| | Description: | This course provides a survey of the field of Urban Studies, utilizing the city of St. Louis as a field site. The major purpose of the course is to gradually reveal how a city operates internally, and how it operates externally with its sister cities, surrounding metropolitan areas and neighboring states, amidst competing and often contradictory interests. Utilizing historical analysis as a guide, the course will briefly revisit the experiences of previous waves of ethnic groups to the St. Louis metropolitan area, as a lens for understanding the current social, political and economic dilemmas which many urban dwellers in St. Louis now face. The course will reveal to students the intricacies of social welfare issues and policies among high density populations, in St. Louis, that are homogeneous and heterogeneous, at the same time. Visits and discussions with various governmental and nongovernmental agencies, and how such agencies function or dysfunction for various constituencies allow students to ask crucial questions regarding equality of opportunity in a democratic society. Students will also encounter diverse communities and neighborhoods and the intended and unintended consequences of social welfare policies designed to ameliorate urban dilemmas such as poverty and inequality, homelessness, educational underachievement, gentrification, migration and immigration, development, health care, fiscal issues, the informal economy, and issues concerned with crime and social justice, among others. Readings are reinforced and challenged through visits, interactions and observations with broad constituencies and institutions, ranging from city officials to community residents. As such, this course offers a survey discussion of the rich interdisciplinary field of Urban Studies for those who may be interested in pursuing a stand alone major in the field of Urban Studies. |
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| | 01 | --W---- | 2:00P-4:50P | TBA | Camp Yeakey | No final | 19 | 1 | 0 | | |
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| | 01 | M-W---- | 11:00A-11:50A | TBA | Reeves | No final | 240 | 76 | 0 | | |
| A | --W---- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 10 | 2 | | |
| B | --W---- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 10 | 0 | | |
| C | --W---- | 4:00P-4:50P | TBA | Reeves | No final | 10 | 8 | 0 | | |
| D | --W---- | 4:00P-4:50P | TBA | Reeves | No final | 10 | 2 | 0 | | |
| E | ---R--- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 8 | 0 | | |
| F | ---R--- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 10 | 0 | | |
| G | ---R--- | 4:00P-4:50P | TBA | Reeves | No final | 10 | 4 | 0 | | |
| H | ---R--- | 4:00P-4:50P | TBA | Reeves | No final | 10 | 3 | 0 | | |
| I | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 3 | 0 | | |
| J | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 2 | 0 | | |
| K | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 0 | 0 | | |
| L | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 0 | 0 | | |
| M | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 1 | 0 | | |
| N | ----F-- | 9:00A-9:50A | TBA | Reeves | No final | 10 | 1 | 0 | | |
| O | ----F-- | 3:00P-3:50P | TBA | Reeves | No final | 10 | 10 | 2 | | |
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| | Description: | How do you "read" a landscape? This Ampersand course introduces ways of seeing and interpreting American histories and cultures, as revealed in everyday built surroundings-homes, highways, farms, factories, stores, recreation areas, small town centers, memorial sites, parks, and even college dorms. The course encourages students to read landscapes around them as multilayered records of past and present social relations, and to speculate for themselves about cultural meanings. It also introduces students to the social, economic, and political forces that have profoundly shaped the American landscape. Students will get to practice their critical "seeing" skills during five local field trips to Cahokia Mounds, Forest Park, Bellefontaine Cemetery, The Hill (Italian neighborhood), and the St. Louis waterfront and Arch. This course is restricted to first-year students only. |
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| | Description: | Missouri's Natural Heritage is for first year students in the Pathfinder program. We will hold many classes outdoors and learn about your home for the next four years. The Missouri survey course will cover our geology, archaeology, and native fauna, as well as restoration, and management of our diverse habitats (prairie, forest, glade, and stream) and the biology of our diverse plant and animal wildlife (arthropods, mollusks, fish, salamanders, lizards, birds, and mammals). In addition to weekly lecture and discussion, students in this class will visit sites across the state during a number of weekend field trips and weekend camping trips. Enrollment reserved for Pathfinder Fellows. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Gao-Miles | Paper | 12 | 0 | 0 | | |
| 02 | M-W---- | 10:00A-11:20A | TBA | Gao-Miles | Paper | 12 | 0 | 0 | | |
