| | 01 | M-W-F-- | 9:00A-10:00A | Louderman / 461 | Nehorai | May 4 2018 8:00AM - 10:00AM | 16 | 13 | 0 | | |
| 02 | M-W-F-- | 10:00A-11:00A | Louderman / 461 | Nehorai | May 7 2018 10:30AM - 12:30PM | 16 | 8 | 0 | | |
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| | 01 | MTWRF-- | 9:00A-10:00A | Eads / 211 | Bennis | May 3 2018 1:00PM - 3:00PM | 15 | 7 | 0 | | |
| 02 | MTWRF-- | 10:00A-11:00A | Eads / 211 | Bennis | May 3 2018 1:00PM - 3:00PM | 15 | 14 | 0 | | |
| 03 | MTWRF-- | 11:00A-12:00P | Eads / 203 | Bennis | May 3 2018 1:00PM - 3:00PM | 15 | 6 | 0 | | |
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| | 03 | MTWRF-- | 3:00P-4:00P | TBA | Verma | No Final | 15 | 0 | 0 | | |
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| | 01 | M-W-F-- | 4:00P-5:00P | Eads / 116 | Verma | May 4 2018 6:00PM - 8:00PM | 20 | 9 | 0 | | |
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| | 01 | MTWRF-- | 11:00A-12:00P | Eads / 115 | Verma | No Final | 12 | 4 | 0 | | |
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| | 01 | M-W-F-- | 9:00A-10:00A | Cupples I / 216 | Pinsberg | May 4 2018 8:00AM - 10:00AM | 16 | 3 | 0 | | |
| 02 | M-W-F-- | 11:00A-12:00P | Cupples I / 216 | Pinsberg | May 8 2018 10:30AM - 12:30PM | 16 | 2 | 0 | | |
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| | 01 | MTWRF-- | 9:00A-10:00A | Eads / 112 | Tarbouni | No Final | 15 | 5 | 0 | | |
| 02 | MTWRF-- | 10:00A-11:00A | Eads / 112 | Tarbouni | No Final | 15 | 8 | 0 | | |
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| | Description: | Understanding Jewish civilization in a broad sense to include aspects of history, religion, and literature, this course offers a selective survey of Jewish communities and their cultural productions from antiquity to the present. We will start with the ancient Israelites and the Hebrew Bible, and then move on to the major groups of Second Temple Judaism; the classical rabbis and their literature; and the Jewish communities of the premodern worlds of Islam and Christendom. More than a third of the semester will be dedicated to the Jewish experience in modern Europe, the US, and Israel. We will get to know some of the major literary works that Jews produced and studied and learn to understand them as both expressions of Jewish identity and responses to specific historical circumstances. The course, furthermore, aims to challenge widespread stereotypes of Jewish history, such as its "lachrymose conception" (Salo W. Baron) as a mere series of suffering and persecution. By contrast, we will investigate when and how Jews were actors in their own right and actively engaged with other cultures, religions, and social groups. Prior study or knowledge of Judaism is not a prerequisite for taking this course. |
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| | 01 | -T-R--- | 11:30A-1:00P | Umrath / 140 | Jacobs | See Instructor | 35 | 30 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 11:00A-12:00P | Eads / 112 | Tarbouni | No Final | 15 | 10 | 0 | | Desc: | L75-508D is intended for GRADUATE STUDENTS ONLY. |
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| | 01 | M-W---- | 10:00A-11:30A | Eads / 102 | Barmash | See Instructor | 27 | 12 | 0 | | |
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| | 01 | M-W-F-- | 12:00P-1:00P | Cupples I / 216 | Pinsberg | May 3 2018 1:00PM - 3:00PM | 12 | 7 | 0 | | Desc: | L75-522D is intended for GRADUATE STUDENTS ONLY. |
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| | Description: | An anthropological study of the position of women in the contemporary Muslim world, with examples drawn primarily from the Middle East but also from Asia, Africa, Europe, and the United States. Students will examine ethnographic, historical, and literary works, including those written by Muslim women. Topics having a major impact on the construction of gender include Islamic belief and ritual, modest dress (veiling), notions of marriage and the family, modernization, nationalism and the nation-state, politics and protest, legal reform, formal education, work, and westernization. The course includes a visit to a St. Louis mosque, discussions with Muslim women, and films. |
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| | Description: | "Out of the Shtetl" is a course about tradition and transformation; small towns and urban centers; ethnicity and citizenship; nations, states, and empires. At its core, it asks the question, what did it mean for the Jews of Central and Eastern Europe to emerge from small market towns and villages to confront modern ethnicities, nations, and empires? What lasting impact did the shtetl experience have on Jewish life in a rapidly changing environment? The focus is on the Jewish historical experience in the countries that make up Central and Eastern Europe (mainly the Bohemian lands, Hungary, Poland, and Russia) from the late eighteenth century to the fall of the Soviet Union. Among the topics that we will cover are: Jews and the nobility in Poland-Lithuania; the multi-cultural, imperial state; Hasidism and its opponents; absolutism and reform in imperial settings; the emergence of modern European nationalisms and their impact on Jewish identity; antisemitism and popular violence; nationalist and radical movements among Jews; war, revolution, and genocide; and the transition from Soviet dominion to democratic states. Modern, Europe. PREREQUISITE: Sophomore standing or permission of the instructor. |
