Latin American and Latino/a Studies Program

The Latin American and Latino/a Studies Program provides a multidisciplinary approach to the study of Latin America and the Latino/a populations of the Americas. The program allows students to explore the multiplicity of cultures and societies of Latin and Latino/a America in ways that acknowledge the permeability, or absence, of borders. The program emphasizes knowledge of global politics, economies, cultures, an nations as theorized, imagined, and practiced through Latin/Latino/a America.

Requirements for Concentration: 12 units, including Latin American and Latino/a Studies (LALS) 105, work above the introductory level in at least three departments, and a competency in Spanish or Portuguese through the third-year level (at least one course beyond Hispanic Studies 216, or Portuguese 310-311, or the equivalent). Maximum of 4 units of language instruction may count toward the concentration, not including intermediate- and advanced-level literature courses. To fulfill the “methods” course requirement for the major, students are required to take one of the following: Hispanic Studies 216, Anthropology 245, Sociology 254, Political Science 207 or Political Science 273. Students are required to take at least 1 course that focuses on the period prior to 1900, chosen from among the following: Anthropology 240, Hispanic Studies 227, History 262, History 263. In addition, students must take at least one course in Latino studies such as English 230, Geography 248, LALS 249 or Sociology 253. In the senior year, students may write a multidisciplinary thesis under the co-direction of two thesis advisers, one of whom must be a participating program faculty member. Students may also conduct a community-based senior project, again under the co-direction of two project advisers, one of whom must be a participating program faculty member.  The senior project must go well beyond a fieldwork experience, and it will require a well-defined written component. If a student chooses not to write a thesis or conduct a senior project, which is required for honors upon graduation, he/she may replace it with a- 300-level course with program approval. In fulfillment of the major, each student should elect 12 units from the LALS approved and/or cross listed courses according to these guidelines: no more than 2 units at the 100-level; and at least 3 units at the 300-level, which may include a 1-unit graded senior thesis, the Latin American and Latino/a Studies Program senior seminar, and a seminar by an instructor other than the one responsible for the senior seminar. After the declaration of the major, no courses counting for the major may be elected NRO. Students interested in Latin American and Latino/a Studies should consult with the director or a participating faculty member as early as possible to discuss their program of study. The Latin American and Latino/a Studies Program strongly recommends a structured academic experience beyond Vassar relevant to the student’s program during the junior year, either in Latin America or at an appropriate domestic institution.

Requirements for the Correlate Sequence: 6 units, including Latin American and Latino/a Studies 105, (1) either History 262, 263, or 264; (2) a minimum of four other courses in at least three different departments. At least two courses at the 300-level, including the Latin American and Latino/a Studies senior seminar and a seminar taught by an instructor other than the one responsible for the senior seminar, are required; these must be taken at Vassar. A maximum of 2 units of ungraded work done in a structured academic experience beyond Vassar may be counted toward the major. One year of college-level study or the equivalent in either Spanish or Portuguese must be demonstrated. Students should prepare a proposal for the correlate sequence in Latin American and Latino/a Studies after consulting the courses listed in the catalogue and discussing the sequence with an adviser in the program, as there may be other appropriate courses that are not currently listed. All proposals should include some discussion of the focus of the coursework. That focus may be thematic (for example, Latino Studies, environmental concerns, migration, globalization, human rights) or regional (for example, Caribbean Studies, Brazilian Studies).  One course may be "double counted" for a major and a correlate sequence.  All proposals must be approved by the program.

For descriptions and timing of the courses offered, please consult the department listings in this catalogue and an updated Schedule of Classes. Additional courses may be approved for the major upon petition to program faculty.

In addition to the Program and cross-listed courses listed above, there are approved courses given in other departments and programs that can count toward a Latin American Latino/a Studies (LALS) major or correlate. Look under the respective departments for course descriptions and semester or year offered. An updated list of approved courses is available in the LALS program office and on-line on the LALS Program web site before preregistration. Students are also urged to consult the additional course offerings of LALS Program faculty members listed under their home departments. While these courses may not focus specifically on Latin America and Latino/a America, they often include case studies or materials related to the regions. In addition, LALS faculty approaches and methodologies in such courses may be beneficial to the major and therefore LALS-approved.

