| | 01 | -T-R--- | 4:00P-5:20P | TBA | Eikmann | Paper/Project/Take Home | 0 | 15 | 0 | | Desc: | Enrollment in this course is restricted to students enrolled in Fall 2024 Ampersand: American Stories |
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| | Description: | This course serves as an introduction to the analytic category race. Students will be exposed to major theories concepts, processes, frameworks, and scholars of race. They will develop the skills and language to critically examine and discuss race, with emphasis on how conceptions of race and collective identity have deep historical roots and have changed over time. This course takes the position that race-like gender, class and sexuality-is socially constructed. That said, while race is socially constructed, this course also emphasizes that racialization and racial categories have social, political, and economic consequences in people's everyday lives. Meaning the socially and historically constructed category of race has real implications for people and communities. Ultimately, the purpose of the course is to teach students to read, think and write critically about one of today's most contentious topics-race-by exposing them to readings and other course materials that consider race and the process of racialization in specific contexts and time periods throughout the world. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Bailey | Take Home Exam | 120 | 117 | 0 | | Desc: | The course fulfills Area 2 of the AFAS major. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Dymek | May 6 2025 1:00PM - 3:00PM | 275 | 120 | 0 | | |
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| | 01 | -T----- | 1:00P-3:50P | Schnuck Pav / 202 | Martin, Rectenwald | No Final | 0 | 11 | 0 | | Desc: | Enrollment limited to the current Pathfinders in FL23
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Rosenfeld | See Instructor | 175 | 133 | 0 | | |
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| | 01 | M-W---- | 4:00P-5:20P | Seigle / 304 | Ebony Duncan-Shippy | Project | 20 | 20 | 11 | | |
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| | Description: | From Proust's "madeleine moment," to rap songs about truffle butter and milkshakes, food is an enormous part of identity, status, and culture. As an object for analysis, food rests at the center of the intersection of race, class, gender, and more. This course will explore food from a variety of angles and, most importantly, as a mode of social justice. Based heavily on scholarly readings and weekly writing workshops, the class asks students to think and write critically about the role eating plays in their personal identity, the culture with which they or others identify, and as a way to enact equitable social change. Students will rely on analytical and research skills, with an emphasis on the idea that all writing is creative and can enact a meaningful paradigm shift-even if the subject is as seemingly innocuous as food. NOTE: This course DOES NOT satisfy the first-year writing requirement. |
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| | 01 | M-W-F-- | 1:00P-1:50P | TBA | Grady | No Final | 12 | 12 | 7 | | |
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| | Description: | Why do people believe in conspiracies, and what can we do to quell disinformation? This course will build on foundational information literacy skills by studying conspiracy theories and hoaxes that originate and are circulated online and that are then used for political advantage. Taking a multidisciplinary approach, we will read texts in composition and rhetoric, media studies, philosophy, history, sociology, political science, and psychology to understand how conspiracy theories, hoaxes, and other forms of disinformation are amplified through social media networks and come to be believed by millions. Working with case studies such as QAnon, climate change denial, the anti-vaccination movement, and the Flat Earth Society, this course will explore the rhetoric that convinces people to believe in disinformation and the networks that contribute to its proliferation while also studying ways to combat disinformation, from methods for debunking conspiracy theories and hoaxes to the actions that journalists, educators, and others can take to resist the spread of disinformation. NOTE: This course DOES NOT satisfy the first-year writing requirement. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Iler | No Final | 12 | 12 | 19 | | |
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| | Description: | This course provides a literary introduction to Asian American Studies and Literature through the visual and auditory medium of graphic novels and popular media. Asian Americans have always been visually depicted as savages, sly, childlike foreigners, starting from the early 20th century in political posters, cartoons, movies, and other media. In this course, we will study the influences of these historical representations in films like Fu Manchu, Charlie Chan, and Bruce Lee, and modern images popular in movies like Shang-Chi, The Karate Kid, The Brady Bunch, Everything Everywhere All At Once. Overall, we will ask the fundamental question of: How does what we "see" or "do not see", mediate how we see, know, and encounter Asian Americans 'IRL' everyday? What kinds of visibilities and invisibilities shape Asian American presence in the U.S.? Deconstructing this fundamental and often invisible paradigms of visual culture, we will critically interrogate depictions of Asian Americans as racialized subjects, refugees, romantics, survivors, superheroes, mixed race children, international adoptees, feminized/ overhyped masculinities, and whiz kids that characterize the new generation of Asian Americans in the 21st. century. Students will engage in creative assignments of tracing graphic novels, creating zines, blogs, and analyzing visual availability of Asian American presence around them through material, visual, and auditory spaces. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Ghosh | Paper/Project/Take Home | 20 | 20 | 6 | | | 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: | What do the founder of Apple, the richest person in Mexico, and one of the first enslaved people brought to the North American continent all have in common? How about the longest serving White House news correspondent who held 10 US presidents to account or the poet who may have inspired John F. Kennedy to proclaim, "ask not what your country can do for you - ask what you can do for your country" at his inaugural speech? And why does one of the oldest mosques in the US sit in the middle of a North Dakota field? These histories and narratives, among many others, of the Arab American experience have been whitewashed from mainstream discourse. Most Americans' understanding of Arabs have been informed, via the State and corporate media, through the lenses of the War on Terror, Orientalist imaginaries, and vague notions of what Islam is. This course will not only recover the hidden histories of the Arab American experience and explore how Arabs and Islam are foundational to the development of Western liberal thought but will also focus on the issue of Palestine in the US vis-à-vis the 1960s anti-war movement after the onset of the Israeli occupation and colonization of Palestinian land, Black radical political thought, the "peace process," and the issue of free speech in the media and on US campuses in the aftermath of the October 7 events. More broadly, this course will trace the Arab American experience through immigration, race, class, religion, politics, activism, art, film, comedy, intellectual and literary contributions, and life for Arabs living in the post-9/11 era. