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.




International Studies: I. Introductory

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 relativism, 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. Ms. Célérier, TBA.

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.

108a. International Human Rights (1)

(Same as HIST 108) Human rights have become the dominant moral language of our time. Rights are used to help build civil society, to establish international law, to give the oppressed hope, and even to justify foreign military intervention. When we speak of rights, then, we speak of a ubiquitous presence in our world. How did this come to be? This course examines the historical development of international human rights from their definition by the United Nations in 1948 to the present day. Our main questions will be how a powerful discourse of human rights has developed, who has spoken on its behalf, and how human rights claims have intersected with existing political, institutional, and legal structures. Mr. Brigham.

Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar.

Two 75-minute periods.

110b. International Study Travel (1)

(Same as ASIA 110) 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 focus of the trip varies depending on the faculty leading the trip and teaching the course. Language instruction is required when appropriate. TBA.

122b. Tradition, Religion, Modernity: A History of North Africa and the Middle East (1)

(Same as AFRS 122) This course provides an introduction to the modern history of the Middle East and North Africa covering the period from the end of the eighteenth century until the present. The aim is to trace the genealogy of sociopolitical reform movements across this period of the history of North Africa and The Middle East. The course is designed to familiarize students with major themes spanning the colonial encounter, the rise of nationalisms, and postcolonial nation-building. Our inquiry includes an examination of the rise of political Islam as well as the contemporary popular revolutions sweeping through the region at the moment. Our goal is to achieve a better understanding of the culmination and collision of the historical trends of tradition religion and modernity and their manifestation in the ongoing Arab Spring. Mr. Hojairi.

Not offered in 2015/16.

Two 75-minute periods.

182b. The Twenty-First Century WorldWide Refugee Crisis (1)

Currently, more than 60 million people across the globe are displaced by war, violence, and environmental destruction; half of them are children. This worldwide refugee crisis is the largest displacement of people since WWII. Together with faculty from the departments of Philosophy, History, Sociology, Geography, and Environmental Studies, students  study different aspect of the crisis and explore ways in which they, as global citizens, can contribute to alleviating this crisis. Ms. Hoehn.

First six-week course.

International Studies: II. Intermediate

208b. Human Rights and U.S. Foreign Policy Since 1945 (1)

(Same as HIST 208) This course examines U.S. National Security issues through the prism of human rights, weaving humanitarian concerns into the fabric of traditional security studies. We survey the most important literature and debates concerning the concepts of human rights and the U.S. national interest. We also use case studies to explore the intersection of human rights, economic aims, strategic concerns, and peace building. In addition, we test the consistency of U.S. guiding principles, the influence of non-state actors on policy formation, and the strength of the international human rights regime. Robert Brigham.

Two 75-minute periods.

222b. Urban Political Economy (1)

(Same as URBS 222) 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.

Not offered in 2015/16.

235b. Ending Deadly Conflict (1)

(Same as HIST 235) This course uses historical case studies to identify practical ways to end conflict and build sustainable peace. It is concerned with the vulnerability of the weak, failed and collapsed states, with post conflict periods that have reignited into violence, and problems of mediating conflicts that are unusually resistant to resolution. Of particular interest will be the role that third party intermediaries and global governance institutions have played in bringing about a negotiated end to violence. Major topics may include: the Paris Peace Accords, South Africa's truth and reconciliation commissions, the Good Friday Agreement, Israel-Palestine negotiations, the Dayton Peace Accords ending the Balkans wars, and negotiations to end the wars in Iraq and Afghanistan. Mr. Brigham.

Two 75-minute periods.