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| | Description: | As sources of national memory and identity, public monuments, place names, historical markers, and other elements of commemorative landscapes are potential sites of cultural violence (e.g., alienation, disrespect, and erasure) contributing to broader conflict and inequality, and therefore important considerations in movements for equal opportunity and justice. Some contend that memory sites are "the new lunch counters," where our racial politics are worked out. This course examines the racial politics of commemorative objects and practices, and commemorative intervention as a strategy of anti-racist activism. We begin with an historical survey of various ways that racism has been inscribed on the commemorative landscape, and readings in history, political theory, cultural studies, and other fields to gain insight on these contested commemorative objects, their development, and social significance. We then turn to a critical assessment of efforts to remove and recontextualize commemorative objects, and to erect new objects commemorating neglected figures and issues. We consider how these reparative efforts relate to what political theorists call remedies of recognition, and specifically how they might aid in advancing equal opportunity and justice. Through our study and engagement with contested commemorative landscapes, including local, national, and global cases, students will become familiar with the burgeoning interdisciplinary field of memory studies, diverse forms and sites of commemoration, local and global efforts to advance what has been termed "commemorative justice," and challenges they face. |
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| | 01 | ---R--- | 3:00P-5:50P | TBA | Ward | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| | Description: | This class is an interdisciplinary introduction to the academic study of modern and contemporary Latin America. The course focuses on main issues in Latin American politics, history and culture, both in the continent at large and in the specific regions and sub-regions within it. The class will particularly explore topics such as nation creation, national identity, modes of citizenry, the role of race, ethnicity, gender and class in the region's historical development, as well as social and political conflicts, which have defined the region over the centuries. This course is suggested before taking any other upper-level courses on Latin America or going abroad to other countries, and required for all Latin American Studies majors and minors. Through the course, students gain basic bibliographic knowledge and experience with research tools for a comparative study of Latin American politics society and culture. Prereq. None. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Sánchez Prado | Paper/Project/TakeHome | 97 | 81 | 0 | | |
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| | Description: | The St. Louis region is home to a diverse array of global religious communities. This course directly introduces students to some of that diversity by revolving around fieldtrips to living institutions and meetings with religious leaders across traditions. In any given semester, our visits may include organizations that identify as Catholic, Pentecostal, evangelical, Jewish (Orthodox, Conservative, Reform, or Reconstructionist), Muslim, Hindu, Buddhist, Vedantist, Scientological, progressive Baptist, or secular humanist, among others. We will also visit the International Institute of St. Louis and study the politics of immigration and refugee resettlement that have helped shape the city and its religious as well as political multiplicity. Through our visits and conversation, the variety within each religious community will also become apparent, as we encounter adherents across the political spectrum, embodying different ethnicities, and committed to different degrees of "orthodoxy" or traditional belief and practice. Students should emerge from the course with a fresh sense of the cultural and religious vitality of the St. Louis metropolitan area, illustrative of the United States as a whole. *All required site visits will take place during the regular class time. |
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| | 01 | --W---- | 2:30P-5:20P | TBA | Griffith | Paper/Project/TakeHome | 15 | 15 | 3 | | |
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| | Description: | While scholarship has a fraught relationship with timely action, some scholars understand and position their intellectual activities as promoting real-world change to bring about a more equitable and just future. By better understanding a seemingly intractable problem, we should be better able to empower others with actionable knowledge. And by better reflecting on the socio-political role of scholarship, we should be able to bridge the gap between knowledge and action. To that end, this course is devoted to scholarship that reflects on the state and the university as institutions beset by powerful interests working against the people's interests and the pursuit of knowledge. In mainly seminar-style class discussion, we will connect urgent affairs of the day to academic literature on institutional racism, settler colonialism, capitalism, and the coalitions that resist them. Readings will include works by canonical and contemporary scholars who reflect on political action, the university, and the state. Research will include Supreme Court cases, government reports, United Nations resolutions, and national, local and campus newspapers. Case studies are drawn from anti-pipeline protest, liberation movements, divestment campaigns, and historical and contemporary activism at WashU. Graded assignments will include scholarly essays, workshops, a bi-weekly notebook, and a group panel discussion.. NOTE: THIS COURSE DOES NOT SATISFY THE FIRST-YEAR WRITING REQUIREMENT. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Farrell | No final | 15 | 0 | 0 | | |