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Tayeb | Paper/Project/Take Home | 20 | 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: | In the 2020 U.S. Census, 9.7 million people identified themselves as being of American Indian or Alaska Native descent, a stunning increase from the 5.2 million identified in the 2010 census. Still, Native peoples make up only about 2.9 percent of the population of the United States. These demographic proportions have made it easy to ignore Native America, but American Indian people carry an importance in American culture and society that far outweighs the census numbers. Anyone engaged in law, policy, energy, land management, and state or federal government will inevitably engage the tangle of Indian law and policy. Anyone in the culture industries-film, arts, writing, museums, sports-will confront the curious hold that Native peoples have on American culture. This course offers a broad introductory survey of these and other issues as it explores the development and current state of the interdisciplinary field known as Native American and Indigenous Studies. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Gill | Paper/Project/Take Home | 15 | 15 | 14 | | |
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| | Description: | This course will critically examine the portrayal of persons with disabilities in literature and film, exploring how those images either shape or mimic general public impressions. We will discuss the implications of messages from the media on American responses to people with disabilities, as well as formulating strategies for promoting positive, inclusive messages. Perspectives from social science, health care, communications and other fields will provide frameworks for analysis. Literature will include fiction, biography and autobiography in books, essays, drama, poetry and short stories. Selections from fictional, educational, and documentary films will be reviewed during the semester. We will also investigate images in newspapers, magazines and advertising. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Kniepmann | No Final | 20 | 20 | 19 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Fleury | No Final | 0 | 29 | 13 | | |
| A | --W---- | 4:00P-6:50P | Brown / 100 | Fleury | Default - none | 30 | 29 | 13 | | |
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| | Description: | The explosive popularity of true crime stories-a genre that crosses the boundaries of literature, film, podcasting, and journalism-forces us to contend with pressing questions of race, gender, and representation. How has true crime has changed (or not) in light of activism against police violence and violence against women? What are the political stakes of consuming true crime, and how does racial justice figure in? Can true crime be feminist, even as the genre has long been defined by the trope of the beautiful dead woman? What is the profile of true crime's reading community, and how does the race and gender of that community impact the evolution of the genre? Truman Capote's most famous work, In Cold Blood, will be our starting point, and we will end with Michelle McNamara's posthumous publication, I'll Be Gone in the Dark. In the intervening weeks, we will encounter other examples of the true crime genre: Errol Morris's film The Thin Blue Line, David Grann's book Killers of the Flower Moon, and Sarah Koenig's Serial podcast. Sophomores will be given preference in registration for this seminar, but first-year students may enroll as well. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Windle | No Final | 15 | 16 | 4 | | |
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| | Description: | What is Latinx art? This seemingly simple question holds a number of complicated,
contradictory answers. Latinx art is art created by (and often for) Latinx communities in the United States, but who determines the scope of representation? Is Jean-Michel Basquiat, the famed Haitian-Puerto Rican-American of 1980s NYC, a Latino artist? How about the Cuban-born Ana Mendieta, who lived and worked primarily in the United States? This course will consider who gets counted as Latinx in the art world and why. Topics covered include the Chicano/a movement in the 1970s, the Border Art movement in the 1980s and 1990s, the rise of "multiculturalist" rhetoric in the United States, and the contemporary global art market and its relationship to the category "Latinx." We will also consider issues of gender, sexuality and race, as they pertain to Latinx artists. This is an introductory course, and requires no prior knowledge of Art History or Latinx Studies.
Prerequisites: none |
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| | 01 | M-W---- | 2:30P-3:50P | Kemper / 103 | Sheren | Paper/Project/Take Home | 40 | 40 | 1 | | |
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| | 01 | TBA | | TBA | Skinner | No Final | 1 | 0 | 0 | | Desc: | permission from AMCS required |
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| | 01 | TBA | | TBA | Cohan | No Final | 1 | 1 | 0 | | Desc: | permission from AMCS required |
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| | 01 | M------ | 2:30P-5:20P | TBA | Kelly Harris | Project | 12 | 4 | 0 | | |
| 03 | -T-R--- | 4:00P-5:20P | TBA | April Warren-Grice | Project | 12 | 12 | 9 | | |
| 04 | --W---- | 4:30P-7:20P | TBA | Aurora Kamimura | Paper/Project/Take Home | 12 | 12 | 4 | | |
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| | Description: | What is the Great American Novel? This is a question that has been hotly debated for decades, from Harriet Beecher Stowe to Ralph Ellison, William Faulkner to Toni Morrison. It's a question with a hundred answers and no answers at all-a question of taste, of prejudice, of time. But what is a "Great American Novel"? What does it look like? What do we expect of it? What have Americans throughout history wanted it to say about America? These are questions we can, and will, answer in this course. As elusive a thing as the Great American Novel has been, the idea of the Great American Novel has a long and fascinating history that mirrors all the major movements of American literature from the American Renaissance to the present. Piecing together the story of this dream, this cultural quest with all of its inclusions and exclusions, is a way of telling a shadow history of American society. The Great American Novel tradition is something like a fossil record of America's shifting norms in relation to race, gender, sexuality, domesticity, democracy, citizenship, immigration, labor, capitalism, and war. And so each presumptive Great American Novel is a new variation in an evolving genre and a new thesis statement of American grandiosity or guilt. By cataloguing shared themes, conventions, and preoccupations, and by paying close attention to a handful of likely-and unlikely-candidates, this course will ask big questions about American exceptionalism, American tragedy, and the role of art in American culture. Authors will likely include Harriet Beecher Stowe, Herman Melville, Toni Morrison, Leslie Marmon Silko, and Carmen Boullosa, among others. Satisfies the Twentieth Century and later requirement |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Maciak | Paper/Project/Take Home | 25 | 25 | 3 | | |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Kimoto | Paper/Project/Take Home | 19 | 19 | 6 | | |
