| | 01 | M-W-F-- | 9:00A-9:50A | TBA | Suarez Pomar | Dec 12 2024 1:00PM - 3:00PM | 15 | 0 | 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--- | 8:30A-9:50A | TBA | Cunill | Dec 12 2024 1:00PM - 3:00PM | 15 | 1 | 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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| 03 | M-W-F-- | 12:00P-12:50P | TBA | Inkoom | Dec 12 2024 1:00PM - 3:00PM | 15 | 0 | 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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| 04 | M-W-F-- | 3:00P-3:50P | TBA | [TBA] | Dec 12 2024 1:00PM - 3:00PM | 15 | 0 | 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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| 05 | M-W---- | 4:00P-5:20P | TBA | Schnurr | Dec 12 2024 1:00PM - 3:00PM | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 9:00A-9:50A | TBA | Iniesta | Dec 12 2024 1:00PM - 3:00PM | 15 | 0 | 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--- | 11:30A-12:50P | TBA | Zurita Moreno | Dec 12 2024 1:00PM - 3:00PM | 15 | 0 | 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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| 03 | -T-R--- | 1:00P-2:20P | TBA | Zurita Moreno | Dec 12 2024 1:00PM - 3:00PM | 15 | 0 | 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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| 04 | M-W---- | 4:00P-5:20P | TBA | Braxs | Dec 12 2024 1:00PM - 3:00PM | 15 | 0 | 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--- | 8:30A-9:50A | TBA | Chambers | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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---- | 8:30A-9:50A | TBA | Carey | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| 03 | -T-R--- | 10:00A-11:20A | TBA | Chambers | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 04 | M-W---- | 10:00A-11:20A | TBA | Carey | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 05 | M-W---- | 11:30A-12:50P | TBA | Carey | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 06 | M-W---- | 1:00P-2:20P | TBA | Campos Lopez | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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--- | 8:30A-9:50A | TBA | Ledesma Ortiz | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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-F-- | 9:00A-9:50A | TBA | Zamora Garcia | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 03 | M-W-F-- | 10:00A-10:50A | TBA | Barragan-Peugnet | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 04 | M-W---- | 11:30A-12:50P | TBA | Schnurr | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 05 | M-W-F-- | 12:00P-12:50P | TBA | Barragan-Peugnet | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 06 | M-W---- | 1:00P-2:20P | TBA | Schnurr | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 07 | M-W-F-- | 11:00A-11:50A | TBA | Pineda Cupa | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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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| 08 | M-W---- | 4:00P-5:20P | TBA | [TBA] | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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---- | 8:30A-9:50A | TBA | Barragan-Peugnet | No final | 12 | 0 | 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--- | 8:30A-9:50A | TBA | Acevedo | No final | 12 | 0 | 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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| 03 | -T-R--- | 10:00A-11:20A | TBA | Cunill | No final | 12 | 0 | 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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| 04 | -T-R--- | 11:30A-12:50P | TBA | Cunill | No final | 12 | 0 | 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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| 05 | -T-R--- | 11:30A-12:50P | TBA | Ledesma Ortiz | No final | 12 | 0 | 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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| 06 | -T-R--- | 1:00P-2:20P | TBA | Ledesma Ortiz | No final | 12 | 1 | 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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| 07 | M-W---- | 4:00P-5:20P | TBA | [TBA] | No final | 12 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 10:00A-10:50A | TBA | Doran | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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-F-- | 11:00A-11:50A | TBA | Doran | Dec 12 2024 1:00PM - 3:00PM | 12 | 0 | 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 is the second part of a two-semester advanced-level sequence. Through the study of a variety of media (written, visual, aural, and digital), students will develop linguistic and cultural competence and gain a general understanding of contemporary issues of interest in Spain, Latin America, and the US. Discussion of a wide array of cultural and linguistic materials will serve as the basis for an exploration of the diversity of the Spanish-speaking world. Course content is organized thematically into five units: Youth Cultures, Food Culture, New Indigeneity, Environment, and Public Health. The course focuses primarily on writing skills. It is designed to prepare students to proceed to higher-level Spanish courses and to build written and oral proficiency. Prerequisite: Spanish 302, 3021 or 307D. Fromm Ayoroa in charge. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | [TBA] | No final | 12 | 0 | 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---- | 10:00A-11:20A | TBA | Fromm Ayoroa | No final | 12 | 0 | 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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| 03 | M-W---- | 1:00P-2:20P | TBA | Fromm Ayoroa | No final | 12 | 0 | 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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| 04 | M-W---- | 11:30A-12:50P | TBA | [TBA] | No final | 12 | 0 | 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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| 05 | -T-R--- | 2:30P-3:50P | TBA | [TBA] | No final | 12 | 0 | 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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| 06 | -T-R--- | 4:00P-5:20P | TBA | [TBA] | No final | 12 | 0 | 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 two-week course will provide a panoramic view of Chilean contemporary culture, focusing on the years from 1988 to the present. We will examine the representation of current issues in literature, the arts, and the media, and study topics such as governmental institutions, the constitution of 1980, the economy, the role of the Catholic Church, public policy concerning culture, etc. The course will meet three hours a day, and there will be several guest lecturers. Conducted in Spanish. Requirements: two short papers, short reports in class of the news or a cultural activity students have attended, and participation in class discussions. Course includes an all-day cultural excursion on Saturday (it includes a visit to one of Neruda's houses, a history museum, etc.). |