238b. Environmental China: Nature, Culture, and Development (1)

(Same as ASIA 238 and GEOG 238) China is commonly seen in the West as a sad example, even the culprit, of global environmental ills. Besides surpassing the United States to be the world's largest source of greenhouse gas (GHG) emissions, China also experiences widespread pollution of its air, soil and water--arguably among the worst in the world. Yet, few will dispute the fact that China holds the key for the future global environment as it emerges as the largest economy on earth. This course examines China's environments as created by and mediated through historical, cultural, political, economic and social forces both internal and external to the country. Moving away from prevailing caricatures of a "toxic" China, the course studies Chinese humanistic traditions, which offer rich and deep lessons on how the environment has shaped human activities and vice versa. We examine China's long-lasting intellectual traditions on human/environmental interactions; diversity of environmental practices rooted in its ecological diversity; environmental tensions resulting from rapid regional development and globalization in the contemporary era; and most recently, the social activism and innovation of green technology in China. Ms. Zhou.

Two 75-minute periods.

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

(Same as AFRS 242, GEOG 242, and LALS 242) 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.

Not offered in 2015/16.

Two 75-minute periods.

248b. The Human Rights of Children - Select Issues (1)

(Same as EDUC 248) This course focuses on both the theories surrounding, and practices of, children'sthe human rights of children. It starts from the foundational question of whether children really should be treated as rights-holders and whether this approach is more effective than alternatives for promoting well-being for children that do not treat children as rights holders and adopt a Human Rights approach. Consideration is given to the major conceptual and developmental issues embedded within the framework of human rights in the Universal Declaration of Human Rights and the Convention on the Rights of the Child (CRC). The course covers issues in both the domestic and international arenas, including but not limited to: children's rights in the criminal justice context including life without parole and the death penalty; children's rights to housing and health care; inequities in the education systems; child labor and efforts to ban it worldwide; initiatives intended to abolish the involvement of children in armed conflict; violence against street children; and the rights of migrant, refugee, homeless, and minority children; and the commodification of children. Country-based case studies are used to ensure that. The course provides students come away with a solid understandingan in depth study of the Right to Education, including special issues related to the privatization of current and girls' education.  The course also explores issues related to the US ratification of the CRC, and offers critical perspectives on the advocacy and education-based work of international children's human rights organizations. Ms. Holland.

249b. National Model United Nations (1)

Prepares students to participate in the National Model United Nations in New York City. Students represent a country, research its history, its political, economic and social systems, and its foreign policy. There is also a comprehensive evaluation of the UN system, and the role of states and non-state actors, such as NGOs. Participation in the Model United Nations simulation occurs in the spring. Mr. Reitano.

Prerequisite: permission of the instructor. Application is required early in the fall term.

One 4-hour period.

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.

Not offered in 2015/16.

Two 75 minute periods.

251a. Global Feminism (1)

(Same as WMST 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 periods.

252b. Cities of the Global South: Urbanization and Social Change in the Developing World (1)

(Same as GEOG 252 and URBS 252) The largest and fastest wave of urbanization in human history is now underway in the Global South---the developing countries of Africa, Asia, Latin America, and the Middle East. Most of the world's urban population already resides here, where mega-cities now reach massive proportions. Despite widespread economic dynamism, high rates of urbanization and deprivation often coincide, so many of the 21st century's greatest challenges will arise in the Global South. This course examines postcolonial urbanism, global-city and ordinary-city theories, informal settlements and slums, social and environmental justice, and urban design, planning, and governance. We study scholarly, journalistic, and film depictions of Mexico City and Rio de Janeiro in Latin America; Algiers and Lagos in Africa; Cairo and Istanbul in the Middle East; and Beijing and Mumbai in Asia. Mr. Godfrey.

Prerequisite: a previous Geography or Urban Studies course.

Two 75-minute periods.

255b. Global Political Economy (1)

(Same as LALS 255) This course explores competing visions of economic globalization, and uses these distinct frameworks to analyze the meaning, causes, extent, and consequences of globalization, with a particular focus on the relationships among global, national and local economic phenomena. What do we mean by globalization? What are the effects of globalization on growth, inequality, and the environment? How might international economic policy and the particular form(s) of globalization that it promotes help to explain the pace and form of urbanization? Who benefits from globalization, and who might be hurt? Why do economists and others disagree about the answers to these and related questions? This course explores some of the ways that interdisciplinary analysis might enrich our understanding of economic globalization. Mr. Koechlin.