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| | 01 | M------ | 3:00P-5:50P | TBA | Montano | Paper/Project/TakeHome | 19 | 0 | 0 | | |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Pena | Paper/Project/TakeHome | 48 | 10 | 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 does it mean to do American culture studies? This course teaches students how to critically analyze U.S. culture and society and introduces them to the history, methodologies, frameworks, and key questions that have shaped and continue to inform this interdisciplinary field. American culture studies is a broad and vast discipline that defies simple summary; it asks probing questions to uplift marginalized voices and experiences as part of an expansive definition of American identity. This course exposes students to practices that constitute American culture studies rather than demarcate a terrain for what it is: historically crossing disciplinary boundaries (arts, humanities, social sciences) and engaging diverse texts (film, literature, historical documents, popular culture, performance, material culture, etc.) American culture studies resists strict definition! In this course students study how knowledge and understandings about society and culture are produced and learn approaches to analyzing, curating and interpreting cultural objects and theorizing cultural phenomena. We examine the concept and idea of "America" in local, regional, national, and international contexts and continuums; we explore the lived experiences of diverse American communities within and across cultural and literal borders. Through a case study approach, the course engages questions related to the construction of ethnic and racial identities in the U.S.; visual, material, and digital cultures; social thought and social issues; mass media and popular culture; gender and sexuality; citizenship and nationhood; art, literature, and performance; and American imperialism. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | [TBA] | Paper/Project/TakeHome | 19 | 19 | 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 will critically examine the portrayal of disabled persons 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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| | A | --W---- | 2:00P-2:50P | TBA | [TBA] | No final | 25 | 24 | 2 | | |
| B | --W---- | 2:00P-2:50P | TBA | [TBA] | No final | 21 | 11 | 0 | | |
| D | --W---- | 3:00P-3:50P | TBA | Fleury | No final | 23 | 9 | 0 | | |
| E | ----F-- | 2:00P-2:50P | TBA | [TBA] | No final | 22 | 13 | 0 | | |
| F | ----F-- | 2:00P-2:50P | TBA | [TBA] | No final | 21 | 9 | 0 | | |
| G | ----F-- | 2:00P-2:50P | TBA | [TBA] | No final | 0 | 0 | 0 | | |
| I | ----F-- | 2:00P-2:50P | TBA | [TBA] | No final | 19 | 1 | 0 | | |
| J | --W---- | 3:00P-3:50P | TBA | [TBA] | No final | 0 | 0 | 0 | | Desc: | THIS SECTION IS RESERVED FOR FIRST-YEAR FRESHMEN ONLY |
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| | Description: | Who are Asian Americans? What is the history of Asian Americans presence in the U.S.? How can we study and address the cultures, stereotypes, differences, and popular media representation of such a widely diverse ethnic group through literature? This course aims to build foundational knowledge of Asian American cultures, historical presence, internal diversities, and stereotypes to unpack the term "Asian American." Students will read the texts ranging from writings by European colonizers to contemporary texts, television and film where Asian Americans have been progressively constructed as exotic, foreign, perilous, savage, feminine, and model minorities. Showcasing chronological and thematic, historical and contemporary diversity from the gold rush to colonialism, empire, immigration, stereotyping, and social movements, this course will take students on a journey of histories, cultures, developments, and collaborations among Asian Americans and Pacific Islanders in order to gain a nuanced understanding of their complex experiences and material conditions. We will comparatively study texts, poems and dramas that represent writers with cultural ties to China, Japan, Vietnam, Korea, Cambodia, The Philippines, Pakistan, India, and more. This course will provide a deep historical and theoretical foundation to understanding contemporary Asian American issues, and show continuities and divergences across time and space. No previous knowledge of Asian American and/or Pacific Islander studies is required. Texts of study include diverse literary genres, film, and popular culture. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Ghosh | Paper/Project/TakeHome | 19 | 5 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Ali | Paper/Project/TakeHome | 25 | 25 | 3 | | |
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| | 01 | TBA | | TBA | Skinner | No final | 2 | 1 | 0 | | |
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| | 01 | TBA | | TBA | Skinner | No final | 1 | 1 | 0 | | |
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| | Description: | This course serves as the introductory course analyzing the forces shaping America's cities and surrounding metropolitan areas. It examines as well strategies for dealing with many of the profound social issues affecting urban/metropolitan America. Emanating from an historical perspective, it examines the ways in which industrialization and deindustrialization shaped Northern American cities and the consequences of deindustrialization on urban citizenry. It further surveys the demographic and spatial transformation of American cities examining the consequences of urban transformation on federal, state and local politics, on society and on her institutions. Similarly, the course focuses on the origin and societal changes and emerging goals of urban development, gentrification and evolving patterns of metropolitanism and the necessity for central city as well as neighborhood reconstruction. The dynamics of racial residential segregation, crime and punishment, issues of academic achievement and under-achievement, the social cleavages of urban marginalized communities, family structure, urban homelessness, urban sprawl, and health care, among others, are viewed from the perspective of social justice by exploring social, political, economic, racial, and ethnic factors that impact on access, equity and care. Various theoretical perspectives and philosophies are introduced that have dominated the discourse on race and urban poverty. A field based component complements the coursework, and is designed to build interest, awareness and skills in preparation for outreach to urban communities. PREREQUISITE: Sophomore standing. |
