-Saharan Africa, and Latin America. Mr. Nevins.

Two 75 minute sessions.

275b. Comparative Education (1)

(Same as Asian Studies 275b, Education 275b) This course provides an overview of comparative education theory, practice, and research methodology. We examine educational issues and systems in a variety of cultural contexts. Particular attention is paid to educational practices in Asia and Europe, as compared to the United States. The course focuses on educational concerns that transcend national boundaries. Among the topics explored are international development, democratization, social stratification, the cultural transmission of knowledge, and the place of education in the global economy. These issues are examined from multiple disciplinary vantage points. Mr. Bjork.

Prerequisite: Education 235 or permission of instructor.

Two 75-minute periods.

276b. Spaces in Global Capitalism (1)

(Same as Geography 276a). The spatial patterns and dynamics of the world economy are examined in diverse industrial and regional settings. The focus is on the spatial distribution of economics activities, the use of resources, and development of regional economics. Topics may include the global shift of manufacturing activities, the spatial organization of post-Fordist production, the spread and impact of agribusiness, globalization of services, foreign direct investment and multi-national corporations, and the interdependency between developed and developing economics. Ms. Zhou.

Two 75-minute periods.

280b. Social Movements/Revolution 1789 to Present (1)

(Same as History 280) Why have forms of protest, once common—grain riots, banditry, and nomadic raiding—generally declined while strikes, demonstrations, and terrorist bombings have all increased? Why do some social movements express collective grievances through demonstrations and rallies while others turn to suicide bombings? What is a revolution and how would we know one if we saw it? What is the future of social movements and revolution in an age of globalization? Using the work of historians but also of anthropologists and sociologists this course examines social movements and revolution from the urban artisans of the French revolution who supported the Terror to young college students who helped register voters in 1964 in a violence-prone American South. We will examine protests before the onset of industrialization; how the growth of consolidated states and industrialization shaped protests; and the character of contention in a post-industrial age. This course explores how the identity, goals and techniques of popular contention have changed over the last two centuries. Students read secondary sources, memoirs, and eyewitness accounts. Readings include: Javier Ayuero, Contentious Lives: Two Argentine Women, Two Protests and the Quest for Recognition, Lynn Hunt, Politics, Culture and Class in the French Revolution, Dough McAdam, Freedom Summer, George Orwell, Homage to Catalonia, and John Womack, Zapata and the Mexican Revolution.

281a. Imagining Prague (1)

(Same as History, Jewish Studies and Urban Studies 281) This course explores the ways in which the city of Prague has played on the imagination, in the process becoming both site and creator of mysticism, spectacle, re-invention, and nostalgia. The cornerstones of our inquiry include the Castle (from Kafka to Havel), the Jewish Golem (from myth to modern tale), Amadeus (from Mozart to Hollywood), Alchemy (from Rudolf II's court to absinth), and the Outsider (from the Jewish ghetto to the Anglo-American expatriate community). Using these categories, among others, we move back and forth in time to understand the connections between past and present, and how the space of the city and its inhabitants have shaped one another. Our sources are varied: memoirs, travelogues, literature, comic books, guidebooks, and film. Ms. Bren.

Two 75 minute meetings

288b. Memory and Media (1)

(Same as History 288b. and Jewish Studies 288b.) In this course, we explore the complex relationship between memory and media. Representations of the past encompass competing claims of truth and moral value because the very act of remembering is necessarily mediated—we have no direct access to the past. This makes the medium through which memory and its representations are generated all the more important. For example, it was the film Shoah that prompted the first serious excavation of Holocaust memories; today, in the former Soviet Bloc, multimedia kitsch museums about communism are popular tourist sites; and the violent 1990s Yugoslav Civil War appears to have been as much about its journalists’ experiences as about its victims’. This course spotlights the European stage as a platform for discussing memory-making in relation to fascism, communism, and nationalism, but students are also encouraged to look further afield, as well as explore their own relations to memory. Through film, television, art, comic books, memorials, memoirs, and blogs—as well as student projects—students will examine memory as an active, value-laden process of reconstruction, and media as transmitter and shaper of multiple stories about the past, all contending for recognition, moral judgment, and emotional impact. Ms. Bren

Prerequisites: none

289b.Islam in History: Major Themes from the Early Muslim State and Society (570-1517) (1)

(Same as Africana Studies 289). Ms. Bren.

290a or b. Field Work (1/2 or 1)

298a or b. Independent Work (1/2 or 1)

III. Advanced

300a or b. Senior Thesis (1)

A 1-unit thesis written in the fall or spring semester. Students may elect to write their theses in one semester only in exceptional circumstances. Usually students will adopt International Studies 301-302.

