| | 01 | -T-R--- | 8:30A-9:50A | TBA | Gao-Miles | Paper | 0 | 17 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Tarbouni | Paper/Project/Take Home | 0 | 23 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Ma | Paper/Project/Take Home | 50 | 50 | 14 | | |
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| | Description: | This course provides an introduction to the study of contemporary Europe through an historical examination of the moments of crisis, and their political and cultural aftermath, that shaped modern Europe and continue to define it today. These crises will include: the revolutions of 1848, the advent of 19th-century nationalisms, the Great War, the Spanish Civil War, the rise and defeat of state fascism, the Cold War, the formation of the EEC and Union, May 1968, and the return of right-wing politics. After the study of these traditions, the final portion of the semester will consider contemporary Europe since 1991, considering such subjects as Green politics, internal migration and immigration, and the culture of the European Union. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Graebner | May 7 2025 1:00PM - 3:00PM | 25 | 22 | 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: | An examination of key turning points in the history of Japan from the mid-19th century to the present, this course uses film, in addition to written materials, to gain an understanding of political and social transformation over time. We focus in particular on the role of public servants in facilitating and, at times, obstructing change. Students will view and discuss eleven films screened in Japanese with English subtitles, including The Twilight Samurai, To Live, and Shin Godzilla. In-person attendance at screenings is required. Through written and visual materials, students will learn about the history of Japan, consider the value of public service, and evaluate the utility of film for engaging the past. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Watt | Paper | 19 | 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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| A | -T----- | 7:00P-9:30P | TBA | Watt | Paper | 19 | 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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| | 01 | TBA | | TBA | Viteri | No Final | 4 | 2 | 0 | | |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Kurbak | Project | 15 | 15 | 3 | | |
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| | 01 | M------ | 3:00P-5:50P | TBA | Montano | Paper/Project/Take Home | 15 | 15 | 0 | | Desc: | COOKING UP HISTORY: FOOD, DOMESTICITY AND GENDER: This seminar introduces students to the historian's craft through an in-depth deconstruction of cookbooks as primary sources that register the transformation of traditions and everyday life rarely found in traditional historical sources. The home as the location where class, gender, consumerism, nationalism, and technology interact on a daily basis provides a unique window into how individuals experience, define, interpret and make sense of their conditions of existence. Transformations in food consumption, nutrition patterns and cooking techniques, as well as the gendering of the kitchen space can be accessed through these sources. Recipes are loaded with meaning particular to their time and place. At the same time they provide us with ideas that have been through comments, references and historical capsules. As cultural texts they provide us with a better understanding of the central role of food and its preparation/presentation/consumption, in the creation of social class. Modern, Latin America. PREREQUISITE: NONE. This course is crosslisted with L45 301L, L77 301L and L97 301L. |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Watt | Paper | 40 | 40 | 2 | | |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Cislo | Paper/Project/Take Home | 20 | 20 | 2 | | Desc: | 20 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
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| | Description: | This course is an historical analysis of U.S.-Russia relations since the end of the Cold War. Focusing on "reset" diplomacy during the terms of five American and three Russian presidents since 1990, it reveals a familiar historical pattern that begins with high hopes, dialogue, and optimism only to be followed by vast disappointment, standoffs, and pessimism. Despite this dynamic, the course shows how and why the two countries have been able to cooperate at times to make substantial headway on critical issues such as arms control, nonproliferation of WMD, NATO expansion, counterterrorism, and economic and energy development, whereas at other times they have run afoul of major obstacles such as further NATO expansion, missile defense, and democracy and human rights in Russia. The course also examines how many political events created substantial challenges to U.S.-Russia relations, including the Balkan Wars; U.S. wars in Iraq and Afghanistan; Russia's wars in Chechnya, Georgia and Ukraine/Crimea; the "Color Revolutions"; the Arab Spring and subsequent civil wars in Iraq, Syria, Yemen and Libya; the fight against ISIS and other militant Islamists; the threats posed by Iran and North Korea; the rise of China; espionage crises; hybrid wars; cyberattacks; and disinformation campaigns. Two vital questions frame the analysis: (1) Why has it been so difficult for these two great powers to develop a mutually beneficial relationship? (2) What would be required to move beyond the limited partnership to something more productive and sustaining? The course concludes by evaluating "reset" diplomacy and the ongoing attempts to move U.S.-Russia relations beyond a Hot Peace. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Knapp | Paper/Project/Take Home | 17 | 17 | 8 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Sánchez Prado | Paper/Project/Take Home | 50 | 35 | 0 | | |