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| | Description: | For centuries, Indians, Chinese, Jews, Malays, Arabs, Portuguese, Africans, Americans, English and a fascinating medley of other peoples have been circulating freely in the Indian Ocean as merchants, pirates, explorers, missionaries and pilgrims. From the Horn of Africa to Indonesia, the Indian Ocean has long witnessed a frantic exchange that cut across ethnic and language affiliations. We begin by exploring the early history of the Indian Ocean up till the 18th century. We then trace the spread of Islam in the region which has been dubbed the 'Muslim Lake.' Next, we focus on the consequences of increased European presence in the Indian Ocean from the late 18th century onwards. What effects did European imperial expansion have on Indian Ocean trade, migration patterns and the religious haj pilgrimage? Vivid travel narratives provided by Joseph Conrad and Amitav Ghosh challenge historical periodization that neatly divides world history into pre-colonial and colonial eras. During the 19th century, both Europeans and Asians, traders, migrants and haj pilgrims alike, travelled extensively across the Indian Ocean as before, albeit at a faster rate and in much greater numbers. This period coincided with the intensification of Indian and Arab migration to Southeast Asia. How did the advent of colonialism accompanied by immense technological development in the 19th century actually affect the political and economic relations in the Indian Ocean? We round off the semester with sections of Robert Kaplan's seminal book on contemporary politics in the Indian Ocean. How relevant is Islam during the 21st century? |
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| | 01 | -T-R--- | 4:00P-5:30P | Lopata Hall / 202 | Nakissa | May 9 2018 6:00PM - 8:00PM | 30 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course explores the history and culture of the Sephardic diaspora from the expulsion of Spanish and Portuguese Jewry at the end of the fifteenth century to the present. We will start with a brief introduction into the history of Iberian Jews prior to 1492, asking how this experience created a distinct subethnic Jewish group: the Sephardim. We will then follow their migratory path to North Africa, Italy, the Ottoman Empire, the Netherlands, and the Americas. The questions we will explore include: in what sense did Jews of Iberian heritage form a transnational community? How did they use their religious, cultural, and linguistic ties to advance their commercial interests? How did they transmit and transform aspects of Spanish culture and create a vibrant Ladino literature? How did the Sephardim interact with Ashkenazi, Greek, North African, and other Jewish, Muslim, and Christian communities? How did Jewish emigres from Spain and Portugal become intermediaries between Christian Europe and the Ottoman Empire? What was the role of Sephardim in Europe's transatlantic expansion? How did conversos (converts to Christianity) return to Judaism and continue to grapple with their ambiguous religious identity? How did Ottoman and North African Jews respond to European cultural trends and colonialism and create their own unique forms of modern culture? How did the Holocaust impact Sephardic Jewry? The course will end with a discussion of the Sephardic experience in America and Israel today. |
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| | 01 | -T-R--- | 2:30P-4:00P | Cupples I / 111 | Jacobs | See Instructor | 20 | 2 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | When the 13th century author Ibn al-Adim from the city of Aleppo, Syria, titled his book on food Reaching the Beloved through the Description of Delicious Foods and Perfumes, he was perhaps not concerned so much with simply how to satisfy hunger. Thinking through the title alone opens a window for us on all sorts of cultural, social, economic, and political questions about food and drink. Our history as humans with food is long and complicated. It extends from seeking basic nutrition to sustain our livelihood to contracting diseases. Food also plays a fundamental role in how humans organize themselves in societies, differentiate socially, culturally, and economically, establish values and norms for religious, cultural, and communal practices, and define identities of race, gender, and class. Food has been one of the most visible signs of social status in any given society and a vital part of many movements of political and social reform and transformation. Food has been a major question in trans-regional, international, and recently global cooperation and conflict as well. This course will cover the history of food and drink in the Middle East to help us understand our complex relation with food and look at our lives from perspectives