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| | 01 | -T----- | 3:00P-5:50P | TBA | Camp Yeakey | No final | 30 | 12 | 0 | | |
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| | 01 | TBA | | TBA | Skinner | No final | 0 | 0 | 0 | | |
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| | Description: | This course examines diverse American popular music styles and genres in their historical and socio-political contexts. Following a rough chronology, the course centers African American musicians as creators and innovators of a vast range of music forms that make up the foundations of contemporary popular music in the United States and across the globe. We will consider the following questions: Does popular music in America merely entertain us, or does the music we listen to do something more and touch upon issues in our lives? Can it do both simultaneously? Can popular artists influence politics, or is that too much to ask of them?In order to address these and other questions, we will interrogate how musicians, performers, scholars, listeners, and consumers experience, participate in and think about various music and dance practices, from slave music and minstrelsy, the blues, jazz, and rock and roll to reggae and hip hop. Historically and through the present, we will consider how African American musicians, as well as musicians and performers from other underrepresented groups, have so often been excluded from reaping the economic and political benefits of music industries, and how they have contested injustice on multiple levels. This means that our core questions ask what musical practices can reveal about relations of race, gender, class and belonging in this country. Readings are drawn from the fields of musicology, ethnomusicology, popular music studies, and dance studies. Prerequisite: Music 121 or permission of instructor.
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Darnell | Paper/Project/TakeHome | 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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| | 02 | M------ | 2:30P-5:20P | TBA | Kelly Harris | Project | 12 | 12 | 0 | | |
| 03 | -T-R--- | 4:00P-5:20P | Simon / 018 | April Warren-Grice | No final | 12 | 11 | 14 | | |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Himes | Dec 18 2024 6:00PM - 8:00PM | 15 | 4 | 0 | | Desc: | For AFAS, this course fulfills Area Requirement 1. |
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| | Description: | Ransomware, malware, viruses, trojans, key loggers. Hoodies and laptops. Red team blue team. The figure and mythology of hackers are coded in lexicons that promote both obscurity and prowess as unseen manipulators of invisible infrastructures. Common depictions often analogize these practitioners as frontiersmen operating beyond law and control, fluctuating between unstable tropes of antiheroes and bandits. We're taught these bad actors operate in silence to commit bad acts, leveraging our dependency on the convenience of technology (and weak passwords) to do. hopelessly complicated things. Our goal this term is to see past the mythic articulations to understand the origins and practices of hacking cultures so we better understand how our digital commonality is engineered as a robust and enduring 'thing' where vulnerability is both feature and bug. Doing so makes visible the politics of making and unmaking, solutionism, and iterative engineering. We'll interrogate the hacker narrative construct in media to understand how we know so little about the ecosystem we depend upon. We'll investigate how it all works from a design and engineering perspective to see how form and function frame our social habits of consumption, our political expectations, and our definitions of comfort, safety, and anxiety. |
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| | 01 | M-W---- | 2:30P-3:50P | Eads / 116 | Walsh | Paper/Project/TakeHome | 20 | 10 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | Weil / 230 | Cohan, Early | See instructor | 15 | 15 | 14 | | |
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| | Description: | From the hyper-arid desert of the Pacific Coast to the high-mountain plateaus of the Andes more than 12,000 feet above sea level to the lush forested Amazonian lowlands, Western South America presents one of the most diverse natural and cultural environments in the world and one of the few places where social complexity first developed. Beginning with the earliest human occupations in the region more than 12,000 years ago, this course examines how domestication, urbanization, the rise of early states, and major technological inventions changed life in the Andes from small village societies to the largest territorial polity of the Americas - the Inca Empire. Students will become familiar with the major debates in the field of Andean archaeology. Together, we will examine archaeological evidence (architecture, art, ceramics, metals, textiles, plant and animal remains, etc.) from context of everyday life (households, food production, craft production) to the rituals and ceremonies (offerings, tombs) that took place in domestic and public spaces. We will also touch on the role of Andean archaeology in the context of national politics and heritage sustainability. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Baitzel | Paper/Project/TakeHome | 40 | 40 | 0 | | |