I. Introductory

103a. Conceptualizing Latin and Latino/a America (1/2)

An introduction to the basic concepts, theories, and methodologies necessary for the multidisciplinary study of Latin American and Latino communities. The focus of the course varies from year to year according to the topic selected by the instructor. Students interested in majoring in Latin American and Latino/a Studies must take LALS 103 and LALS 104, as the two courses together represent the introductory course for 2011-2012. Topic for 2011/12: The Colonial Balance Sheet: Environment and Colonial Exploitation. The course traces the devastating cost of conquest and colonization in Latin America and the U.S. Southwest. We use the environmental impact of the encounter and European colonization to trace the most salient moments in the history of Latin American nations and cultures. Ms. Paravisini.

104a. Conceptualizing Latin and Latino/a America (1/2)

An introduction to the basic concepts, theories, and methodologies necessary for the multidisciplinary study of Latin American and Latino communities. The focus of the course varies from year to year according to the topic selected by the instructor. Students interested in majoring in Latin American and Latino/a Studies must take LALS 103 and LALS 104, as the two courses together represent the introductory course for 2011-2012. Topic for 2011-12a: Resistance and Struggle in Latino/o/a America. Latin and Latino/a America offer rich sites of popular struggle, from indigenous and peasant-based movements over land and cultural rights, to working class struggles for better conditions, to struggles for gender rights, to reformist and revolutionary movements for political and social equality and national sovereignty. Latin American movements have also transcended national borders, and there are now several transnational fronts of struggle regarding citizenship rights, workers rights, environmental rights, and human rights in the broadest of senses. This course provides an introductory lens on contemporary struggles for change in Latin America and in US Latino America from the post-World War II period to the present. The underlying theme of the course involves the construction and meaning of distinct forms of political activism and political leadership, as Latin America models politics for a host of global actors and movements. Ms. Hite.

105. Conceptualizing Latin and Latino/a America (1)

An introduction to the basic concepts, theories, and methodologies necessary for the multidisciplinary study of Latin American and Latino communities. The focus of the course varies from year to year according to the topic selected by the instructor.

Not offered in 2011/12.

II. Intermediate

226b. Framing Poverty and Social Mobility: the Picaresque Novel in Spain and Latin America (1)

Studies in Iberian literary and cultural production from the time of the Muslim conquest of the Peninsula to the end of the Hapsburg Empire.

Topic for 2011/12b: Framing Poverty and Social Mobility: The Picaresque Novel in Spain and Latin America.. (Same as Hispanic Studies 226) The emergence of the picaresque novel in Spain and its migration to the "New World" forms one of the most fascinating chapters in the history of the novel. The protagonist of these texts is a social underdog (Spanish pícaro) who experiences different adventures as he drifts from place to place and from one social milieu to another in his struggle to survive. His efforts to medrar or improve his social standing are presented against a social background that proves itself to be deceiving and highly volatile. The course examines a broad selection of texts -literary and filmic-, ranging from the picaresque genre's foundational Spanish texts to later Latin American works that recreate this tradition in the specific historical and cultural conditions of the Americas. Mr. Vivalda

Prerequisite: Hispanic Studies 216 or 219.

Two 75-minute periods.

229b. Postcolonial Latin America (1)

Studies in Latin American literary and cultural production from the emergence of the nation states to the present. Thematically structured, the course delves into the social, political, and institutional processes undergone by Latin America as a result of its uneven incorporation into world capitalist development.

(Same as Hispanic Studies 229) Topic for 2011/12b: Mexican Literature, Art, and Popular Culture. Through the study of a variety of objects produced in Mexico since 1900—literary texts, films, paintings, illustrations, and other manifestations of popular culture—this course explores ways of constructing a hybrid Mexican identity. Topics for discussion include the Mexican Revolution, the Muralist Movement, the 1968 student movement and its repression, democracy, and Zapatismo. Readings may include texts by Mariano Azuela, Rosario Castellanos Juan Rulfo, Carlos Fuentes, Octavio Paz, Elena Poniatowska, and Laura Ezquivel. Mr. Grünfeld

Prerequisite: Hispanic Studies 216 or 219.

Two 75-minute periods.

230b. Latina and Latino Literature (1)

(Same as English 230b.). This literature engages a history of conflict, resistance, and mestizaje. For some understanding of this embattled context, we examine transnational migration, exile, assimilation, bilingualism, and political and economic oppression as these variously affect the means and modes of the texts under consideration. At the same time, we emphasize the invented and hybrid nature of Latina and Latino literary and cultural traditions, and investigate the place of those inventions in the larger framework of American intellectual and literary traditions, on the one hand, and pan-Latinidad, on the other. Authors studied may include Americo Paredes, Piri Thomas, Cherrie Moraga, Richard Rodriguez, Michelle Serros, Cristina Garcia, Ana Castillo, and Junot Diaz. Mr. Perez.