we intuitively feel or by implication know, but rarely critically and explicitly reflect on. This course does not intend to spoil, so to speak, this undeniably one of the most pleasurable human needs and activities, but rather to make you aware of how food shapes who we are as individuals and societies. We will study the history of food and drink in the Middle East across the centuries until the present time, but be selective in choosing themes, geographic regions, and historical periods to focus on. Course work is geared toward increasing your ability to think about food and drink analytically as a socio-economic and cultural capital, noticeable marker of identity, and indicator of a political position. In a sense we will try to tease out in class why we are what we eat! Please consult the instructor if you have not taken any course in the humanities. |
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| | 01 | M-W---- | 2:30P-4:00P | Ridgley / 107 | Yucesoy | May 7 2018 3:30PM - 5:30PM | 15 | 12 | 0 | | |
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| | 01 | M-W---- | 8:30A-10:00A | Eads / 102 | Barmash | May 3 2018 8:00AM - 10:00AM | 12 | 6 | 0 | | |
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| | Description: | This course explores how the force of narrative arises from the play between the adult's perspective and the child's. Topics considered include orphanhood, social change, creative forces, and institutions of power. We pay particular attention to the child's voice as a narrative strategy used to confront unfathomable horrors, to reconstruct history, and to offer order to personal upheavals. We will discuss what these narratives reveal about the societies they purport to reflect as well as the nature of narrative itself to convey history, values, and emotion. Texts include readings such as Nurrudin Farah, MAPS; Stella Gibbons, COLD COMFORT FARM; Craig Thompson, BLANKETS; Philippe Grimbert, MEMORY; Dorothy Allison, BASTARD OUT OF CAROLINA; Amos Oz, TALE OF LOVE AND DARKNESS; and Hanan al-Shaykh, STORY OF ZAHRA. Prereq: Writing 1, sophomore standing, or permission of the instructor. |
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| | 01 | -T-R--- | 4:00P-5:30P | Lopata Hall / 229 | Epstein-Levi | May 9 2018 6:00PM - 8:00PM | 15 | 2 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | While oil and violent conflict structure contemporary accounts and imaginaries of the Middle East, less attention is paid to the kinds of environments that capitalist extraction, imperialist ideologies, and militarized struggles over land and power produce in the Middle East and to the slow forms of violent they inflict on humans and non-humans alike. How have ideas about Middle Eastern environments-as barren desert or as fertile crescent-given rise to particular kinds of violent practices, contaminated places, and degraded lives? In what ways has environmental transformation been both the target and effect of (post)colonial, capitalist, and state projects across the Middle East? And how do people actually inhabit, represent, and resist these violent processes? To answer these questions, we approach violence through postcolonial theorist Rob Nixon's concept of slow violence. Against the assumption that violence is fast and spectacular, slow violence is the gradual and unevenly dispersed violence of global climate change, of fossil fuel dependency, and of toxic remnants of war. From the oil fields and desalination plants of Saudi Arabia to the "blooming" desert of Israel to the dried up river beds of Syria to the cluster bomb fields of Lebanon, we survey slow violence in the Middle East to understand the conditions that produced it, how it transforms the environment, and its racialized and gendered distributions. At the same time, we attend to the voices that inhabit the environments produced by slow violence to better understand how the multiple and overlapping temporalites of violence are lived in and the kinds of futures that are imagined and demanded. Open to all undergraduates, no prerequisites required. |
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| | 01 | M-W---- | 4:00P-5:30P | Eads / 215 | Touhouliotis | May 4 2018 6:00PM - 8:00PM | 18 | 11 | 0 | | |
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| | 01 | TBA | | TBA | Nehorai | See Department | 5 | 4 | 0 | | |
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| | 01 | -T-R--- | 11:30A-1:00P | Eads / 211 | Bennis | May 3 2018 1:00PM - 3:00PM | 12 | 3 | 0 | | |
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| | 01 | ---R--- | 4:00P-7:00P | Eads / 205 | Chandra | No Final | 15 | 12 | 0 | | |
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| | 01 | TBA | | TBA | Bennis | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | McManus | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Nakissa | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Tarbouni | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Yucesoy | See Instructor | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | [TBA] | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Berg | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Pinsberg | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