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| | Description: | An examination of educational experiences, practices, and institutions across multiple levels (PK-university) using gender as a critical lens. Key topics include common beliefs, practices, and expectations related to gender in educational spaces, as well as the intersections between gender and other identities that may influence educational experiences and outcomes. Readings are drawn from multiple disciplines, including sociology, history, psychology, and philosophy. Students should be prepared to analyze their own gendered educational experiences in the context of the scholarship explored in the course, while also listening respectfully and reflecting on the experiences shared by classmates. Enrollment Note: Undergraduate students must enroll in Educ. 303, and graduate students must enroll in Educ. 5003. |
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| | Description: | What's in your newsfeed? Media outlets drive critical conversations and public discourse, and in this course students have the chance to keep up and weigh in. We read the news and examine current affairs as they unfold week by week, critically analyzing and exploring modes of understanding, historicizing, and contextualizing contemporary issues in American society. The course introduces students to theoretical and conceptual frameworks for this engagement and asks questions such as: How are these issues related to the past? How have Americans experienced this issue before? And how is the contemporary context different? We'll follow trends in pop culture, technology, politics, and society. Students learn to layer current issues with historical documents, the commentary of public intellectuals and cultural critics, and political, economic, and social policies. The course stresses research analysis, group process, critical thinking, multidisciplinary inquiry, and professional writing and speaking skills. |
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| | 01 | M-W---- | 4:00P-5:20P | Simon / 018 | DeLair | Paper/Project/Take Home | 40 | 15 | 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: | 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 | 15 | 9 | | |
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| | Description: | This course examines the social and developmental experiences of children and adolescents at the national and international level. Readings will focus on the development of children and adolescents from historical, sociological, psychological, and political perspectives. Students will examine how both internal and external forces impact the developmental stages of children and adolescents. Students will investigate the issues that impact children and adults such as poverty, war, media, schooling, and changes in family structure. Students will explore some of the issues surrounding the education of children such as the effects of high quality preschool on the lives of children from low income families and the connection between poverty and educational achievement. Students will focus on the efficacy of the "safety nets" that are intended to address issues such as nutrition, health, violence, and abuse. Throughout the course, students will review and critique national and international public policy that is designed to address the needs of children and their families throughout the educational process. Enrollment Note: Undergraduate students must enroll in Educ. 313B, and graduate students must enroll in Educ. 513B.
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| | 01 | M-W---- | 10:00A-11:20A | Seigle / 304 | Sarah Lillo Kang | Project | 12 | 12 | 8 | | |
| 02 | -T-R--- | 10:00A-11:20A | Seigle / 304 | Kerri Fair | Take Home Exam | 12 | 12 | 8 | | |
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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: | Most legal practice consists not of fine oratory but rather of great writing. However, it is not only lawyers who need to be able to incorporate the law into their professional practice: in this course, we will look at the many different types of writing in and about the law to see how the principles of rhetoric must be used to persuade in different ways depending on the writer's purpose. We will learn the skills necessary to adapt the framing of our writing to its audience as we think about how we might persuade a judge, a lay client, a community, a committee or other professionals. We will consider the psychological effects of our writing and how we seek to persuade our readers not only with the strength of our reasoning but with the power of our emotional appeal to their particular interests. We will learn how to think and write about the law in a range of circumstances as assignments cover writing for business about implications of laws, reporting about a law for the popular press, investigating a legal issue and explaining a law's ramifications as well as attempting to encourage support for a particular law; this is not, however, a technical legal writing course. Readings will be drawn from statutes and judgments but more commonly from academic, business and popular examples of writing on the interpretation of laws governing topical concerns. Issues to be dealt with may include the extent of police/citizens' rights to protect themselves; religious groups' rights to discriminate (The Religious Freedom Restoration Acts; Masterpiece Cakeshop; Burwell v Hobby Lobby); affirmative action (Fisher v UT; Students for Fair Admissions v Harvard); immigration proposals such as The Dream Act; reform of mandatory prison sentences. Prerequisites: Writing 1 and junior standing. In order to preserve necessary seats for graduating seniors, each section will be enrolled through the wait list. This course does not count toward the Creative Writing Concentration. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Thomas | No Final | 12 | 12 | 7 | | |
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| | 01 | M-W---- | 11:30A-12:50P | Duncker / 1 | Finneran | No Final | 20 | 20 | 4 | | |