240. Cultural Localities (1)

Detailed study of the cultures of people living in a particular area of the world, including their politics, economy, worldview, religion, expressive practices, and historical transformations. Included is a critical assessment of different approaches to the study of culture. Areas covered vary from year to year and may include Europe, Africa, North America, and India.

May be repeated for credit if the topic has changed.

(Same as Anthropology 240) Topic for 2011/12b: The Hispanic Caribbean. This course focuses its study of the Caribbean on the region’s generally Spanish-speaking countries: Cuba, Puerto Rico, and the Dominican Republic. While these three countries have had very different political trajectories, they have in common their history as Spanish colonies, their language, as well as migrations within the region and to the US. This course explores these relationships using research in anthropology, as well as literary works, music, and visual media. The course begins by considering colonial relationships with Spain, continues with a focus on political changes in the 20th century (including their varying relationships with the US), and finalizes by looking at migratory movements within these countries and to the US in the present. Attention to the history of the region helps us place the Hispanic Caribbean within the rest of the Caribbean context, within Latin America, and within the whole of the American continent more generally. By combining a focus on politics, everyday life, and migrations we complicate understandings of current debates concerning the concept of Caribbean ethnicities and racial identities, media representations of Caribbean Latinas in the US, language politics, as well as Caribbean Latina gender and sexualities. Ms. Feliciano-Santos.

242b. Brazil: Society, Culture, and Environment in Portuguese America (1)

(Same as Geography 242b. and Africana Studies 242b.) Brazil, long Latin America's largest and most populous country, has become an industrial and agricultural powerhouse with increasing political-economic clout in global affairs. This course examines Brazil's contemporary evolution in light of the country's historical geography, the distinctive cultural and environmental features of Portuguese America, and the political-economic linkages with the outside world. Specific topics for study include: the legacies of colonial Brazil; race relations, Afro-Brazilian culture, and ethnic identities; issues of gender, youth, violence, and poverty; processes of urban-industrial growth; regionalism and national integration; environmental conservation and sustainability; continuing controversies surrounding the occupation of Amazonia; and long-run prospects for democracy and equitable development in Brazil. Mr. Godfrey.

Two 75-minute periods.

248b. The U.S.-Mexico Border (1)

(Same as Geography 248b.) The United States-Mexico border region is the site of the only land boundary uniting and dividing the so-called First and Third worlds from one another. Barely older than 150 years, the border has become a highly significant bi-national region in terms of economic development, demographic growth, and ethno-cultural exchange. It has also evolved from an area of relatively low importance in the national imagination of the United States (and, to a lesser extent, of Mexico) to one of great significance. Yet, the making and the regulating of the international boundary and the territorial conquest and dispossession it involved have long been central to nation-state-making in both countries, as well as to the production of various social categories—especially race, ethnicity, citizenship, and nationality, but also class, gender, and sexual orientation. This course investigates these developments, while illustrating that the boundary has profound effects on people's lives throughout North America as it embodies a set of processes and practices that help define, unite and divide people and places. Mr. Nevins.

Not offered in 2011/12.

249b. Latino/a Formations (1)

(Same as Africana Studies 249b. and Sociology 249b.) This course focuses on the concepts, methodologies and theoretical approaches for understanding the lives of those people who (im)migrated from or who share real or imagined links with Latin America and the Spanish-Speaking Caribbean. As such this course considers the following questions: Who is a Latino/a? What is the impact of U.S. political and economic policy on immigration? What is assimilation? What does U.S. citizenship actually mean and entail? How are ideas about Blackness, or race more generally, organized and understood among Latino/as? What role do heterogeneous identities play in the construction of space and place among Latino/a and Chicano/a communities? This course introduces students to the multiple ways in which space, race, ethnicity, class and gendered identities are imagined/formed in Latin America and conversely affirmed and/or redefined in the United States. Conversely, this course examines the ways in which U.S. Latina/o populations provide both economic and cultural remittances to their countries of origin that also help to challenge and rearticulate Latin American social and economic relationships. Mr. Alamo.

251. Development and Social Change in Latin America (1)

(Same as Sociology 251) This course examines the ways in which Latin American and Caribbean nations have defined and pursued development and struggled for social change in the post World-War II era. We use country studies and development theories (including Modernization, Dependency, World-Systems, Feminist and Post-Structuralist) to analyze the extent to which development has been shaped by the tensions between local, national, and international political and economic interests. Within this structural context we focus on people and their relationships to each other and to a variety of issues including work, land, reproductive rights, basic needs, and revolution. Integrating structural analysis with an analysis of lived practice and meaning making allows us to understand development as a process that shapes, but is also shaped by, local actors. Ms. Carruyo.