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| | Description: | What is Jewish literature? While we begin with -- and return to -- the traditional question of definitions, we will take an unorthodox approach to the course. Reading beyond Bellow, Ozick and Wiesel, we will look for enlightenment in unexpected places: Egypt, Latin America, and Australia. Recent works by Philip Roth, Andre Aciman, Simone Zelitch and Terri-ann White will be supplemented by guest lectures, film, short stories and significant essays. We will focus on issues of language, memory and place. Background knowledge is not required, though it is warmly welcomed. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Berg | Paper/Project/Take Home | 16 | 3 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | DIALLO | Paper/Project/Take Home | 15 | 17 | 2 | | |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Ross | Paper/Project/Take Home | 40 | 17 | 0 | | |
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| | Description: | This course presents an historical assessment of the GWOT from the perspective of its major participants: militant, Salafi Islamists, especially al-Qaeda and its affiliates and offshoots including ISIS, and the nation states that oppose them, namely, the United States and its allies. It seeks to answer such questions as what is militant Islamism and how has it interpreted jihad to justify committing terrorist acts in the name of restoring the caliphate? What is the nature of the GWOT and how has it become the new rubric of war in the 21st century? We cover the rise of militant, Sunni Islamism in Egypt during the 1960s and '70s, Islamic jihad in Afghanistan during the 1980s, the origins of "al-Qaeda" in 1988, jihad in Bosnia, Chechnya, Algeria, and Sudan during the 1990s, al-Qaeda terrorist attacks against the U.S. during the 1990s, 9/11 and the Bush Doctrine, the war against the Taliban and the hunt for Osama bin Laden in Afghanistan in 2001-02, and the subsequent spread of Islamic jihad in South and Southeast Asia, the Middle East, North and East Africa, Western Europe, and the United States, and the respective nation states' responses. The course concludes with an analysis of the current state and likely future of the GWOT. Just how long will this conflict last, and in what ways, how and why is it likely to end? |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Knapp | Paper/Project/Take Home | 15 | 15 | 19 | | |
| 02 | -T-R--- | 2:30P-3:50P | TBA | Knapp | Paper/Project/Take Home | 15 | 15 | 17 | | |
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| | Description: | What's queer about "Asian America"? All too often, queerness typifies signs of injury and victimization for this racial formation (e.g., castration, hyper-/de-sexualization). Historically, the legal and symbolic parameters for who counts as an American were fortified against the Asian body as a threatening alien Other. Cultural discourses invoked notions of deviant genders and perverse sexualities as proof that Asian/Americans are inassimilable to the heteronormative domestic ideals of the nation. Since these depictions were used to substantiate exclusionary policies, Asian Americans often unwittingly refute queerness in making claims to national belonging. Yet, this strategy effectively marginalizes LGBTQ groups among Asian American communities and further stigmatizes non-normative genders and sexualities. Countering these tendencies, scholarly works in queer Asian American studies join a growing corpus of Asian American creative works that feature LGBTQ protagonists in foregrounding the rich intersectionality of race, gender, and sexuality. Guided by the theoretical insights of these writings, this course approaches queerness as not an identity, but rather a critical paradigm that elucidates and interrogates the inequities of US citizenship. We will explore how Asian American literatures envision queerness as a creative force for activating convivial practices, desires, and socialities that exceed disciplinary norms of the nation-state. This course may feature readings by such authors as Kiku Hughes, Maxine Hong Kingston, SJ Sindu, Kai Cheng Thom, and Ocean Vuong. This course satisfies the Global and Minority Literature Requirement. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Eng | Paper/Project/Take Home | 15 | 14 | 9 | | |
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| | Description: | In the nineteenth century, African Americans turned to print to argue for emancipation, assert their rights, and narrate their experiences in their own words. Between influential works such as Frederick Douglass's newspapers and slave narratives, the printed speeches of Black women including Maria Stewart and Sojourner Truth, and the famous novel by white abolitionist Harriet Beecher Stowe, Uncle Tom's Cabin, it's fair to say that the Civil War, Emancipation, and Reconstruction would not have happened without the technology of print. In this course, students will encounter how print media has shaped Black and U.S. literature and politics. We will explore the numerous technologies that Black and abolitionist writers utilized, pioneered, and remixed during the nineteenth-century golden age of mass print. In addition to reading African American literature in its original historical and printed contexts, we will trace the afterlives of these texts, encountering strategies of repression, recovery, and archiving that are integral to Black literary history. This course equips students to read critically beyond the page, focusing not just on traditional literary texts but also advertisements in newspapers and magazines, publishers' information, and matters of typography and layout that are just as political as they are aesthetic. This course satisfies the global or minority literatures requirement for students who declare an English major in the fall 2021 semester and beyond. Satisfies the Nineteenth Century requirement. This course counts as an elective to the Publishing Concentration. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Blanc | No Final | 15 | 4 | 0 | | |
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| | Description: | Introduction to Comparative Arts is an interdisciplinary, multimedia course that explores the relationship among the arts in a given period. This semester we will address connections between literature, painting, music, and theater as well as radio and film from the mid-18th century to the present, examining how different aesthetic forms and media illuminate each other through transposition, adaptation, and media combination. As we consider theories of representation and expression, we will also learn about the rise of cultural institutions such as the library, the museum, and the concert hall and the discourses that have shaped their development. Students will have the opportunity to visit art exhibits and performances in the St. Louis area and will produce a creative project at the end of the semester. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Kita | Paper/Project/Take Home | 18 | 18 | 5 | | |