|
| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
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| | 01 | ----F-- | 2:00P-5:00P | Busch / 14 | Touhouliotis | See Instructor | 6 | 2 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Berg | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Kieval | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | McGlothlin | See Instructor | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | McManus | See Instructor | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Reynolds | See Instructor | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Yucesoy | See Instructor | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | TBA | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Berg | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Kieval | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | McGlothlin | See Instructor | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | McManus | See Instructor | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Nakissa | See Instructor | 2 | 0 | 0 | | |
| 08 | TBA | | TBA | Reynolds | See Instructor | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Yucesoy | See Instructor | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Bennis | See Instructor | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Etzion | See Instructor | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Pinsberg | See Instructor | 0 | 0 | 0 | | |
| 13 | TBA | | TBA | Tarbouni | See Instructor | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Warsi | See Instructor | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Staff | See Instructor | 0 | 0 | 0 | | |
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| | 01 | M-W-F-- | 11:00A-12:00P | Eads / 112 | Tarbouni | No Final | 15 | 10 | 0 | | Desc: | L75-508D is intended for GRADUATE STUDENTS ONLY. |
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| | 01 | M-W---- | 10:00A-11:30A | Eads / 102 | Barmash | See Instructor | 27 | 12 | 0 | | |
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| | 01 | M-W-F-- | 12:00P-1:00P | Cupples I / 216 | Pinsberg | May 3 2018 1:00PM - 3:00PM | 12 | 7 | 0 | | Desc: | L75-522D is intended for GRADUATE STUDENTS ONLY. |
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| | Description: | An anthropological study of the position of women in the contemporary Muslim world, with examples drawn primarily from the Middle East but also from Asia, Africa, Europe, and the United States. Students will examine ethnographic, historical, and literary works, including those written by Muslim women. Topics having a major impact on the construction of gender include Islamic belief and ritual, modest dress (veiling), notions of marriage and the family, modernization, nationalism and the nation-state, politics and protest, legal reform, formal education, work, and westernization. The course includes a visit to a St. Louis mosque, discussions with Muslim women, and films. |
|
| | Description: | "Out of the Shtetl" is a course about tradition and transformation; small towns and urban centers; ethnicity and citizenship; nations, states, and empires. At its core, it asks the question, what did it mean for the Jews of Central and Eastern Europe to emerge from small market towns and villages to confront modern ethnicities, nations, and empires? What lasting impact did the shtetl experience have on Jewish life in a rapidly changing environment? The focus is on the Jewish historical experience in the countries that make up Central and Eastern Europe (mainly the Bohemian lands, Hungary, Poland, and Russia) from the late eighteenth century to the fall of the Soviet Union. Among the topics that we will cover are: Jews and the nobility in Poland-Lithuania; the multi-cultural, imperial state; Hasidism and its opponents; absolutism and reform in imperial settings; the emergence of modern European nationalisms and their impact on Jewish identity; antisemitism and popular violence; nationalist and radical movements among Jews; war, revolution, and genocide; and the transition from Soviet dominion to democratic states. Modern, Europe. PREREQUISITE: Sophomore standing or permission of the instructor. |
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| | Description: | For centuries, Indians, Chinese, Jews, Malays, Arabs, Portuguese, Africans, Americans, English and a fascinating medley of other peoples have been circulating freely in the Indian Ocean as merchants, pirates, explorers, missionaries and pilgrims. From the Horn of Africa to Indonesia, the Indian Ocean has long witnessed a frantic exchange that cut across ethnic and language affiliations. We begin by exploring the early history of the Indian Ocean up till the 18th century. We then trace the spread of Islam in the region which has been dubbed the 'Muslim Lake.' Next, we focus on the consequences of increased European presence in the Indian Ocean from the late 18th century onwards. What effects did European imperial expansion have on Indian Ocean trade, migration patterns and