Not offered in 2011/12.

253. Children of Immigration (1)

(Same as Sociolgoy 253) Immigration to the U.S. since the 1970s has been characterized by a marked and unprecedented increase in the diversity of new immigrants. Unlike the great migrations from Europe in the late 1800s and early 1900s, most of the immigrants who have arrived in the U.S. in the last four decades have come from Latin America, Asia, and the Caribbean. New immigration patterns have had a significant impact on the racial and ethnic composition and stratification of the American population, as well as the meaning of American identity itself. Immigrants and their families are also being transformed in the process, as they come into contact with various institutional contexts that can facilitate, block, and challenge the process of incorporation into the U.S. This course examines the impact of these new immigration patterns by focusing on the 16.4 million children in the U.S. who have at least one immigrant parent. Since 1990, children of immigrants - those born in the U.S. as well as those who are immigrants themselves - have doubled and have come to represent 23% of the population of minors in the U.S. In this course we study how children of immigrants are reshaping America, and how America is reshaping them, by examining key topics such as the impact of immigration on family structures, gender roles, language maintenance, academic achievement, and identity, as well as the impact that immigration reforms have had on access to higher education, employment, and political participation. This course provides an overview of the experiences of a population that is now a significant proportion of the U.S. population, yet one that is filled with contradictions, tensions and fissures and defies simple generalizations. Ms. Rueda.

Not offered in 2011/12.

269b. Constructing School Kids and Street Kids (1)

(Same as Education 269b and Sociology 269b) Students from low-income families and racial/ethnic minority backgrounds do poorly in school by comparison with their white and well-to-do peers. These students drop out of high school at higher rates, score lower on standardized tests, have lower GPA's, and are less likely to attend and complete college. In this course we examine theories and research that seek to explain patterns of differential educational achievement in U.S. schools. We study theories that focus on the characteristics of settings in which teaching and learning take place (e.g. schools, classrooms, and home), theories that focus on the characteristics of groups (e.g. racial/ethnic groups and peer groups), and theories that examine how cultural processes mediate political-economic constraints and human action. Ms. Rueda.

282b. US-Mexico Border: Nation, God, & Human Rights in AZ-Sonora (1)

(Same as Geography 282b. and American Culture 282b.) Born in large part of violence, conquest and dispossession, the United States-Mexico border region has evolved over the last 150 years into a site of intense economic growth and trade, demographic expansion, and ethno-cultural interaction. It has also become a focus of intense political debate and conflict—especially over the last decade or so. This course focuses on these processes as they relate to the US-Mexico boundary, with an emphasis on contemporary socio-political struggles and movements and their historical-geographical roots. In doing so, it examines the dynamic intersection of different ideologies, social identities, and ethical and political commitments as they relate to nationalism, religion, and human rights in the Arizona-Sonora, Mexico region. Course participants visit the region during Spring break. Applications to determine enrollment for the course are reviewed by the instructors in the Fall. Mr. Nevins, Mr. Simpson.

290a or b. Field Work (1/2 or 1)

By special permission.

297a or b. Reading Course (1/2)

297.02. Indigenous Mexico.

297.03. Chronicles of the Conquest. 

297.04. Latino Writings.

297.05. Socio-Political Thought in Latin America.

297.06. Latin American Cinema. 

297.08. Syncretic Religions of the Caribbean and Latin American. 

297.09. The Legacy of the Plantation in Caribbean and Latin American.

297.10. Cultures of the Amazon.

297.11. Native Peoples of the Andes.

By special permission.

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

By special permission.

III. Advanced

300a. Senior Thesis (1/2)

Year long course 300-301.

301b. Senior Thesis (1/2)

Year long course 300-301.

302. Thesis (1)

303. Senior Project (1/2)

US Latino/a studies programs have their origins in the joining of university students with grassroots organizers to create multidisciplinary curricula and initiatives recognizing the contributions of Latino communities. A senior project reflects that spirit. In conjunction with two faculty members, one of whom must come from the LALS steering committee, students formulate a project topic based on continuing community-based work they have done during their Vassar years. The project might be rooted in the local Latino/a community, or from sustained work in Latin America. Students submit a proposal and bibliography, develop a work plan, and follow the same schedule as thesis writers. The senior project must go beyond a fieldwork experience, and requires a well-defined written analytical component.