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| | 01 | M-W---- | 11:30A-12:50P | Duncker / 1 | Finneran | No Final | 20 | 20 | 4 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Miles | May 5 2025 10:30AM - 12:30PM | 30 | 26 | 0 | | |
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| | Description: | What should I eat today? This seemingly simple question transects the fields of health, environmental studies, economics, history, anthropology, religion, and many others. The foods we eat, the way we get them, the way we produce them, and the way in which we eat them speak volumes about our beliefs, our technology, our understanding of how the world works, and our ability to function within it. That is, food is an excellent way to explore culture. No actions are more deserving of critical attention than those that we do regularly, without much critical thought, and most of eat at least two or three times a day. In this class we'll explore how this food came to be here, why we like it, and what that says about us. This class will be reading and discussion heavy, with a midterm paper based on the readings and a final paper based on a topic of the students' choosing. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Richardson | Paper/Project/Take Home | 35 | 32 | 0 | | |
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| | Description: | Sex trafficking is a complex social problem with multiple contributing factors largely rooted in intersecting inequalities. Both in the United States and on a global level, interrelated inequities in gender, sex, sexual orientation, gender identity, power, class, opportunity, education, culture, politics, and race are among the social phenomena that contribute to sex trafficking/CSE victimization. In this course, we will examine the dynamics of sex trafficking on a local and global level from various feminist and political perspectives, with particular attention given to the sexed and gendered social and structural conditions that impact sex trafficking. This course will cover the extent and nature of the problem, as well as current debates in the field, including demand, prevalence, experiences of survivors, types of sex trafficking, methods of traffickers, the role of weak social institutions, cultural dynamics, and global power dynamics. The course will also examine international, federal, and state legislation as well as organizational and grassroots efforts to prevent and respond to sex trafficking victimization. The aim of this course is to provide students with a holistic understanding of sex trafficking drawing from interdisciplinary sources and presenting a variety of perspectives. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Nichols | Paper/Project/Take Home | 20 | 19 | 0 | | |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Gao | Paper/Project/Take Home | 19 | 19 | 3 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Canna | Paper/Project/Take Home | 90 | 90 | 45 | | |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Bowersox | No Final | 30 | 30 | 31 | | |
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| | Description: | Between 1939 and 1945, German troops invaded, occupied and destroyed major parts of Europe to create a new order based on the Nazi world view. A central aim of the Nazi project was the destruction of European Jewry: the killing of people and the annihilation of a cultural heritage. This destruction was embedded in a larger regime of violence against Roma, Slavs, people with disabilities and others, and implicated a range of people. The course facilitates an understanding of the origins, dynamics, and results of the Nazi extermination regime; survival and resistance strategies of Jews and other persecuted groups in Western and Eastern Europe; migration movements triggered by the Holocaust and World War II; local responses to antisemitism and racialized murder, and other issues. Lectures introduce students to recent trends in the study of the history and memory of the Holocaust including a focus on the global implications of the Nazi genocide, the role of gender and sexuality for experience and memory, attention to the interethnic relationships in German-occupied Europe, and the relevance of Holocaust memory for current societies. |
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| | 01 | M-W---- | 9:00A-9:50A | TBA | Walke | Paper/Project/Take Home | 80 | 22 | 0 | | |
| A | ----F-- | 9:00A-9:50A | TBA | Walke | Paper/Project/Take Home | 20 | 7 | 0 | | |
| B | ----F-- | 10:00A-10:50A | TBA | Walke | Paper/Project/Take Home | 20 | 10 | 0 | | |
| C | ----F-- | 9:00A-9:50A | TBA | Walke | Paper/Project/Take Home | 20 | 2 | 0 | | |
| D | ----F-- | 10:00A-10:50A | TBA | Walke | Paper/Project/Take Home | 20 | 3 | 0 | | |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Crandol | Paper/Project/Take Home | 25 | 25 | 1 | | |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Chen, L | Paper/Project/Take Home | 45 | 26 | 0 | | |
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| | Description: | Tracing the unbroken history of Chinese painting from the 1st through 21st centuries, we explore the full evolution of its traditions and innovations through representative works, artists, genres, and critical issues. From its ancient origins to its current practice, we will cover topics such as classical landscapes by scholar painters, the effects of Western contact on modern painting, the contemporary iconography of power and dissent, and theoretical issues such as authenticity, gender, and global art history. Prerequisites: Intro to Asian Art (L01 111) or one course in East Asian Studies recommended. |
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| | 01 | M-W---- | 11:30A-12:50P | Kemper / 211 | Kleutghen | Paper/Project/Take Home | 15 | 12 | 0 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Copeland, Chanez | Paper/Project/Take Home | 19 | 14 | 0 | | |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Walke | Paper/Project/Take Home | 20 | 20 | 1 | | |