the religious haj pilgrimage? Vivid travel narratives provided by Joseph Conrad and Amitav Ghosh challenge historical periodization that neatly divides world history into pre-colonial and colonial eras. During the 19th century, both Europeans and Asians, traders, migrants and haj pilgrims alike, travelled extensively across the Indian Ocean as before, albeit at a faster rate and in much greater numbers. This period coincided with the intensification of Indian and Arab migration to Southeast Asia. How did the advent of colonialism accompanied by immense technological development in the 19th century actually affect the political and economic relations in the Indian Ocean? We round off the semester with sections of Robert Kaplan's seminal book on contemporary politics in the Indian Ocean. How relevant is Islam during the 21st century? |
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| | Description: | This course explores the history and culture of the Sephardic diaspora from the expulsion of Spanish and Portuguese Jewry at the end of the fifteenth century to the present. We will start with a brief introduction into the history of Iberian Jews prior to 1492, asking how this experience created a distinct subethnic Jewish group: the Sephardim. We will then follow their migratory path to North Africa, Italy, the Ottoman Empire, the Netherlands, and the Americas. The questions we will explore include: in what sense did Jews of Iberian heritage form a transnational community? How did they use their religious, cultural, and linguistic ties to advance their commercial interests? How did they transmit and transform aspects of Spanish culture and create a vibrant Ladino literature? How did the Sephardim interact with Ashkenazi, Greek, North African, and other Jewish, Muslim, and Christian communities? How did Jewish emigres from Spain and Portugal become intermediaries between Christian Europe and the Ottoman Empire? What was the role of Sephardim in Europe's transatlantic expansion? How did conversos (converts to Christianity) return to Judaism and continue to grapple with their ambiguous religious identity? How did Ottoman and North African Jews respond to European cultural trends and colonialism and create their own unique forms of modern culture? How did the Holocaust impact Sephardic Jewry? The course will end with a discussion of the Sephardic experience in America and Israel today. |
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| | Description: | While oil and violent conflict structure contemporary accounts and imaginaries of the Middle East, less attention is paid to the kinds of environments that capitalist extraction, imperialist ideologies, and militarized struggles over land and power produce in the Middle East and to the slow forms of violent they inflict on humans and non-humans alike. How have ideas about Middle Eastern environments-as barren desert or as fertile crescent-given rise to particular kinds of violent practices, contaminated places, and degraded lives? In what ways has environmental transformation been both the target and effect of (post)colonial, capitalist, and state projects across the Middle East? And how do people actually inhabit, represent, and resist these violent processes? To answer these questions, we approach violence through postcolonial theorist Rob Nixon's concept of slow violence. Against the assumption that violence is fast and spectacular, slow violence is the gradual and unevenly dispersed violence of global climate change, of fossil fuel dependency, and of toxic remnants of war. From the oil fields and desalination plants of Saudi Arabia to the "blooming" desert of Israel to the dried up river beds of Syria to the cluster bomb fields of Lebanon, we survey slow violence in the Middle East to understand the conditions that produced it, how it transforms the environment, and its racialized and gendered distributions. At the same time, we attend to the voices that inhabit the environments produced by slow violence to better understand how the multiple and overlapping temporalites of violence are lived in and the kinds of futures that are imagined and demanded. Open to all undergraduates, no prerequisites required. |
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| | 01 | M-W---- | 4:00P-5:30P | Eads / 215 | Touhouliotis | May 4 2018 6:00PM - 8:00PM | 18 | 11 | 0 | | |
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| | 01 | TBA | | TBA | Barmash | See Instructor | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Berg | See Instructor | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Jacobs | See Instructor | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Kieval | See Instructor | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Yucesoy | See Instructor | 0 | 1 | 0 | | |
| 06 | TBA | | TBA | Reynolds | See Instructor | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | [TBA] | See Instructor | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Jacobs | No Final | 10 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Jacobs | No Final | 25 | 0 | 0 | | |
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