Two 75-minute periods.

256a. Race, Ethnicity and Nationalism (1)

(Same as AFRS 256 and POLI 256) Conflicts over racial, ethnic and/or national identity continue to dominate headlines in diverse corners of the world. Whether referring to ethnic violence in Bosnia or Sri Lanka, racialized political tensions in Sudan and Fiji, the treatment of Roma (Gypsies) and Muslims in Europe, or the charged debates about immigration policy in the United States, cultural identities remain at the center of politics globally. Drawing upon multiple theoretical approaches, this course explores the related concepts of race, ethnicity and nationalism from a comparative perspective using case studies drawn from around the world and across different time periods. Mr. Mampilly.

Not offered in 2015/16.

Two 75-minute periods.

260a. International Relations of the Third World: Bandung to 9/11 (1)

(Same as AFRS 260 and POLI 260) 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 at the dawn of the 20th century with the rise of anti-colonial movements, we examine the trajectory of the Third World in global political debates through the end of the Cold War and the start of the War on Terror. Mr. Mampilly.

Two 75-minute periods.

261b. "The Nuclear Cage": Environmental Theory and Nuclear Power (1)

(Same as ENST 261 and SOCI 261) The central aim of this course is to explore debates about the interaction between beings, including humans, animals, plants, and the earth within the context of advanced capitalism by concentrating on the production, distribution, consumption, and disposal of nuclear power. The first question concerning the class is how does Environmental Theory approach nuclear power and its impact on the environment. The second question deals with how this construction interacts with other forms of debate regarding nuclear power, especially concentrating on the relation between science, market and the state in dealing with nature, and how citizens formulate and articulate their understanding of nuclear power through social movements. Ms. Batur.

264a or b. Eurasia: Ethnic Cinema of the Soviet Union and Russia (1)

(Same as RUSS 264) Same as RUSS 164 with two additional tracks:

a) Individually designed for Russian majors and other students with sufficient knowledge of Russian. Students in this course attend the same lectures and discussions as those in RUSS 164, but are required to do part of the work in Russian.

b) International Studies majors attend same lectures and discussions as those in RUSS 164, but are required to submit a more extensive final project related to their field.

Mr. Firtich.

Prerequisite: permission of the instructor.

Two 75-minute periods plus extra periods.

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

(Same as GEOG 266) Concerns about human population are integral to debates about matters of political stability, socio-economic equity, ecological sustainability, and human wellbeing. This course engages these debates via an examination of environmental change, power and inequality, and technology and development. Case studies include: water supplies, fishing and agriculture and the production of foodstuffs. Being a geography course, it highlights human-nature relations, spatial distribution and difference, and the dynamic connections between places and regions. Mr. Nevins.

Two 75-minute periods.

270a. Diasporas (1)

(Same as JWST 270 and POLI 270) Topic for 2015/16a: Borderline Jews. Latin American postcolonial theorist Walter Mignolo tells of delivering a lecture in Tunis on colonialism, only to encounter a fundamental misunderstanding. He thought he was talking about the fifteenth and sixteenth centuries in the Americas, but when his Tunisian colleagues heard the word "colonial," they thought instead of nineteenth- and twentieth-century impositions and resistances in North Africa. Mignolo's remarks both did and didn't fit. But the step from misrecognition to lively discussion is the work of hermeneutics, which is the basis of this course, too. We take our point of departure from Mignolo's conception of "border gnosis" or "border thinking," but we overhear his word "border" with a Jewish difference. Jews have sometimes created geo-political borders in Mignolo's sense, but more often have found themselves on both sides of any border (e.g., Europe and its boundaries) as internal Others within larger host communities, and also along fractures within Jewish communities themselves. This study in political theory proceeds toward an understanding of what we will call "borderline Jews" by attending carefully to stories told from, in relation to, and across those many and varied borders. Texts (all either written in English or in English translation) include theoretical and autobiographical writings, poetry, traditional tales and modern fiction. Mr. Bush and Mr. Davison.