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| | Description: | This interdisciplinary seminar is an introduction to the history of Buddhism in the Korean Peninsula from its introduction (ca. 4th century) to the 21st century. Rather than as a comprehensive chronological outline of Korean Buddhism, the course is conceived as a thematic examination of significant historical moments, individuals, texts, and practices. In particular, the course will focus on three thematic clusters: 1) the relationship between Buddhism and power, as seen, for example, in the ancient Korean kingdoms and under the Japanese colonial government; 2) Buddhist contributions to the welfare and satisfaction of the people, as manifested through "miracles" and other numinous episodes recorded in Korean and East Asian literature; and, 3) Buddhist approaches to self-cultivation, with a focus on the Seon tradition (better known in the US as Zen), the most prominent form of Buddhism in Korea. Basic historiographical and methodological issues will also be discussed. Previous coursework on Buddhism or Korean history is recommended but not required, and no knowledge of Korean is required. Fulfills premodern elective for EALC major. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Poletto | Paper/Project/Take Home | 19 | 4 | 0 | | |
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| | Description: | How are the problems of environmental stress, pollution, and degradation unevenly borne? Adopting cross-cultural, biosocial, intersectional, and posthumanist approaches, this course explores how exposures to environmental toxicities and dangers result in and exacerbate health harms, social disparities, and structural violences. A range of historical and contemporary case studies will include plagues, weather, fire, water, waste, minerals, air, etc. Students will not only gain an understanding of these problems and burdens, but also explore the transformative potential in intertwining environmental justice, critical global health, and social justice movements to seek solutions to these vital issues. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Richardson | Paper/Project/Take Home | 35 | 35 | 8 | | |
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| | Description: | This review of population processes and their social ramifications begins with an introduction to the basic terminology, concepts, and methods of population studies, followed by a survey of human population trends through history. The course then investigates biological and social dimensions of marriage and childbearing, critically examines family planning policies, deals with the social impacts of epidemics and population ageing, and looks at connections between population movements and sociocultural changes. The overall objective of the course is to understand how population processes are not just biological in nature, but are closely related to social, cultural, political, and economic factors. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Childs | No Final | 36 | 36 | 29 | | |
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| | Description: | This course analyzes the genesis, historical evolution, and current iterations of global anarchism. It examines anarchist beliefs, ethics, aims, countercultural expressions, organizations, emancipatory practices, and intersectional modes of struggle in different temporal, geographic, and cultural contexts. Special attention will be given to anarchism in the global South, anarcho-feminism, anarcho-indigenism, green anarchism, anarcho-pacifism, and the cross-fertilization and relations between anarchists and the Marxist Left. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Hirsch | Take Home Exam | 15 | 4 | 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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| 02 | M-W---- | 11:30A-12:50P | TBA | Hirsch | Take Home Exam | 15 | 8 | 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---- | 4:00P-5:20P | TBA | Crandol | May 2 2025 6:00PM - 8:00PM | 19 | 19 | 4 | | |
| A | M------ | 7:00P-9:00P | Seigle / L006 | Crandol | No Final | 19 | 19 | 4 | | Desc: | Monday @ 7pm required film screening |
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| | Description: | Be it sati or enforced widowhood, arranged or love marriage, the rise of national leaders like Indira Gandhi and Kamala Harris, or the obsession with "fair" skin, caste shapes possibilities and perceptions for billions. In this class we combine a historical understanding of the social caste structure with the insights made by those who have worked to annihilate caste. We will re-visit history with the analytic tools provided by the concepts of compulsory endogamy, "surplus woman," and "brahmanical patriarchy," and we will build an understanding of the enduring yet invisible "sexual-caste" complex. As we will see, caste has always relied on sexual difference, its ever-mutating power enabled by the intersectionalities of race, gender and class. We'll learn how caste adapts to every twist in world history, increasingly taking root outside India and South Asia. We will delve into film and memoir, sources that document the incessant injustices of caste and how they have compounded under globalization. The class will research the exchange of concepts between anti-race and anti-caste activists: how caste has shaped the work of prominent anti-racist intellectuals and activists in the United States such as W.E.B. DuBois and Isabel Wilkerson and in turn, the agenda and creativity of groups such as the Dalit Panthers. Finally, the course will build a practical guide to engaging with and interrupting caste in the context of the contemporary global world today. Waitlists controlled by Department; priority given to WGSS majors. Enrollment cap 15. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Chandra | Paper/Project/Take Home | 15 | 17 | 0 | | Desc: | Waitlists controlled by Department. Priority given to WGSS majors. Enrollment capped at 15. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Mutonya | Paper/Project/Take Home | 15 | 12 | 0 | | Desc: | The course fulfils Focus Area 4 for AFAS Majors |
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| | 01 | M-W---- | 11:00A-11:50A | TBA | Betz | Paper/Project/Take Home | 25 | 24 | 0 | | |