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| | Description: | In parallel with an overview of various documentary genres, ranging from the personal, the poetic, the agitprop, and cinema verité, this course will offer students the opportunity to produce a short documentary piece on the topic of their choosing. Aesthetic and ethical issues will be explored by considering the overall methodology in terms of subjectivity, content, structure, and the possible usage of music and/or voice-over. For the sake of completing the project in time, it is recommended that students be familiar with the subject matter of their investigation, before taking the course. Prerequisite: L53 Film 230 (Moving Images and Sound) or permission of the instructor. |
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| | 01 | ----F-- | 1:00P-3:50P | TBA | Maitre | See instructor | 0 | 0 | 12 | | |
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| | Description: | The United States of America has historically been known as a "nation of immigrants." However, current rhetoric has brought this notion into question. This country has consistently been a magnet for millions of people from all over the world, and this course seeks broadly to understand recent African immigration. In Black studies, most attention has been paid to the forced migration of the enslaved during the Atlantic Slave trade. Studying 20th and 21st African immigration is key to truly understanding the Black experience in America. According to data from the U.S. Census Bureau, 2.1 million Africans live in America as of 2015. The majority of these migrants are from Sub-Saharan Anglophone Africa (Nigeria, Ghana, Kenya, South Africa), but they are also from war-torn countries such as Ethiopia, Eritrea, and Somalia. The primary focus of this course will be on contemporary African labor immigrants, including skilled professionals, children who arrived in the United States for family reunification, refugees, and winners of the Diversity Visa lottery who are now permanent residents. The migratory flux also includes people who were forced to leave their birth countries for political reasons as well as genocide. Through the class, we will examine the "push and pull" factors of immigration. The second part of the course explores the lived experience of Africans in America, whether they are well educated as compared with other migrant communities or whether they are laborers. We will study the role of remittances, language barriers, paths to naturalization, and job opportunities once Africans reach American soil. Increasingly, repatriation (both voluntarily and forced), xenophobia and Islamophobia are challenges that rock African immigrant communities. Today, many Africans live between two countries: Africa and America. This transnationalism allows them to navigate different lives, stories, identities, and cultures. Several activities are organized in the African local community. There is a large group of Ghanaians, Kenyans, Egyptians, Senegalese, Nigerians, Ethiopians, and Somalians in St. Louis. We will invite these individuals to the class as guest speakers so that students can fully understand their multiple lives in the St. Louis metropolitan area. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | DIALLO | Paper/Project/TakeHome | 19 | 19 | 1 | | Desc: | For AFAS majors, this course counts as Area Requirement 4. |
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| | Description: | Little Goody Two Shoes taught morality and the alphabet to the poor children of her village and eventually rode in a coach and six; Nancy Drew drove a blue roadster (later a convertible and still later a hybrid) while solving crimes and bringing justice to the town of River Heights. Between these two landmark characters lie the two and a half centuries of rich and diverse fiction for girls that will be at the center of this writing-intensive course. After grounding our studies by reading selected works from the eighteenth and nineteenth centuries, we will concentrate on twentieth-century productions, beginning with the surprisingly progressive serial fiction produced by the Stratemeyer Syndicate and others in the early 1900s. (Titles such as The Motor Girls, The Moving Picture Girls, and The Outdoor Girls advertise the series´ departure from domestic settings.) Throughout our study of both popular and classic texts, we will investigate the social, political and familial roles for girls that the texts imagine. Major genres will include mysteries, frontier fiction, career fiction, domestic fiction, school stories, and fantasy. Authors will include Newbery, Alcott, Montgomery, Wilder, Lindgren, L'Engle, and "Carolyn Keene." Writing Intensive. Satisfies the Twentieth Century and later requirement. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Pawl | No final | 14 | 14 | 30 | | |
| 02 | -T-R--- | 4:00P-5:20P | TBA | Pawl | No final | 15 | 15 | 16 | | |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Kirilloff | Project | 19 | 19 | 1 | | Desc: | Appropriate for first year students. |
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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. Undergraduates must enroll in Educ. 313B, while graduate students must enroll in 513B.