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| | 01 | TBA | | (None) / | [TBA] | No final | 0 | 0 | 0 | | |
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| | Description: | This course is intended to acquaint students with important aspects of Spanish culture, including history, civilization, society, politics, and the arts, dating from the first invasions of the Peninsula to the present. Students will gain an awareness of the ethnic, cultural, and aesthetic diversity of Spain, as a country of multiple autonomous regions, by working with written texts, other media, and by visits to various locations. The broader aim of the course is to enable students to engage with and to analyze Spanish culture from an intellectually critical perspective and knowledge of its sociohistorical distinctiveness. Requirements include active participation within all classes and excursions, presentations, and various written assignments. This course is taught in Madrid, as part of the Washington University Carlos III Program. Conducted in Spanish. |
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| | 01 | TBA | | TBA | Suelzer | No final | 0 | 0 | 0 | | |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Doran | No final | 15 | 0 | 0 | | |
| 02 | -T-R--- | 4:00P-5:20P | TBA | Cortes Ferrandez | No final | 15 | 0 | 0 | | |
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| | Description: | This course explores Latin America through its sound cultures from the beginning of the 20th century to the present. Diving into aural, literary, and scientific archives, we will discuss how sound produces meaning beyond visual and written cultures, articulates experience, and mobilizes political and cultural change. We will study sound, beats, speech, music, and noise through various cultural objects and media (novels, poems, essays, anthropological studies, journalism, films, radio, records, and digital cultures). We will contextualize these objects in the region's political, economic, racial, and gender historicities. We will examine the interplay of national identity, popular culture, aurality, and modernity in a variety of case studies: folklore (national and American folkloric missions), indigenista operas, indigenous radio and shamanism, the Latin American new song movement (the 1960s and 1970s), rock and youth cultures, cumbia, reggaeton, avant-garde and slam poetry, and the noises of Latin American megacities and protests. This course will have a strong, mandatory and graded oral communications component, and it is taught in Spanish. Prerequisite: Span 303 or Span 308D. Students who have taken more than two Spanish culture or literature classes are not allowed in this course and must proceed to a Researching Cultures class. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Garcia Liendo | Paper/Project/TakeHome | 12 | 0 | 0 | | |
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| | Description: | The end of WWII and the advent of the Cold War brought heightened global attention to the Caribbean. While Cubans rid themselves of the Batista dictatorship, embraced socialism, and entered the USSR's realm of influence, Puerto Rico's importance for the U.S. as a showcase of capitalist modernization increased exponentially. Bad Bunny and reggaeton, Lin Manuel Miranda, and JLo wouldn't exist without the events and policies set in motion in Puerto Rico in the 1950s and 60s. This course will offer entry points into Puerto Rico's complex and often contradictory culture, with the goal that students develop a critical understanding of the leading social, political, and historical processes that have shaped the island's cultural production over the past 70 years. We will explore topics such as colonialism and neocolonialism, migration and diasporic communities, environmental and social justice, globalization and neoliberalism, and the intersection of race, class, gender, and identity formation. We will study works from island-born and Puerto Rican Diaspora cultural producers. Materials will include short stories and poems, films, podcasts, pop culture and sports icons, comics, performances, and historical essays. Prereq. Spanish 303 or 308D. Students who have taken more than two Spanish culture or literature classes are not allowed in this course and must proceed to a Researching Cultures class. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Fromm Ayoroa | No final | 15 | 0 | 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 examines how the Spanish language is used in context with emphasis on variation across linguistic subsystems-the sound system (phonetics and phonology), vocabulary (lexis), sentences (morphosyntax), meaning (semantics), and language in use (pragmatics)-and Spanish applied linguistics. Module 1 includes a concise overview and review of basics about linguistics, Hispanic linguistics, the nature of each linguistic subsystem, the history of the Spanish language, and characteristics of present-day regional varieties of Spanish. Module 2 focuses on semantics and pragmatics, complemented by an exploration of variation in vocabulary throughout the Spanish-speaking world, such as how the English word "popcorn" may translate as palomitas, canguil, cancha, pochoclo, among various other options, depending on the Spanish-speaking region in question. Module 3 introduces students to sociolinguistics as applied to the Spanish-speaking world, beginning with key concepts such as sociolinguistic variable and concluding with student-led analyses of samples of Spanish day-to-day interactions, emphasizing the legitimacy and value of variation in light of what might be relegated as "standard." Module 4 explores a selection of other areas of Spanish applied linguistics, which include teaching Spanish as a second or heritage language and dual immersion programs with Spanish and English in the United States. Students in the course are provided with opportunities to improve their own abilities in Spanish, such as regarding context-appropriate usage, and to apply their knowledge in practical ways to a range of issues and challenges related to the Spanish language today. Prereq: Spanish 303 or 308D. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Cortes Ferrandez | No final | 12 | 0 | 0 | | |