| A | ----F-- | 9:00A-9:50A | TBA | Betz | No Final | 13 | 11 | 0 | | |
| B | ----F-- | 4:00P-4:50P | TBA | Betz | No Final | 13 | 13 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Pond | Paper/Project/Take Home | 30 | 30 | 0 | | |
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| | Description: | 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. Food 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. 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 the social meaning of food and reflect on 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. Please consult the instructor if you have not taken any course in the humanities. Enrollment priority given to seniors and juniors. |
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| | 01 | M-W---- | 3:00P-4:50P | TBA | Yucesoy | Paper/Project/Take Home | 12 | 12 | 5 | | |
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| | Description: | The words "Russian Literature" might conjure up long, sprawling, "loose and baggy monsters." However, the short story is arguably the most significant genre in the Russian literary tradition. In this course we do close readings of some of the greatest Russian short stories, mostly from the 19th and 20th centuries. Authors might include Pushkin, Lermontov, Gogol, Dostoevsky, Tolstoy, Turgenev, Chekhov, Gippius, Teffi, Tsvetaeva, Platonov, Bunin, Nabokov, and others. Some of the questions we explore: Is a short story (rasskaz) just a shorter piece of fiction or does it aim to do something very different from a novel? How did the Russians develop-and maybe change-the genre? In what ways are these stories connected to the place and time in which they were written? We will read one or two short stories a week. This is a Writing Intensive course. No knowledge of Russian is required. All readings are in English translation. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Svobodny | Paper | 15 | 12 | 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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| 02 | -T-R--- | 4:00P-5:20P | TBA | Svobodny | Paper | 15 | 8 | 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: | Liberté, Égalité, Sororité .Did you know that the inventor of narrative fiction film, and perhaps the only female filmmaker from 1896-1906, was a French woman? This course introduces students to French and Francophone cinema through the lens of the feminine. In this "her" story of French-language film, we will explore works by female directors as well as representations of women and girls on the silver screen from cinema's silent origins to the empowered voices of the #MeToo era. In tandem, we will engage with key ideas from feminist critics like Simone de Beauvoir and Françoise d'Eaubonne. Class discussions will take an intersectional approach, addressing feminism's connections with the following topics: girlhood and adolescence; race and ethnicity; post-colonial cultures; gendered spaces/places and the environment; LGBTQ+ identities; motherhood and domesticity. Our corpus includes classics from the French tradition as well as understudied films, running the spectrum from drama to documentary, to coming-of-age narratives and cult favorites, including works by Chantal Akerman, Yamina Benguigui, Alice Guy, Céline Sciamma, and Agnès Varda, among others. Prereq: In-Perspective. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Haklin | Paper/Project/Take Home | 15 | 15 | 0 | | |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Canon | May 1 2025 8:00AM - 10:00AM | 30 | 15 | 0 | | |
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| | Description: | Although it is today primarily associated with oil, the Arabian peninsula was for most of its history defined by water: its surrounding seas, its monsoon-driven winds, and its lack of water in its vast and forbidding interior deserts. As home to the major holy cities of Islam and a key source of global oil, the region has played an important role in the Western European and North American imagination. Despite being relatively sparsely populated, the peninsula hosts millions of believers each year on the annual Muslim pilgrimage, and it has been the site of major wars and military occupations by European, American, and other Middle Eastern countries for much of the
20th and 21st centuries. It has been an outpost of the Ottoman Empire, a center of British colonialism and (at Aden) an axis of its global empire, the location of Egypt's "Vietnam" (its long war in Yemen in the 1960s), the Gulf Wars I and II, and the recent wars in Yemen, to name just a few of the major conflicts. Often depicted as unchanging until caught up by the influx of massive oil wealth, this region is frequently characterized as a place of contradictions: home to some of the world's largest skyscrapers and also the most inhospitable and largest sand desert in the world, known as "the Empty Quarter"; the location of crucial American allies and the home of al-Qa'eda founder `Usama Bin Laden. In this course, we will examine the development of the peninsula historically to understand these contradictory images. We will investigate changes in the following arenas: environment and society; colonial occupation; newly independent states; the demise and development of key economic sectors (pearling; shipping; agriculture; oil; finance; piracy); political regimes; resources such as water, oil, and date palms; the growth of oil extraction infrastructure and its effects on the political regimes and societies in the region; the emergence of new Gulf cities; Islamic law; women's rights; human rights debates; and religious and ethnic minorities. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Reynolds | Paper/Project/Take Home | 22 | 22 | 9 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Gao-Miles | Paper | 20 | 20 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | Brown / 100 | Sánchez Prado | Paper/Project/Take Home | 55 | 55 | 1 | | |