Two 75-minute periods.

275a. International and Comparative Education (1)

(Same as ASIA 275 and EDUC 275) 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: EDUC 235 or permission of the instructor.

Two 75-minute periods.

276b. Economic Geography: Spaces of Global Capitalism (1)

(Same as GEOG 276) This course analyzes the shifting economic landscape of globalization. It covers classic location theories in economic geography, but also the recent trends of industrial reorganization in agriculture, manufacturing and services. Two areas of focus in this course are the globalization of the world economy and regional development under the first and third world contexts. We analyze the emergence of the global capitalist system, the commodification of nature, the transformation of agriculture, the global spread of manufacturing and the rise of flexible production systems, and restructuring of transnational corporations and its regional impacts. TBA.

Two 75-minute periods.

278b. Education for Peace, Justice and Human Rights (1)

(Same as EDUC 278) The aim of this course is to introduce students to the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. The overarching questions explored are: What does it mean to educate for peace, justice and human rights? What and where are the possibilities and the barriers? How do identity, representation and context influence the ways in which these constructs are conceptualized and defined and what are the implications of these definitions? How can we move towards an authentic culture of peace, justice, and human rights in a pluralistic world? In order to address these questions, we survey the human and social dimensions of peace education, including its philosophical foundations, the role of gender, race, religion and ethnicity in peace and human rights education, and the function and influence of both formal and non-formal schooling on a culture of peace and justice. Significant time is spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case-studies of peace education in practice nationally and worldwide. We examine these case studies with a critical eye, exploring how power operates and circulates in these contexts and consider ways in which to address larger structural inequities and micro-asymmetries. Since peace education is not only about the content of education, but also the process, the course endeavors to model peace pedagogy by promoting inquiry, collaboration and dialogue and give students the opportunity to practice these skills through presentations on the course readings and topics. Ms. Hantzopoulos.

Prerequisites: EDUC 162 or EDUC 235.

Not offered in 2015/16.

Two 75-minute periods.

280b. Spaces of Exception: Migration, Asylum-Seeking, and Statelessness Today (1)

(Same as AFRS 280, PHIL 280, and POLI 280) The totalitarian disregard for human life and the treatment of human beings as superfluous entities began, for Hannah Arendt, in imperial projects and was extended to spaces where entire populations were rendered stateless and denied the right to have rights. In this course, we are going to start from Arendt's seminal analysis of statelessness and her concept of the right to have rights to study aspects of today's "migratory condition." This is a peculiar condition by which inclusion in the political community is possible only by mechanisms of exclusion or intensified precarity. Mapping these mechanisms of identification through exclusion, abandonment, and dispossession will reveal that, like the stateless person, the contemporary migrant is increasingly being included in the political community only under the banner of illegality and/or criminality, unreturnability, suspension, detention, and externalization. This fact pushes millions of people to exist in "islands of exception," camps and camp-cities on the shores of Malta, Cyprus, or Lampedusa in the Mediterranean, Manus/ Nauru in the Pacific, and Guantanamo in the Americas. Through a critical engagement with the migrant condition, this course examines a range of biopolitical practices, extra-territorial formations, and technologies of encampment (externalization, dispersion, biometric virtualization). The engagement with the physical and metaphysical conditions of these 'spaces of exception' where migrants land, are detained, measured, and sometimes drown, calls attention to lives at the outskirts of political legibility while interrogating the regimes of legibility through which migrant lives are apprehended. Besides Arendt, we will discuss novels and texts by Giorgio Agamben, Judith Butler, Zadie Smith, Eyal Weizman, Emmanuel Levinas, Achille Mbembe, Michel Foucault, Suvendrini Perera, V.Y. Mudimbe, Jacques Derrida, and Julia Kristeva. Ms. Borradori and Mr. Opondo.