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| | Description: | What does it mean to be a woman writer in a today's global literary community? What issues are women thinking, talking, and writing about now? How do women writers explore contemporary events? Do they share meaningful connections and contribute to a gender-specific literary tradition, or is "women's writing" simply a marketing category in the vein of "chick lit"? While we will consider recent novels, memoirs, essays, short stories, and poetry in light of specific socio-historical developments, we will also ask how these authors shape new political futures through their imaginative and critical works. By reading a diverse spectrum of writers from around the world, we'll assess the limitations and possibilities of the writing so often relegated to what novelist Meg Wolitzer has called "the second shelf." Authors studied may include Charlie Jane Anders, Alison Bechdel, Anne Boyer, Stephanie Burt, Leila Chatti, Danielle Dutton, Bernardine Evaristo, Elena Ferrante, Aracelis Girmay, Lauren Groff, Saidiya Hartman, N.K. Jemison, Ada Limón, Patricia Lockwood, Layli Long Soldier, Valeria Luiselli, Ling Ma, Helen Macdonald, Carmen Maria Machado, Helen Oyeyemi, Warsaw Shire, Zadie Smith, Kai Cheng Thom, and Shola von Rheinhold. Satisfies the Twentieth Century and later requirement for the English major; non-majors welcome. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Micir | Paper/Project/Take Home | 19 | 19 | 3 | | |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Kolk, Bernstein | Paper/Project/Take Home | 15 | 15 | 7 | | | 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 | ---R--- | 3:00P-4:50P | Stix / 110 | James, Campbell | Paper/Project/Take Home | 20 | 14 | 0 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Manditch-Prottas | Paper/Project/Take Home | 20 | 20 | 10 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Kim | Paper/Project/Take Home | 35 | 21 | 0 | | |
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| | Description: | This course is about the salience of public opinion and its influence on American Politics. Topics to be covered include many of the theories developed to explain how public opinion is formed, if and why it changes, and the relationship between public opinion and the political behavior of citizens and elites. Therefore, the course will describe and analyze many of the factors that influence the formation, structure and variation in public opinion: information processing, education, core values, racial attitudes, political orientation (ideology and party identification), political elites, social groups, the media and religion. Additional topics include presidential approval, congressional approval, and the relationship between public opinion and public policy. The course will also train students in several concepts of statistical analysis (assuming no prior knowledge) so that students can use these tools as part of their own research projects. Prerequisites: Previous coursework in American politics or communications. Note: This course counts towards the undergraduate American Politics subfield. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | [TBA] | Paper/Project/Take Home | 100 | 41 | 0 | | |
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| | Description: | Asian American food has become a staple in the American food scene. Adapted to American tastes, Asian food has moved from excluding early Asian migrants, to performing inclusion for Asian American populations, stimulating curiosity in Asian cultures, and promoting global food tourism. This course unpacks the journey of Asian America from exclusion to inclusion through food! Evaluating the constructs of food as disgusting, foreign, smelly, to modern constructs of curiosity, authenticity, and liberalism, the course encourages students to recognize, interrogate, and record their food journeys to unpack how food has been an instrument for marginalization, discrimination, labor exploitation, malnutrition, assimilation, beautification, sexualization, tourism, fusion, and new transnational illiberalism. This class will tie your personal "tastes" to literary theories. Bring your appetites, lunches, and critical thoughts with you to this class! Texts of study include diverse literary genres, film, shows, food vlogs, and surveys of your popular haunts in STL. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Ghosh | Paper/Project/Take Home | 20 | 20 | 11 | | | 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 will survey the economic, cultural, technological, and political contexts that have shaped the history of American cinema as art and commerce, from its origins in the mass culture of the 19th century to its centrality to the global multimedia environment of the 21st. In addition to examining the historical factors that allowed Hollywood to become the dominant global force in the making and mass marketing of movies, we will explore the continuing vitality of independent and experimental filmmaking, shining the spotlight on historically marginalized voices. Some of the topics covered will include the star system, the transition from silents to sound, self-regulation and the ratings system, filmmaking in wartime, women in and out of the industry, the Hollywood Renaissance of the 1970s, African American cinema, blockbusters and spectacle, queer cinema, and Pixar as contemporary franchise. In addition, we will see films by some of the most famous directors in American film history -- as well as some of the most unjustly overlooked. By the end of this course, you will have a detailed knowledge of the history of American cinema, the individuals and institutional processes that have shaped it, the economic, technological, and political forces that have transformed it, and the contemporary debates about its future. Priority given to majors and minors. REQUIRED SCREENING: Tuesdays @ 4 pm. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Decker | May 7 2025 1:00PM - 3:00PM | 50 | 29 | 0 | | |
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| | Description: | Everyone is a critic. But what are the stakes of cultural criticism? Whom do we trust to tell us when something is a classic novel, album, or film? Professional Critics? Fan reviews? Academic analysts? How is such acclaim, or denunciation, determined? Indeed, the stakes of these questions are only heightened when critique is directed at works produced by African Americans. This course will consider these questions and more by reading/viewing/listening to a series of canonical African American cultural texts across mediums (ex., Novels, albums, films, and art exhibitions). Upon initial reading/listening/view, students will work through methods of close reading of primary texts and provide their own critical review. Beyond engaging with canonical works and multidisciplinary methods, this course would introduce students to the various ways Black cultural production is critically received. What type of expectations are set? Where are these works consumed and reviewed? What kind of language do critics consistently use? Etc. This will aid students in gaining a sense of their subjectivity concerning their subject matter. NOTE: This course fulfills the fieldwork requirement for the AMCS major.