| 02 | -T-R--- | 1:00P-2:20P | TBA | Cortes Ferrandez | No final | 12 | 0 | 0 | | |
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| | Description: | This course will explore the innovative feminist theory and fiction written by Latin American women and feminine-identifying writers in the twenty-first century. We will read and debate a broad range of texts together to think critically about how gender is represented in fiction and to practice doing feminist or gender-focused readings of literary works. During the first part of the class, we will explore major contemporary trends in Latin American feminisms, examining their key themes and differences and using their insights to analyze and critique the ways gender categories are constructed and mobilized in society. We will then transition to reading fiction, using the critical tools we have developed through reading and discussion to analyze the content and form of novels and short narratives. These stories will help us open a dialogue about how gender and feminist concepts are represented in fiction and intersected by dynamics of race, class, sexuality, memory, violence, family, care, and identity. By the end of our course, you will have the skills and conceptual foundation necessary to craft, write, and present your own original analysis of a fictional text through the lens of gender and/or feminism, and to apply these approaches to any literary or artistic work you may encounter outside the classroom. Prereq. Spanish 303 or 308D. Students who have taken more than two Spanish culture or literature classes are not allowed in this course and must proceed to a Researching Cultures class. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Tilghman | Paper/Project/TakeHome | 12 | 0 | 0 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Valerio | Paper/Project/TakeHome | 12 | 0 | 0 | | |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Chambers | No final | 12 | 0 | 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 | | (None) / | [TBA] | No final | 0 | 0 | 0 | | |
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| | Description: | In this course, we will explore the various urban cultures of two paradigmatic cities in the Iberian Peninsula: Barcelona and Madrid. This is a research-focused course that examines from interdisciplinary and collaborative perspectives the urban spaces and cultures that have shaped the life of the dwellers of these two key cities, both across time and with a focus on the contemporary moment. While the founding of the city of Barcelona, the capital of Catalonia, dates back to the Roman empire (i.e., the first century BCE), the city of Madrid, the capital of Spain, was established during the 15th century around a small fortification developed during Al-Andalus, soon becoming the political center of the Spanish Empire during the 16th century. Through an examination of the urban development of both cities across time and the various contemporary urban spaces and cultures of the 21st century, this course will explore the ways in which writers (Jorge Carrion, Belen Gopegui, Julio Llamazares), musicians (Joan Manuel Serrat, Rosalia), visual artists (Pablo Picasso, Cristina Garcia Rodero, Angeles Santos Torroella), filmmakers (Jose Luis Guerin, Isabel Coixet, Chus Gutierrez) and architects (Juan de Villanueva, Antoni Gaudi) have reflected on and explored through their work in both cities. We will also explore the political and social relevance of both cities today as related to their own urban planning and development as well as their political relevance in both Catalonia and Spain as a whole. This course will have a strong, mandatory and graded written communications component, and it is taught in Spanish. It also fulfills the Writing Intensive (WI) requirement for Arts & Sciences students. Prerequisites: Span 303 or Span 308D, and one (or preferably two) of the following: Span 341, Span 342, Span 343, Span 370, Span 380, or Debating Cultures. Students who have taken more than four Spanish culture or literature classes are not allowed in this course and must proceed to a Major Seminar. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Infante | No final | 15 | 0 | 0 | | |
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| | Description: | This course explores from interdisciplinary perspectives the intersectional, transdisciplinary and cross-cultural dimensions of food in the Hispanic cultures of South and Central America, the Caribbean, and their respective (Latinx) diasporas. Using a combination of literary texts, artwork, testimonials, films, and scholarly articles, we will look at food, both as material commodity and metaphor, through the lens of Hispanic America's colonial and postcolonial past. Some topics include ethnic and gender identities, the history of enslavement and plantation economy (sugar, coffee), African-descendant and Indigenous spirituality as it pertains to food rituals, interplay of migration and exile in culinary transformations, along with multiple perspectives on everyday life (hunger, diets and dieting, food rationing, etc.). Due to the interdisciplinary perspectives inherent to this course, students will have an opportunity to engage their knowledge of and interest in disciplines outside the humanities (including but not limited to: sociology, psychology, public health, anthropology, global studies) in the exploration of food/gastronomy/culinary cultures, past, present, and future. This course has a substantial, mandatory and graded written communications component and is taught in Spanish. It also fulfills the Writing Intensive (WI) requirement for Arts and Sciences students.