Prerequisite: permission of the instructor.

Two 75-minute periods.

281b. Killing Fog: Coal, Energy and Pollution (0.5)

(Same as  ENST 281 and SOCI 281) In December 1952, a deadly mix of fog and coal soot that lasted for five days killed thousands of Londoners. This event, one of the worst environmental disasters in history, raised awareness of the pollution associated with coal usage, and coal's deep integration into the economy and politics worldwide. Yet, more than half a century later, the fight continues to regulate coal power's impact in the United States and elsewhere. As the representatives of 195 countries met for the 2015 United Nations Climate Change Conference, coal soot continued to hang in the air.  The first day of the conference was marked by record levels of air pollution in Beijing, while in India coal power plants have contributed to one of the worst health crises, causing about 100,000 deaths and about 20 million cases asthma in India. This course, connecting science and policy making, will examine the science, economics and politics of coal usage in the United States and globally, and will explore movements against the hegemony of coal in the era of the Anthropocene. Pinar Batur.

Second six-week course.

One 2-hour period plus one 50-minute period.

284a. Children's Rights (1)

(Same as EDUC 284   ) This course focuses on both the theories surrounding, and practices of, children's rights. It starts from the foundational question of whether children really should be treated as rights-holders and whether this approach is more effective than alternatives for promoting well-being for children that do not treat children as rights holders and adopt a Human Rights approach. Consideration is given to the major conceptual and developmental issues embedded within the framework of rights in the Convention on the Rights of the Child (CRC). The course covers issues in both the domestic and international arenas, including but not limited to: children's rights in the criminal justice context including life without parole and the death penalty; children's rights to housing and health care; inequities in the education systems; child labor and efforts to ban it worldwide; initiatives intended to abolish the involvement of children in armed conflict; street children; the rights of migrant, refugee, homeless, and minority children; and the commodification of children. Country-based case studies are used to ensure that students come away with a solid understanding of current conditions. The course also explores issues related to the US ratification of the CRC, and offer critical perspectives on the advocacy and education-based work of international children's rights organizations. Ms. Holland.

Two 75-minute periods.

290a or b. Field Work (0.5to1)

298a or b. Independent Work (0.5to1)

International Studies: 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 INTL 301-INTL 302.

301a. Senior Thesis (0.5)

A 1-unit thesis written in two semesters.

Yearlong course 301-INTL 302.

302b. Senior Thesis (0.5)

A 1-unit thesis written in two semesters.

Yearlong course INTL 301-302.

305a. Senior Seminar (1)

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

360a. Problems in Cultural Analysis (1)

(Same as ANTH 360) Covers a variety of current issues in modern anthropology in terms of ongoing discussion among scholars of diverse opinions rather than a rigid body of fact and theory. The department.

May be repeated for credit if topic has changed.

Prerequisites: previous coursework in Anthropology or International Studies, or permission of the instructor.

Not offered in 2015/16.

One 3-hour seminar.

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

(Same as ANTH 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.

Not offered in 2015/16.

365b. Civil Wars and Rebel Movements (1)

(Same as POLI 365) 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 fictional accounts that seek to illustrate the reality of contemporary warfare. The course is divided into several thematic sections, each of which emphasizes the transnational nature of contemporary civil wars. Primarily, we explore literature on the organization and behavior of rebel organizations by guerrilla theorists and academics. The course also covers a selection of differing perspectives on the causes and consequences of civil conflicts. Finally, we consider an array of related subjects including female participation in political violence and the response to civil war by the international community. Mr. Mampilly.

Prerequisite: permission of the instructor.

One 2-hour period.