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Manditch-Prottas | Paper/Project/Take Home | 20 | 15 | 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 | -T-R--- | 10:00A-11:20A | TBA | Watson | May 6 2025 6:00PM - 8:00PM | 35 | 35 | 5 | | |
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| | Description: | A survey of Golden Age texts for children from Lewis Carroll's "Alice in Wonderland" to W.E.B. Du Bois's "Brownies' Book," British and American, 1865-1920. Fiction, drama, poetry. In this course we will examine a remarkable period in the history of children's literature. The texts we read will cover a broad range of genres, from domestic fiction to fantasy literature to stories of adventure. The settings include the British nursery, the American small town, the plains of Africa, a deserted island and a rabbit hole. The depictions of and assumptions about children that emerge from these disparate texts will guide our investigation of the period's concept of childhood and its relation to categories of identity and nation. Students will be encouraged to take a fresh look at works whose familiarity and/or iconic status have in the past exempted them from serious analysis. Authors will include Alcott, Du Bois, Dunbar, Barrie, Baum, Burnett, Carroll, Nesbit, Stevenson, and Twain. Critical readings accompany each text. Satisfies the Nineteenth Century requirement. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Pawl | Paper/Project/Take Home | 19 | 19 | 7 | | |
| 02 | -T-R--- | 10:00A-11:20A | TBA | Pawl | Paper/Project/Take Home | 20 | 20 | 3 | | |
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| | Description: | The 1904 exposition serves as an important moment anchoring city origin and legacy in a vernacular of unfolding greatness, one richly expressed in the luxuriant, saturating experience of the fair. Organizers sought confirmation that the city and its industrial enterprises belonged among elite urban centers of culture, manufacture, academics, and political importance, thus providing St. Louis a much overdue global(ish) visibility. The penumbra of grandeur and affirming spectacle remains a key feature of most popular accounts of the fair. And yet colonial, racial, and criminalizing methodologies operate in plain sight, visible to any who look past standard narratives constructed out of the real and conceptual archive. Our investigative work seeks to define and dismantle how the fair is conceptualized and referenced today and to see the machinery of power that informs how archives of all kinds claim historical authority by, in part, limiting subjectivities worthy of remembrance. We'll flex our attention between the turn of the century St. Louis of the 1890s/early 1900s and today, mapping correspondences that inform the spatial-racial logics then and now. |
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| | 01 | -T-R--- | 1:00P-2:20P | Simon / 018 | Walsh | Paper/Project/Take Home | 30 | 24 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Nguyen-Dien | Paper/Project/Take Home | 20 | 11 | 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 introduces students to the ways in which Native American and Afro-Native religious traditions have been conceptualized, negotiated, and interpreted from the seventeenth century until today. Students will learn about sacred stories, deities, philosophies, and ceremonies. The course will also address the impact of Western European settler-colonialism, American slavery, government assimilation policies, racial construction, sexual violence, the Red Power movement, and religious freedom issues on Indigenous and Black peoples within the United States of America. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Green | May 2 2025 6:00PM - 8:00PM | 25 | 11 | 0 | | |
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| | Description: | This course explores relationship between Asian Pacific Americans and American legal discourses of religion and race. In addition to examining the lived experience of Asian American religious communities in historical and contemporary perspectives, this course evaluates the racial and religious connotations and consequences of various state, federal, and international policies that directly affect Asian American communities. Students will learn to apply theories of race and religion to American law and political discourse by analyzing the language, historical context, and judicial contestations of key topics, including immigration restriction, citizenship, land laws, segregation, internment, refugee resettlement, and government surveillance. Students will be challenged to consider how state and society define and legislate religious minorities in America, as well as minority strategies of religious assimilation, political negotiation, and legal contestation. As such, students will consider how American definitions of religion and race determine religious legitimacy, legal inclusion, and cultural loyalty. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Lee | Paper/Project/Take Home | 20 | 8 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Darnell | Paper/Project/Take Home | 40 | 40 | 14 | | |
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| | Description: | Thousands of lawsuits are filed daily in the state and federal courts of the United States. The disputes underlying
those lawsuits are as messy and complex as the human, commercial, cultural and political dynamics that trigger them,
and the legal processes for resolving those disputes are expensive, time-consuming and, for most citizens, seemingly
impenetrable. At the same time law and legal conflict permeate public discourse in the United States to a degree that
is unique in the world, even among the community of long-established democracies. Online and print media covering
national and local news, business, sports and even the arts devote an extraordinary percentage of available "column
space" to matters of legal foment and change, and those matters - - and the discourse around them - - shape our
political, commercial and cultural lives, as well as the law itself. The overarching objective of the course is to prepare
our undergraduates students to participate constructively in that discourse by providing them with a conceptual
framework for understanding both the conduct and resolution of legal conflict by American legal institutions, and the
evolution of - - and values underlying - - the substantive law American courts apply to those conflicts. This is, at its
core, a course in the kind of legal or litigation "literacy" that should be expected of the graduates of first-tier
American universities. |
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| | 01 | --W-F-- | 10:00A-11:20A | Seigle / 109 | Cannon | May 5 2025 10:30AM - 12:30PM | 20 | 20 | 11 | | Desc: | Sophomore standing or above required. |
| | | 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 | -T-R--- | 11:30A-12:50P | TBA | Hilu | May 5 2025 1:00PM - 3:00PM | 35 | 35 | 7 | | |
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| | Description: | How do queer performances serve as sites of activism and resistance? How might performance allow us to remember the queer past, resist challenges to the queer present, and demand queer futures? This course starts from these questions and investigates the role of performance on LGBTQIA+ history, politics, and culture. Throughout the semester, we will engage with various types of performance-nightlife, drag, theatre, comedy, marches, museums, and more. Some of the artists and activists we will explore might include Marsha P. Johnson, Matthew López, Taylor Mac, Trixie Mattel, Sylvia Rivera, Split Britches, and Wanda Sykes. Through our examination, we will discover how queer performance can help represent the past and imagine new futures. No previous artistic or performance experience is required. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Bonfiglio | Paper/Project/Take Home | 19 | 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: | Powerful in its explosive gameplay, masculine resonance, and broad appeal to fan identity, the game of football is an American cultural juggernaut that can't be ignored. And yet the sport is facing a crisis, one brought about by chronic traumatic encephalopathy (or CTE), a devastating brain disorder caused by the lifelong accumulation of concussive and subconcussive hits to the head. In this course we will examine the history, culture, and ethics of American football, with a particular eye to matters of race, gender, technology, and public health. Beyond the playing field, we will also assess the manner in which, as Tom Oates puts it, the game is "an important cultural force that shapes and is shaped by the contested ideological terrain on which politics, including the politics of everyday life, are staged." No prior sports knowledge is necessary to enroll in the class. Students put themselves on the waitlist and will be enrolled manually by the registrar. Five seats are reserved for each class year for a total of 20 students. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Cohan | Paper/Project/Take Home | 0 | 0 | 52 | | |