304. Senior Project (1/2)

340. Advanced Urban/Regional Studies (1)

Not offered in 2011/12.

351. Indigenous Literatures of the Americas (1)

(Same as Anthroplogy 351) This seminar provides the advanced student with an intensive investigation of theoretical and practical problems in specific areas of research that relate language and linguistics to expressive activity. Although emphasizing linguistic modes of analysis and argumentation, the course is situated at the intersection of important intellectual crosscurrents in the arts, humanities, and social sciences that focus on how culture is produced and projected through not only verbal, but also musical, material, kinaesthetic, and dramatic arts. Each topic culminates in independent research projects. Mr. Tavarez.

May be repeated for credit if the topic has changed.

Prerequisite: previous coursework in linguistics or by permission of instructor.

Not offered in 2011/12.

360. Amerindian Religions and Resistance. (1)

(Same as Anthropology 360). Mr. Tavárez.

Not offered in 2011/12.

375a. Seminar in Women's Studies:Latina Feminisms (1)

(Women's Studies 375a) Topic for 2011/2012a: Latina Feminisms. This course approaches Latina feminist practice as a highly contested and still-evolving site of cultural production. Among the issues to be explored: Latina participation in feminist coalition-building across linguistic, racial, ethnic, class, and national borders; Latina writers' negotiation of poststructuralist theory; and the relationship of Latina feminist activism to other political movements in the Americas, including civil rights, nationalist, anti-colonial, and human rights movements. Ms. Carter.

Prerequisite: Women’s Studies 130 or permission of the instructor.

381. Politics of Memory: Latin America in Comparative Perspective (1)

(Same as Political Science 381). Ms. Hite.

382. Latin America and the Media (1)

(Same as Media Studies 382) This course explores how media production and theory in Latin America has, in contrast to Anglo-American-European media theory, required a theorization located in the conditions of Postcoloniality, Subalterity, Diaspora, and Transnationalism. We approach the cultural, economic and political dimensions of mass media through the works of media analysts such as: Jesús Martín Barbero (Colombia), Néstor García Canclini (Argentina and Mexico), Beatriz Sarlo (Argentina), Ariel Dorfman (Chile), Jorge González (Mexico), Nelly Richard (Chile), Renato Ortiz (Brazil) Carlos Monsivais (Mexico) and Guillermo Gómez Peña (Mexico) , Manuel Castells (Spain) among others. The course couples the exploration of Latin American media theory with analysis of media producers and phenomena as seen in local/global Television and Internet exchanges, media performance groups (for example, Yuyachkani), the Telenovela and B-movie industry, Third Cinema, pre-Colombian texts, graphics and comics, and urban-mediascapes. Questions we ask are: What are the forms of autochthonous media that have arisen out of the Latin American social reality? How do we theorize local and global media convergence, transmedia interactivity, and remediation in the context of the Hispanic Transatlantic. Ms. Woods.

Not offered in 2011/12.

383a. Nation, Race and Gender in Latin America and the Caribbean- Senior Seminar (1)

(Same as Sociology 383a.) With a focus on Latin America and the Spanish-speaking Caribbean this course traces and analyzes the ways in which the project of nation building creates and draws upon narratives about race and gender. While our focus is on Latin America, our study considers racial and gender formations within the context of the world-system. We are interested in how a complicated history of colonization, independence, post-coloniality, and "globalization" has intersected with national economies, politics, communities, and identities. In order to get at these intersections we examine a range of texts dealing with policy, national literatures, common sense, and political struggle. Specific issues addressed include the relationship between socio-biological theories of race and Latin American notions of mestizage, discursive and material "whitening," the myth of racial democracy, sexuality and morality, and border politics. Ms. Carruyo.

384. Amerindian Religion/Resistance (1)

(Same as Anthropology 384) The conquest of the Americas was accompanied by various intellectual and sociopolitical projects devised to translate, implant, or impose Christian beliefs in Amerindian societies. This course examines modes of resistance and accommodation, among other indigenous responses, to the introduction of Christianity as part of larger colonial projects. Through a succession of case studies from North America, Mesoamerica, the Caribbean, the Andes, and Paraguay, we analyze the impact of Christian colonial and postcolonial evangelization projects on indigenous languages, religious practices, literary genres, social organization and gender roles, and examine contemporary indigenous religious practices. Mr. Tavarez.

Prerequisite: prior coursework in Anthropology or Latin American Latino/a Studies or permission of the instructor.

One 2-hour meeting.