368a. Toxic Futures: From Social Theory to Environmental Theory (1)

(Same as ENST 368 and SOCI 368) The central aim of this class is to examine the foundations of the discourse on society and nature in social theory and environmental theory to explore two questions. The first question is how does social theory approach the construction of the future, and the second question is how has this construction informed the present debates on the impact of industrialization, urbanization, state-building and collective movements on the environment? In this context, the class focuses on how social theory informs different articulations of Environmental Thought and its political and epistemological fragmentation and the limits of praxis, as well as its contemporary construction of alternative futures. Ms. Batur.

372a. 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 3-hour period.

382a. 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.

Not offered in 2015/16.

383a. Dissent at the End of the Anthropocene (1)

(Same as ENST 383 and SOCI 383) Thomas Jefferson famously argued, "Dissent is the highest form of patriotism." The hallmarks of globalization---financial oligarchies, resource depletion, environmental pollution, global climate change, profound inequality---have given us the most convincing evidence to date that the ideals of progress, optimism, and humanism that have grew out of the Enlightenment are not fulfilling their promise. Perhaps these concepts became corrupted, or perhaps this is because these thought-systems have not paid adequate attention to the ethical dimensions of our economic, geopolitical, and social development, and counter cultural movements. On the other hand, movements of dissent have grown up around these ideals since at least the eighteenth century and some argue that if the Anthropocene, "the age of humankind," is to continue, we will have to fundamentally change our thinking. This course addresses the legacy of progressive "counter-Enlightenment" movements to develop an understanding of their discourse. Ms. Batur.

Not offered in 2015/16.

One 3-hour period.

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

(Same as CLCS 384 and WMST 384) 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.

Prerequisites: Freshman Writing Seminar and one 200-level course.

By special permission.

Not offered in 2015/16.

One 3-hour period.

385a. Women, Culture, and Development (1)

(Same as LALS 385, SOCI 385, and WMST 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.

Not offered in 2015/16.

386b. Central Asia and the Caucasus: Nation Building and Human Rights (1)

(Same as HIST 386) The Muslim regions between Russia and China are becoming more populated, prosperous, and connected. The Caspian Sea region is booming with new oil and gas wealth. A wave of democracy movements swept newly independent states but oligarchs and long-term autocratic presidents dominate politics and business. An Islamic revival after the fall of communism has brought a crisis of political Islam, including problems like terrorism, re-veiling campaigns, and bride-kidnappings. Chechnya and the North Caucasus became magnets for violence, while Tatarstan has seen a quiet renaissance of liberal Russian Islam. This cross-listed seminar explores nation building, human rights, and spiritual life in Central Asia and the Caucasus from a historical perspective. Topics include the legacies of Mongol and Tatar power verticals, the impact of communism on Central Asia, the war in Chechnya and its effect on human rights in the region, the history of Kazakhstan's new capital, Astana, and daily life and politics since independence in 1991. Ms. Pohl.

Not offered in 2015/16.

One 2-hour period.

388b. Policing Borders and Transnational Solidarities (1)

(Same as POLI 388) This seminar offers a range of critical-historical perspectives on contemporary bordering practices, the policing of transnational communities and movements, new regimes of immigration management, and transgressive performances of identity and difference. Among other phenomena, students analyze the development of new, national, transnational, and global regimes of "securitization" as well as proliferating, quotidian practices of border production and control in the context of the "war on terror"; the resurgence of militant, xenophobic nationalisms; the recruitment, gendered racialization, and exploitation of non-citizen workers; and the historical contexts, including imperial and colonial contexts, that continue to shape and animate these practices and developments. Through close readings of testimonies, auto-biographical and ethnographic narratives, films, and other forms of "transpolitical" representation, we seek throughout the course to understand transnational solidarities that unsettle dominant narratives and imagined communities produced and policed by new regimes of border control. Mr. Hoffman.

Prerequisite: permission of the instructor.

One 2-hour period.

399a or b. Senior Independent Work (0.5to1)

The program faculty.