Prereq. Spanish 303 and at least one Debating Cultures (32XX). Students who have taken more than four Spanish Debating/Researching classes are not allowed in this course and must proceed to a Major Seminar (4XX).
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Sklodowska | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| | Description: | This course provides an introduction to the basic concepts in sociolinguistics. Sociolinguisticsfocuses on the symbolic value of language as an expression of group identity based on region,gender, ethnicity, socioeconomic class, age, or other ways of defining group affiliation. Notionssuch as speech community, sociolinguistic variable, phonological and syntactic variation, andfield methods will be included. The course also surveys other related topics such language incontact, bilingualism and Spanish in the United States, Spanish as heritage language, languageattitudes and language identity, and language and the law. We will focus on research examiningthe use of Spanish in Latin America, Spain, and the United States. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Zurita Moreno | No final | 15 | 0 | 0 | | |
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| | Description: | Join us in this course as we explore cultural and ecological imaginaries of the rural in modern-day Latin America and Spain. From being a site of savagery and guerrilla warfare to becoming the locus of endangered nature and rural relocation movements, the concept of the rural has undergone a tremendous transformation in the past century amid ecological global catastrophes. We will delve into the role of rural human and cultural geographies in state formation in Latin America and Spain. Literary, art, and visual media archives will inform our debates on indigeneity, capitalist progress, and war. We will also take a closer look at contemporary cultural production, including films, series, novels, poetry, essays, and rural ecological activism. We will analyze materials like the novels Fascendera (2022) by Spanish writer Oscar Garcia and Después de la ira (2018) by Colombian writer Cristian Romero, along with art performances and indigenous women's activism and filmmaking. This is a writing intensive course, which requires a minimum of 3 papers with rewrites; 50% of the grade must come from written work. In Spanish. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Garcia Liendo | No final | 15 | 0 | 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 | Palafox | No final | 12 | 0 | 0 | | Desc: | THE SHELL AND THE ROAD: A THOUSAND YEARS ACROSS THE NORTH OF SPAIN. A course devoted to the study of the legends, literary masterpieces, films, documentaries, web pages, contemporary narratives. songs, artistic and culinary traditions related to the Road to Santiago. This old pilgrimage route, still followed by pilgrims and adventurers from all over the world, was named the First European Cultural Itinerary by the Council of Europe, in 1988, and is an essential part of Spain's culture and history. It will be studied from the beginning to the end, as an imaginary journey from the little town of Roncesvalles in the Pyrenees, to the Galician city of Santiago de Compostela, with several famous stages such as Burgos, the city of Mio Cid, the monasteries of Santo Domingo de Silos and San Millan de la Cogolla, related to the origins of the Spanish language and the town of Cebreiro, believed by some to be the place that gave birth to the Arthurian legend of the Grail. We will approach the study of this legendary road with the support of some of the most recent findings in both the field of pilgrimage studies and the research on the nomadic origins of our human nature. These will help us understand the relevance "The Camino" has had for millions of people, and the worldwide popularity it has acquired in recent years. By the end of the course each student will have his/her own portfolio with information and ideas that will make him/her a more informed and motivated pilgrim whatever route he/she decides to take. |
| | | 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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