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| | Description: | This course examines artistic production at the turn of the century in France, Belgium, England and Scandinavia. Beginning with a brief overview of impressionism and naturalism in France, we go on to examine Neo-Impressionism (Seurat and Signac) and Symbolism (Moreau, Van Gogh, Gauguin, the Nabis, Rodin, Munch), as well as later careers of Impressionists (Cassatt, Monet, Degas, Renoir, Morisot). Considers cross-national currents of Symbolism in Belgium and Scandinavia; the Aesthetic Movement in Britain; the rise of expressionist painting in French art (particularly with the Fauvism of Matisse and Derain), and the juncture of modernist primitivism and abstraction in early Cubism (Picasso). PREREQ: ART-ARCH 112, ANY 200-LEVEL COURSE IN ART HISTORY, OR PERMISSION OF THE INSTRUCTOR. |
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| | 01 | -T-R--- | 2:30P-3:50P | Kemper / 103 | Childs | May 7 2025 3:30PM - 5:30PM | 20 | 20 | 7 | | |
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| | 01 | -T-R--- | 4:00P-5:20P | Kemper / 103 | Klein | May 7 2025 6:00PM - 8:00PM | 30 | 16 | 0 | | |
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| | Description: | Women in Rebellion and War juxtaposes contemporary social science perspectives on women and war with the history and testimonies of Irish women during the Irish revolutionary period (1898-1922), the Irish Civil War (1922-1923), and the Free State. Under English rule from the twelfth century Norman invasions to the establishment of the Irish Free State and the partition of Northern Ireland in 1922, Ireland presents a compelling, historical laboratory to deliberate on the relationship between gender and political conflict. Intentionally transdisciplinary, the course draws from across disciplinary discourses and highlights perspectives across race, gender, class, ethnicity, religion, and sexuality. Topics include: political organizing, nationalism, rebellion, radicalization, militarism, terrorism, pacifism, and peacebuilding. Rooted in Cynthia Enloe's enduring question "Where are the women?" and drawing on sociologist Louise Ryan's landmark essay by the same name, we inquire how and why Irish nationalist women, who were integral to building the revolutionary movement, became "Furies" and "Die-hards" in the eyes of their compatriots when the Free State was established (Bishop Doorley, 1925; President Cosgrave, 1923). Taking advantage of the plethora of archival resources now available through the Irish Decade of Centenaries program, the course incorporates the voices of Irish women through their diaries, military records, letters, interviews, speeches, newspapers, and memoirs. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Heath-Carpentier | Paper | 18 | 18 | 3 | | | 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: | How do artisans approach the task of making? If different cultures of making exist, what forms do they take and why? In this course, students will explore these and other questions concerning the central human activity that is the production of material objects. From a Korean rice wine brewer to a Japanese clockmaker and to the Shanzhai cellphone manufacturers, makers in East Asia have distinguished themselves as skillful practitioners throughout history. The aim of this course is to understand their ways of production -- and how these, in turn, evolved alongside broader changes in society and culture. The course begins by appreciating the challenges of studying making cultures and the importance of material, hands-on research, which involves, for instance, cooking with historical recipes. The course then investigates the history of artisanship in relation to social structures and statecraft and the many ways in which it unfolded in Korea, Japan, and China and across various artifacts, from kimchi and porcelain to steam engines and Van Gogh paintings. For the term project, students have the option of reworking a historical recipe or artifact from East Asia before the modern era. During this process, students will learn by doing and explore the tacit knowledge involved in the creation and maintenance of craft practices. This course is primarily for sophomores and juniors with a major or minor in the Department of East Asian Languages & Cultures. Other students may enroll with permission. No prior knowledge of East Asia is required. Fulfills premodern elective for EALC major. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Kang | Paper/Project/Take Home | 0 | 20 | 17 | | Desc: | waits are managed by instructor; students will be enrolled upon approval; enrollment capped at 19 |
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| | Description: | This course introduces education in Israel, using it as a case study to examine education values, policies, and practices in deeply divided societies. Israel's Jewish and democratic character will serve as a necessary context. The course is divided into two main sections: the first focuses on the core values that shape education systems and policies, while the second addresses three key education policy issues-core curriculum, segregation and integration, and free speech. Throughout the course, we will critically examine the potential for shared core values in a public education system that serves a divided society. We will explore how policies can either reduce or reinforce disparities and divisions. Finally, we will consider how the Israeli experience is relevant to other democratic states with deeply divided societies facing similar challenges. As we explore the Israeli case together, students will have the opportunity to analyze pieces of their own educational experience alongside education policies in the US. The course will allow students to deepen their knowledge of education, divided societies, and Israel and gain skills to form independent knowledge-based opinions on the role of education in diverse and divided societies. Please note: L75 390 is intended for Undergraduate students; L75 590A is the section for Graduate Students. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Hendin | Paper/Project/Take Home | 30 | 7 | 0 | | |
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| | Description: | Global Studies research explores thorny historical and contemporary questions around the world, such as the climate crisis, public health challenges, uneven development, the strife for racial justice, precarious labor, curtailed rights and liberties, and technological revolutions. In this course, students attend a weekly Proseminar and complete a Research Assistantship (around 5 hours per week). The Proseminar orients students to the practice of research, including the fundamentals of research design, methodologies, and methods. In addition, students are matched with a Faculty Mentor for a Research Assistantship. Ideally, students should apply for and enroll in this course in their sophomore or junior year. Apply at: https://globalstudies.wustl.edu/research-team-application. The deadline for submitting an application is May 1 for the next fall semester and December 1 for the next spring semester. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Gao-Miles | Paper | 15 | 15 | 10 | | |