301a. Senior Thesis (1/2)

A 1-unit thesis written in two semesters.

Year-long course, 301-302.

302b. Senior Thesis (1/2)

A 1-unit thesis written in two semesters.

Year-long course, 301-302.

305a. Senior Seminar (1)

An examination of selected global topics in a multidisciplinary framework. Topics vary from year to year. Mr. Koechlin.

360b. Problems in Cultural Analysis (1)

(Same as Anthropology 360) Topic for 2010/11 b: Global Diasporas. This course highlights aspects of globalization that put waves of people, ideas and money on the move, paying specific attention to diaspora and migration. Theories of globalization, diaspora, and transnationalism provide students with frameworks for analyzing what happens when people move across state boundaries, and for considering the "push and pull" factors influencing movements from the South to North, and from East to West and vice versa. The use of ethnography, film, and the novel help students better understand how such flows are experienced locally, how connections across space and time are sustained, and how "culture" is continually (re)made in and through movement and as a consequence of contact rather than isolation. The question that animates and organizes our inquiries is: How do global flows of human interaction challenge or complicate our understandings of such constructs as "culture", "race" and "nation-state?" Ms. Lowe.

363. Nations, Globalization, and Post-Coloniality (1)

(Same as Anthropology 363) How do conditions of globalization and dilemmas of post-coloniality challenge the nation-state? Do they also reinforce and reinvent it? This course engages three related topics and literatures; recent anthropology of the nation-state; the anthropology of colonial and post-colonial societies; and the anthropology of global institutions and global flows. Ms. Kaplan.

Prerequisite: Previous coursework in Anthropology or by permission of instructor.

365b. Civil Wars and Rebel Movements (1)

(Same as Political Science 365a) Since World War II, civil wars have vastly outnumbered interstate wars, and have killed, conservatively, five times as many people as interstate wars. This seminar explores contemporary civil wars from a variety of different angles and approaches drawn primarily from political science, but also other disciplines. In addition, we consider personal accounts, journalistic coverage, and films that illustrate the reality of contemporary warfare. The course is divided into three sections, each of which emphasizes the transnational nature of contemporary civil wars. First, we read a selection of differing perspectives on the causes and consequences of civil conflicts. Next, we explore literature on the organization and behavior of rebel organizations by rebel theorists and academics. And finally, we consider different case studies from different parts of the world. Mr. Mampilly.

372. Topics in Human Geography (1)

This seminar focuses on advanced debates in the socio- spatial organization of the modern world. The specific topic of inquiry varies from year to year. Students may repeat the course for credit if the topic changes. Previous seminar themes include the urban-industrial transition, the urban frontier, urban poverty, cities of the Americas, segregation in the city, global migration, and reading globalization.

One three-hour period.

380b. Global Interdependency: NAFTA and EU (1)

Mr. Koechlin.

382. Terrorism (1)

No other issue generates as much discussion and controversy as the contemporary debate over ‘terrorism.' But what is this phenomenon? And how should we respond to it? This course examines ‘terrorism' with a critical eye, looking at the different ways that the subject is framed by various disciplines and authors. Drawing on political science, anthropological and historical accounts, as well as arguments made by scholars from economics, Women's studies and area studies, we discuss the ways in which terrorism has been presented, debated and analyzed. We also draw from the fictional universe through an examination of films and novels that depict the inner struggles of ‘terrorists' and those affected by their actions. Mr. Mampilly.

384. Transnational Queer: Genders, Sexualities, Identities (1)

(Same as College Course 384a and Women's Studies 384a) What does it mean to be Queer? This seminar examines, critiques, and interrogates queer identities and constructions in France and North America. In what ways do diverse cultures engage with discourses on gender and sexuality? Can or should our understanding of queerness change depending on cultural contexts? Through guest lectures and discussion seminars, the course examines a broad range of queer cultural production, from fiction to cinema and performance. Topics include such diverse issues as queer bodies, national citizenship, sexual politics, legal discourse, and aesthetic representation. All lectures, readings, and discussions are in English. Mr. Swamy.

386b. The Russian Orient: Central Asia and the Caucasus (1)

(Same as History 386) This seminar explores the Muslim regions of the Russian Empire and the Soviet Union during several important transitions: becoming part of the Russian Empire, under Soviet rule, and after independence in 1991. Topics include culture and spiritual life, politics and social transformation, and the challenges facing the transition societies of Central Asia and the Caucasus. The course readings include history and political science, travelers' accounts, ethnomusicology, and NGO resources. It focuses on three distinct regions—the oases of Central Asia, the mountains of the Caucasus, and the Eurasian steppe. Ms. Pohl.

399a or b. Senior Independent Work (1/2 or 1)

The program faculty.