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| | Description: | This course (formerly called "Women and the Law") explores how social constructions of gender, race, class, and sexuality have shaped traditional legal reasoning and American legal concepts, including women's legal rights. We will begin by placing our current legal framework, and its gender, race, sexuality, and other societal assumptions, in an historical and Constitutional context. We will then examine many of the questions raised by feminist theory, feminist jurisprudence, and other critical perspectives. For example, is the legal subject gendered male, and, if so, how can advocates (or women and men) use the law to gain greater equality? What paradoxes have emerged in areas such as employment discrimination, family law, or reproductive rights, as women and others have sought liberal equality? What is the equality/difference debate about and why is it important for feminists? How do intersectionality and various schools of feminist thought affect our concepts of discrimination, equality, and justice? The course is thematic, but we will spend time on key cases that have influenced law and policy, examining how they affect the everyday lives of women. Over the years, this course has attracted WGSS students and pre-law students. This course is taught by law students under the supervision of a member of the School of Law faculty. |
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| | Description: | "Dad." It's a name, it's an identity, but, more than that, in the twenty-first century, "dad" is a style. Dad Jokes, Dad Rock, Dad Hats, Dad Bod, even Dad History - dad style is a little clueless, but maybe a little wise. Affable but bumbling, dorky, possibly dangerous. To embody dad style is to be embarrassing but not embarrassed. It's to wield the power of the patriarchy, of course, but casually, almost by accident. How did this happen? In this class, we'll examine the roots of "dad" from its rise in the early twentieth century to the present. We'll read scholarship about the evolution of fatherhood and about the role the "dad" has played in social discourses around race, gender, sexuality, and class. And we'll look to the popular culture that helped define this idea: domestic sitcoms from Leave it to Beaver to The Cosby Show, the "dad cinema" of Steven Spielberg, the speeches of Barack Obama, the "girl dad" turn of Kobe Bryant, and, of course, the "dad" fashions of the 2010s. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Maciak | Paper/Project/Take Home | 20 | 20 | 13 | | | 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 looks at the role of music in Hollywood films from the beginning of the sound era to the present. Larger themes include the importance of technology, industry structures shaping the nature of scores, notable film music composers, the relationship between music, gender and genre, music's role in the adaptation of literary texts to film, the power of directors to shape the content of film scores, and the importance of popular music as a driving economic and aesthetic force in film music history. Films to be screened include From Here to Eternity, Stagecoach, High Noon, The Night of the Hunter, Butch Cassidy and the Sundance Kid, Born on the Fourth of July, Casino, Jarhead and The Social Network. Required Screenings: Tuesdays @ 7pm |
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| | Description: | This course surveys the interdisciplinary field of trans studies by emphasizing how trans identities, activism, and scholarship are intertwined with broader histories of gender, sexuality, race, disability, and class. Students will explore the vibrant intellectual, political, and cultural productions of trans people. The primary geographic focus for the course is the United States, but we will situate U.S. trans studies within broader conversations about gender variance transnationally. While attention will be paid to understanding how transphobia operates, the course emphasizes thinking through the possibilities afforded by trans histories of resistance and refusal. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Kimoto | Paper/Project/Take Home | 19 | 9 | 0 | | Desc: | 19 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 focuses on the Civil War and Reconstruction as the central drama of American life in the 19th century, and also, the central event of American history itself, to the present day. How do we begin to understand the significance of the killing fields of the American Civil War, its three quarters of a million dead? The bloody conflict, and its causes and consequences, are explored from multiple perspectives: those of individuals such as Lincoln, McClellan, Davis, Grant, Longstreet and Lee, Dix and Tubman, Douglas and Douglass, who made momentous choices of the era; of groups such as the African American freedpeople and the Radical Republicans, whose struggles for freedom and power helped shape the actions of individuals; and of the historians, novelists, filmmakers and social movements that have fought to define the war's legacy for modern America. How is the Civil War both long ended and, at the same time, very much alive and still contested in contemporary America? Modern, U.S. PREREQUISITE: Sophomore standing or permission of the instructor. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Bernstein | Paper/Project/Take Home | 30 | 30 | 0 | | |
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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 | 18 | 0 | | Desc: | Waitlists controlled by Department. Priority given to WGSS majors. Enrollment capped at 15. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Kniepmann | No Final | 20 | 20 | 22 | | |
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| | Description: | This course is intended for AMCS juniors following completion of 375A, Methods & Visions. After sustained attention on methodological practices in 375A, students will shift focus in 375B toward the fundamentals of developing a senior year project. Emphasis will be on process and skill enhancement, with areas of concentration including drafting project ideas; identifying animating research questions; enhancing scope and focus; exploring mediums of expression; creating a developmental bibliography; and planning for summer research. Learning modes will include lecture, reading and discussion, and peer workgroups. Assignments will include developing formal and informal writing, draft-and-rewrite, and scholarly reading. The final product will be two-fold: a polished prospectus outlining project focus, research area, initial scholarship summary, and rationale for medium; and a summer planning document outlining reading and writing goals in preparation of the capstone workshop senior year. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Walsh | No Final | 12 | 1 | 0 | | Desc: | Majors only, junior year standing. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Gao-Miles | Paper | 20 | 20 | 2 | | |
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| | 01 | -T-R--- | 4:00P-5:20P | Kemper / 103 | Klein | May 7 2025 6:00PM - 8:00PM | 30 | 15 | 0 | | |
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| | Description: | This course critically explores the past and present struggles of Native Americans against white settler colonialism. We trace connections between U.S. domestic policy and imperialist ideologies, politics, and violent war from the United States to the Philippines to Latin America and the Middle East. By reading work by Native American and non-Native scholars, writers, and activists, we will consider how issues of race, class, gender and sexuality, violence, policing and militarism, nature, education, language, and sovereignty are intertwined with coloniality, forms of anti-colonial resistance, and the making of decolonized futures. Readings will be interdisciplinary, drawing on anthropology, history, politics, and literature. Students will develop research projects through case studies of their choosing. |
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| | 01 | -T-R--- | 11:30A-12:50P | McMillan / 101 | Gustafson | Paper/Project/Take Home | 15 | 15 | 9 | | |
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| | 01 | TBA | | TBA | Skinner | No Final | 3 | 0 | 0 | | Desc: | Must have permission from AMCS. |
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| | 01 | TBA | | (None) / | Skinner | Paper/Project/Take Home | 5 | 1 | 0 | | |
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| | 01 | --W---- | 4:00P-6:50P | TBA | Cohan, Skinner | No Final | 10 | 9 | 0 | | |
| 02 | --W---- | 4:00P-6:50P | TBA | Eikmann | No Final | 10 | 3 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Gao-Miles | Paper | 15 | 15 | 10 | | |
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| | Description: | This is the fourth semester course for students in the Civic Scholars Program of the Gephardt Institute for Public Service. This culminating course provides students with the opportunity to integrate the Civic Scholars experience, explore civic engagement opportunites post-college, and discuss ethics and civic engagement. Through group discussions, readings, lectures, and guest speakers, students 1) understand civic engagement over the life course; 2) discuss ethics and civic engagement; and 3) develop a one-, five-, ten-, and twenty-year civic vision.