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| | Description: | This course, taught in English, is a foundation for students who will work with linguistically and culturally diverse people in the USA and around the world, whether this work is in the courtroom, hospital, classroom, office and more. The class will help prepare students for the diverse range of twenty-first century occupations that have language and linguistics at their center, including machine learning and translation studies. The class utilizes a survey format and covers both internal and external factors related to language acquisition and language use, such as language and the brain, language aptitude, age, gender, memory, prior knowledge, etc. Theoretical and research dimensions of both linguistics and foreign / second language learning are treated. Corresponding implications of the readings focus on action- on making decisions for language policies and debates around the world that are informed by linguistic and language knowledge. The course is required for the minor in applied linguistics, the PhD in Applied Linguistics, and the graduate certificate in language instruction. This course carries the Social and Behavioral Sciences attribute and can be taken for different majors such as Global Studies and Educational Studies. Prereq: Ling 170 is recommended but not required. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Brantmeier | Project | 15 | 22 | 2 | | |
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| | Description: | This course examines the cultural history of modern Korea with a focus on science, technology, and medicine. From about 1500 to the present, a number of hugely consequential things happened in Korea that have been called revolutionary-or what historians dub "early modern" and "modern." Confucian kings planned large-scale projects that changed nature, rustic scholars made inventories of flora and fauna, colonial Koreans became biologists, nurses, and "Edisons," and in North and South Korea, new professionals created distinctive-and in some cases, globally-competitive-regimes of knowing, making, and healing. Students will interrogate these developments as an opportunity to revisit the history of modernity, which has been told predominantly from the perspective of the West. What does it mean to be "modern" in Korea? How did that modernity intersect with Korean science, technology, and medicine? Students will find and articulate their own answers by writing the final research paper. Recommended to have taken Korean Civilization or equivalent course that provides basic working knowledge of Korean history. Course also counts as an EALC capstone course. Undergraduates enroll in the 400-level section; 500-level section is for graduate students only. Fulfills modern elective for EALC major. Prerequisite: junior level or above or permission of instructor. |
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| | 01 | -T----- | 3:00P-5:50P | TBA | Kang | Paper/Project/Take Home | 15 | 15 | 2 | | |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Reynolds | Paper/Project/Take Home | 15 | 15 | 17 | | |
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| | Description: | This course engages contemporary feminist theories from diverse transnational contexts, as well as the social movements and local resistances they inspire. Through engagement with key works of feminist theory, political manifestos, and creative works of resistance, we will explore how transnational feminist alliances and coalitions have contested and responded to gendered and racialized forms of exploitation, navigating and reshaping territorial and social boundaries. We will engage with debates around the notion of a "global sisterhood"; tensions between universal and local feminist practice; the role of difference, nationality and culture in navigating the possibility of solidarity; the role of the Internet in forging cross-border alliances; human rights-based activism; "women's" work; transgender inclusivity and transfeminisms. Part of our goal will be to ask how feminist theories from diverse geographical locations have influenced the politics of borders, movements for environmental justice, migrations and mobility, resistance to imperialism and the forging of alternative economies. We will also explore the gray areas existing in between binaries such as feminist/anti-feminist; local/global; home/away; global South/North; victim/agent; domination/dependency. Finally, we will ask how processes of knowledge-production take shape within different intellectual and political movements such as post-colonial feminism, decolonial and indigenous feminism, liberal and radical feminism, Marxist feminism and religiously-based feminisms. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Brown | May 7 2025 1:00PM - 3:00PM | 18 | 18 | 1 | | Desc: | 18 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows. |
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| | Description: | This course explores the broad spectrum of Japanese postwar fiction, ranging from the end of the Pacific War to the early 1970s. Readings include the works of established authors such as Kawabata Yasunari, whose career resumed following the war, together with new writers, including Abe Kôbô, Mishima Yukio, Ôe Kenzaburô, Kôno Taeko, and Tsushima Yuko. The course considers the literary response to the spiritual and economic upheaval following Japan's defeat in WWII, conditions under the US Occupation and the rise of new prosperity. Particular attention will be given to changing notions of family, identity, history, gender, sexuality, marginality, myth, and nationalism. Readings will be in English. Undergraduates enroll in the 400-level section; 500-level section is for graduate students only. Fulfills modern elective for EALC major.