385. Women, Culture and Development (1)

(Same as International Studies, Sociology, and Women's Studies 385) This course examines the ongoing debates within development studies about how integration into the global economy is experienced by women around the world. Drawing on gender studies, cultural studies, and global political economy, we explore the multiple ways in which women struggle to secure well-being, challenge injustice, and live meaningful lives. Ms. Carruyo.

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

By special permission.

Approved Courses

In addition to the Program and cross-listed courses listed above, there are approved courses given in other departments and programs that can count toward a Latin American Latino/a Studies (LALS) major or correlate. Look under the respective departments for course descriptions and semester or year offered. An updated list of approved courses is available in the LALS program office and on-line on the LALS Program web site before preregistration. Students are also urged to consult the additional course offerings of LALS Program faculty members listed under their home departments. While these courses may not focus specifically on Latin America and Latino/a America, they often include case studies or materials related to the regions. In addition, LALS faculty approaches and methodologies in such courses may be beneficial to the major and therefore LALS-approved.

Africana Studies 105 Issues In Africana Studies (1)

Africana Studies 211 Religions of the Oppressed and Third World Liberation Movements (1)

Africana Studies 230 Creole Religions of the Caribbean (1)

Africana Studies 256 Environment and Culture in the Caribbean (1)

Africana Studies 262 Literature/Caribbean Diaspora (1)

Africana Studies 275 Caribbean Discourse (1)

American Culture 250 America and the World (1)

Anthropology 241 The Caribbean (1)

Anthropology 245 The Ethnographer’s Craft (1)

Economics 248 International Trade and the World Financial System (1)

Economics 273 Development Economics (1)

Education 235 Issues in Contemporary Education (1)

Education 367 Urban Education Reform (1)

Geography 250 Urban Geography: Built Environment, Social Space, and Sustainability (1)

Geography 266 Population, Environment, and Sustainable Development (1)

Geography 272 Geographies of Mass Violence (1)

Geography 372 Human Geography: Political Ecology (1)

Hispanic-Studies 105-106 Elementary Spanish Language (1)

Hispanic Studies 109 Basic Spanish Review (1)

Hispanic Studies 126 Medieval Muslim Control – Border Zone (1)

Hispanic-Studies 205 Intermediate Spanish (1)

Hispanic Studies 206 Reading and Writing about Hispanic Culture (1)

Hispanic Studies 216 Methods in Interdisciplinary Analysis (1)

Hispanic Studies 227 Colonial Latin America (1)

Hispanic Studies 229 Postcolonial Latin America (1)

Hispanic Studies 387 Latin America Seminar (1)

History 162 Latin America: The Aftermath of Encounter (1)

History 251 A History of American Foreign Relations (1)

History 262 Early Latin America to 1750 (1)

History 263 From Colony to Nation: Latin America in the Nineteenth Century (1)

History 264 The Revolutionary Option? Latin America in the Twentieth Century (1)

History 361 Varieties of the Latin American Indian Experience (1)

History 362 The Cuban Revolution (1)

History 363 Revolution and Conflict in Twentieth-Century Latin America (1)

International Studies 222 Urban Political Economy (1)

International Studies 286 Global Political Economy (1)

International Studies 380 Global Interdependency (1)

Music 136 Introduction to World Music (1)

Music 212 Advanced Topics in World Musics (1)

Political Science 207 Political Analysis (1)

Political Science 252 Politics of Modern Social Movements (1)

Political Science 255 Subaltern Politics (1)

Political Science 258 Latin American Politics (1)

Political Science 259 Human Rights and Politics (1)

Political Science 263 Critical International Relations (1)

Political Science 268 Politics of Globalization (1)

Political Science 273 Interpreting Politics (1)

Political Science 352 Seminar on Multiculturalism in Comparative Perspective (1)

Political Science 355 Seminar on Violence (1)

Political Science 358 Comparative Political Economy (1)

Political Science 363 Decolonizing and International Relations (1)

Portuguese a and b First, Second and Third Year of Spoken Language (Self-Instructional Language Program) (1)

Religion 211 Religions of the Oppressed and Third-World Liberation Movements (1)

Sociology 321 Feminism/Praxis Knowledge (1)

Sociology 254 Research Methods (1)

Sociology 269 Constructing School and Street Kids (1)

Sociology 381 Race and Popular Culture (1)

Sociology 388 Preparing Citizens/Producing Workers (1)

Women’s Studies 282 Women of Color in the U.S. (1)

Women’s Studies 388 Latina Feminisms (1)