This one-credit course will meet weekly for one hour during the spring semester. Students are expected to take an active role in their learning through sharing their experiences, engaging with reading material, and participating in reflection exercises. Prerequisite: L98 3202, L98 3203 and L98 4202. Civic Scholars courses do not count towards the AMCS Major and Minor. |
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| | 01 | -T----- | 4:00P-4:50P | Stix / 110 | James, Glickman | Paper/Project/Take Home | 18 | 13 | 0 | | |
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| | Description: | Duke Ellington playing the Cotton Club. Raccoon coats, Stutz Bearcats, and militant Garveyites parading down Lenox Avenue. Langston Hughes and Zora Neale Hurston exchanging quips at the Dark Tower salon. These are the some of the best-remembered scenes of the Harlem Renaissance, a movement of African American artists--literary, musical, and visual--who personified the "New Negro" and transformed uptown Manhattan into an international headquarters of Black intellectual life in the 1920s. This class will reexamine Harlem's modernizing rebirth on the centennial of some of its earliest productions, exploring the intricate histories behind the iconic images. We'll study poems, stories, novels, and essays by a varied group of writers (Hughes, Hurston, W.E.B. Du Bois, Jesse Fauset, Nella Larsen, Claude McKay, Jean Toomer, Sterling Brown) and their debts to a number of pioneering jazz and blues musicians (Ellington, Ma Rainey, Bessie Smith, Fats Waller) and influential visual artists (Aaron Douglas, Jacob Lawrence, Gwendolyn Bennett). We'll learn about these figures' visions of the Great Migration and the Black Metropolis, racial pride and racial passing, Jazz Age sexuality and respectable secrecy, avant-garde experiments and modernist primitivisms. Finally, we'll sample some of the most important recent chapters in Harlem Renaissance scholarship, from studies of the movement's American cultural nationalism (George Hutchinson), to theories of its international links to Black diasporan travel and translation (Brent Hayes Edwards and Michelle Stephens), to intimate histories of the everyday Afro-modernism of "riotous Black girls, troublesome women, and queer radicals" (Saidiya Hartman). Satisfies the Twentieth Century and later requirement. This course may fulfill the global or minority literatures requirement for students who declare an English major in the fall 2021 semester and beyond. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Maxwell | No Final | 15 | 15 | 4 | | |
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| | Description: | In this course, students will be discussing politics, the way that people interact with politics, and the way that politics shape our lives. Why do individuals participate in politics (e.g., vote) or become engaged in their communities (e.g., join a voluntary association, protest, etc.)? What role do social connections play in political and civic engagement? What does political competition in the US look like today? What accounts for increasing political partisanship in the United States? Who has access to political institutions? How amenable is our political system to change? Who has the power to impact policy and institutions? How do shifts in political participation, civic engagement, and partisanship all shape policymaking? How does policy shape participation? In this class students will engage with these questions through course discussion, group work, class data collection and analysis, and more. Prerequisite: successful completion of an introductory-level Sociology course or consent of instructor. Graduate students should enroll in the 500-level offering. |
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| | 01 | ---R--- | 4:00P-6:50P | TBA | Smangs | See Instructor | 15 | 6 | 0 | | |
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| | Description: | Founded on the South Side of Chicago in 1965, the Association for the Advancement of Creative Musicians (AACM) united dozens of African American artists who were interested in experimental approaches to composition and improvisation. Their creative work, often described as black experimental music, would transform black-identified musical styles like jazz as well as white-identified styles of experimental concert music from which African Americans were often excluded-until the AACM intervened. In this course, we will investigate the Association's history by reading and discussing a wide range of texts about the organization, including books and articles written by AACM members themselves. We will also examine a number of important recordings and musical scores created by AACM artists, including Muhal Richard Abrams, Fred Anderson, Anthony Braxton, Joseph Jarman, George Lewis, Nicole Mitchell, Roscoe Mitchell, and Wadada Leo Smith. |
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| | 01 | -T----- | 4:00P-6:50P | TBA | Walsh | Paper/Project/Take Home | 12 | 9 | 0 | | |
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| | Description: | This course provides an overview of sociological theory and research on education in contemporary U.S. society. Drawing from sociological perspectives, it covers the implications of schools and schooling for social inequality, mobility, and group relations. It examines major theoretical perspectives on the purpose and social organization of mass education in the United States, and topics related to the organization and function of schools, access to educational resources, and group disparities in school experiences and outcomes. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment note: All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 453B and graduate students must enroll in Educ. 5530 |
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| | 01 | --W---- | 2:30P-5:20P | TBA | Nadirah Farah Foley | Paper | 0 | 0 | 18 | | |
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| | Description: | This course provides an overview of the education of Black children and youth in the United States. Covering both pre- and post-Brown eras, students in this course offers a deep examination of the research focused on Black education. The social, political, and historical contexts of education, as essential aspects of American and African-American culture and life, will be placed in the foreground of course inquiries. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Undergraduate students must enroll in Educ. 4607, and graduate students must enroll in Educ. 5607. |