Prerequisite: junior level or above or permission of instructor. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Copeland, Wang | Paper/Project/Take Home | 15 | 7 | 0 | | |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Yucesoy | Paper/Project/Take Home | 15 | 15 | 4 | | |
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| | Description: | The objectives of this course are twofold. The first goal is to provide students with critical and theoretical foundations for the study of gender issues in modern Latin America, through the analysis of conceptual (social, philosophical and political) texts. This part of the course entails the study of historical contexts that connect the emergence of Latin American societies to questions of imperial domination, coloniality, and modernization. The second goal of the course is to illustrate the conceptualization and the evolution of gender issues through the analysis of some representative figures and cultural processes that show differential articulation of subjects in the public sphere depending on gender. The study of the interconnections between femininity/masculinity, hetero/homosexuality and racial differences will be traced from colonial times to the present. Some instances of this critical journey will focus on topics such as gender in the new Latin American republics, gender and modernization, identity politics, human rights and intersectionality. Required readings will be critical and theoretical pieces plus some fictional works. Particular cases will be approached through analysis of political figures (Eva Peron), women artists (Frida Khalo, Ana Mendieta), literary works (Bad Girls, novel by Camila Sosa Villada; Fever Dreams by Smanta Schweblin) and films (El cuarto de Leo (2009), and Fever Dreams (2021). |
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| | 01 | M------ | 4:00P-6:50P | TBA | Moraña | No Final | 20 | 19 | 0 | | |
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| | Description: | The Vietnam wars of the twentieth century were more accurately Indochinese wars. They were intimately intertwined with broader Indochinese anti-colonial and anti-imperialist struggles, civil wars, and socialist and communist revolutions. This course will probe deeply into the causes, processes, and outcomes of the Indochina wars and will highlight the roles of regional states (Vietnam, Cambodia, Laos, Thailand) and non-state actors (e.g. social, cultural, and anti-imperialist networks and movements). It will elucidate the influence of imperial powers (France, Japan, US, China) while prioritizing the agency, experience, perceptions, and understandings of Vietnamese, Laotian, Cambodian, and Thai peoples. The articulation of ethnic, gender, class, religious, and national identities, the Cambodian genocide, and the postwar development of Southeast Asia in the 21st century will also receive analytical treatment. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Hirsch | Take Home Exam | 15 | 4 | 0 | | |
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| | 01 | TBA | | TBA | Heath-Carpentier | No Final | 2 | 2 | 0 | | |
| 02 | TBA | | TBA | Gustafson | No Final | 2 | 2 | 1 | | |
| 03 | TBA | | (None) / | Diallo | No Final | 1 | 1 | 0 | | |
| 05 | TBA | | (None) / | Rosas | No Final | 1 | 1 | 0 | | |
| 07 | TBA | | (None) / | Parsons | No Final | 1 | 1 | 0 | | |
| 08 | TBA | | (None) / | Bowersox | No Final | 2 | 2 | 0 | | |
| 09 | TBA | | (None) / | Sobel | No Final | 1 | 1 | 0 | | |
| 10 | TBA | | (None) / | Lloyd | No Final | 1 | 1 | 0 | | |
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| | Description: | What does the West look like through Russia's eyes, and what does Russia look like through the eyes of the West? And to what extent does this relationship matter to the rest of the world? In this course, students will examine American/European/Russian philosophical and polemical essays, literary texts (novels, poetry, short stories), films, dance/vocal/theatrical performances, architecture, travelogues, autobiographies, visual arts, propaganda, and primary historical documents- from the early 19th century to the Cold War to the present day. Our focus is on how group identity (national, ideological, coalitional, and so forth) intersects with various types of personal or individual identity. This is a discussion-based course and active participation (speaking and listening) each class-day is expected. There will be two short writing assignments and weekly online Canvas discussion and collaboration. Students will research a topic of their choice, culminating in an in-class presentation and final paper or project. No prerequisites. All interested students are welcome. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Svobodny | Paper | 15 | 7 | 0 | | |
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| | 01 | TBA | | TBA | Kim, M | See Department | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Kim, T | See Department | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Lee | See Department | 0 | 0 | 0 | | |
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| | 04 | TBA | | See Dept / | [TBA] | See Department | 0 | 0 | 0 | | |
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| | 01 | TBA | | See Dept / | [TBA] | See Department | 0 | 0 | 0 | | |
| 03 | TBA | | See Dept / | [TBA] | See Department | 0 | 0 | 0 | | |
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