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| | 01 | --W---- | 4:00P-6:50P | Eads / 211 | Michelle Purdy | Paper | 0 | 0 | 5 | | |
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| | Description: | In this course politics is interpreted broadly to not only include formal policy-making processes, but any situation in which people have to solve a problem or come to a decision. The purpose of this course is to explore the process of (1) how ideologies and power dynamics influence educational policies and decisions; (2) how educational policies and decisions influence pedagogies-especially in the relationships among students, teachers, and knowledge; (3) how pedagogies translate into specific school programs and practices; (4) how these programs and practices impact student opportunities and outcomes; and (5) how student outcomes and opportunities influence ideologies and power dynamics. In doing so, this course considers a variety of key educational institutions and actors at the local, state, and federal levels. This course also considers politics across time, space, and individuals-noting how historical, geographical, cultural, social, psychological, political, and economic contexts can shape the politics of education. Additionally, as this course considers the relationship between politics and power, we explore how politics can manifest itself in ways that promote exclusion and subjugation or work towards the common good. Specifically, we explore stories that demonstrate how politics can influence the lived experiences of individuals from various class, race, ethnicity, gender, sexuality, and other identity groups. Finally, after carefully examining the research on inequalities and inefficiencies resulting from the current politics of education, we will transition from problem identification (i.e. "What went wrong?") to problem solution ("Where do we go from here?"). Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 462, and graduate students must enroll in Educ. 5620. |
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| | 01 | M------ | 2:30P-5:20P | Simon / 017 | Bronwyn Nichols Lodato | Paper | 0 | 0 | 16 | | |
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| | Description: | The arts of Native American communities demand a primary place in both American and global art histories. The historic depth, variety of cultural expression, and circumstances of the collection, exhibition and interpretation of Native arts continue to demand our careful and critical attention. We are well situated in St Louis to consider both indigenous artistic cultures of our own region, and to observe the vitality of Native modern and contemporary art practice. Key concerns include the artists' relationship to space and place, their presentation of identities, politicized and activist dimensions of their practices, their negotiation of issues of race and gender, and their conscious relationships to both historic traditions and to contemporary culture. With a focus on what's on view in St Louis in 2025, we will examine a works from the Mississippian cultures exemplified by the nearby sites of Cahokia and Sugar Loaf Mound, twentieth-century pottery from the Southwest, historic materials at the Kemper Art Museum, and modern and postmodern works on view by such artists as Fritz Scholder, Edgar Heap- -of-Birds, Juane Quick-to-See Smith, Faye HeavyShield, Wendy Red Star, Rose Simpson, and others. Class field trips to Cahokia and a weekend trip to visit the First Americans Museum of Oklahoma City are funded by a generous CRE2 Rotating Graduate Studio grant. Prerequisites: One 300-level course in Art History and Archaeology, or permission of instructor |
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| | 01 | --W---- | 2:00P-4:50P | Kemper / 211 | Childs | Paper/Project/Take Home | 9 | 9 | 1 | | |
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| | Description: | This variable topics course for advanced undergraduate and graduate students is an interdisciplinary seminar on transmedia franchises. In particular, it is recommended for those seeking to understand transmedia storytelling as an artistic, industrial, and cultural practice. As such, this course will bring into conversation various methodologies and perspectives, including film and media scholarship as well as other fields of study in the humanities and social sciences. The goal of this interdisciplinary approach is to illuminate how transmedia franchises have developed since the early 20th century to become the dominant product of the American -- and, increasingly, global -- cultural industries. Foci of this course may include such topics as individual franchises; global transmedia history; the franchise strategies of individual cultural industries (e.g., the Japanese media mix); or representation within franchise texts, production cultures, and fan communities. This course serves as a capstone for Film & Media Studies majors. Weekly or bi-weekly screenings or hands-on media labs are required: Tuesdays @ 7pm |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Fleury | No Final | 19 | 13 | 0 | | |
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| | Description: | As an intellectual project rather than a fixed, static academic field, American Studies has been at the forefront of advancing theories, methods, and orientations that nuance analyses of global political economy, racial capitalism, uneven power dynamics, differential unfreedoms, the politics of culture, social movements, as well as academic and activist organizing toward social justice. Accordingly, rather than providing a prescriptive map that charts a coherent sense of what American Studies is, this course introduces us to some of its key discussions and debates to consider the ways in which this interdisciplinary formation might enrich, complicate, and re-orientate the conventional assumptions, practices, and values of our respective disciplinary homes. The wide range of multi-disciplinary Americanist scholarship considered throughout the semester will thus elucidate alternative orientations, theories, and methods that work to disrupt and reimagine the intimate relationship between knowledge production and violent projects of settler colonialism, incarceration, empire, war, and militarization. Collectively, the readings compel us to foreground the centrality of difference, power, and non-normativity underwriting the histories, cultures, socialities, and politics of "America." |
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| | 01 | ---R--- | 4:00P-4:50P | TBA | Skinner | No Final | 35 | 22 | 0 | | |
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