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| | 01 | M-W---- | 1:00P-2:20P | Eads / 116 | Sarah Lillo Kang | Paper/Project/TakeHome | 12 | 11 | 14 | | |
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| | Description: | Geographer Peirce Lewis had argued that "our human landscape is our unwitting autobiography," giving tangible form to our shared tastes, values, aspirations, and even fears. It also reveals efforts to exert control--over people, space, resources, and collective identity. St. Louis represents an especially challenging case study: much of its historical fabric has been altered or destroyed, and bears the imprint of White control and a history of racial segregation. This fieldwork course explores the city's "hidden" history, focusing on lost, endangered, or forgotten sites. Some are associated with vexing or violent histories, or contested memory; others are a product of disregard, "benign neglect," or worse--wholesale erasure, as is the case with a series of Native American burial mounds that once stood on the Arch grounds and in Forest Park, not to many immigrant and African American neighborhoods cleared in the name of urban "renewal." Drawing on a range of sources and disciplinary methods, students will engage creatively with elusive features of the cultural landscape, seeking to "locate" them spatially, materially, and historically, and to understand their sociopolitical significance, especially in relationship to better-known landmarks and celebrated sites. How have such features contributed to public culture and identity in the past? How might they yet be reclaimed, and incorporated into the public imagination, whether through storytelling and preservation or public history/memorialization? The course requires individual and small-group site visits; fieldnotes and short analytical / reflections papers; and a more speculative final project on a site of students choosing. AMCS 314M fulfills the fieldwork requirement for AMCS majors/minors. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Kolk | Paper/Project/TakeHome | 15 | 10 | 0 | | |
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| | Description: | Literacy learning and development within a thriving community requires attention to the linguistic, cultural, and economic diversity of students. Within an era of state standardization and accountability, it is imperative to use a systems approach in education that unites homes, schools, and communities. Differentiating instruction to meet the needs of all students, including English Language Learners (ELLs) and other traditionally marginalized groups of students, is essential. This course will introduce students to sociocultural theories of literacy across settings. It will prepare students to analyze how race, ethnicity, class, gender, and language influence the development of literacy skills. We will develop a multifaceted view of literacy that is embedded within culture and acknowledges the influences of social institutions and conditions. Incorporates strategies for individual student needs based on background and prior experiences to deliver differentiated instruction and teaches students to set learning goals. Undergraduates must enroll in Educ. 314, while graduate students must enroll in Educ. 5114. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Shipe | Paper/Project/TakeHome | 25 | 25 | 14 | | |
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| | Description: | Emergent public concerns about the practices of citizen surveillance in western democracies recognizes that the techno-logics of twenty-first century political reality feature persistent monitoring, invisible identification, and data collection. Rise in technological sophistication in the capture and assessment of data makes adoption at scale by city governments affordable and relatively non-controversial. But as the surveillance of bodies, habits, associations, and identities becomes more naturalized in the governing and policing institutions of urban areas, legal safeguards lag behind, concepts like privacy and security become fuzzier, and existing inequalities of race and class become hardcoded in the techno systems supposedly designed as neutral tools. This fieldwork class will explore St. Louis as a landscape of the always observed, from community-level realities to online experiences. Readings and class discussion will be complimented by field trips to sites in the St. Louis region to interrogate the practice of observation among different zip codes and communities where the blanketing presence of surveillance practices and surveillance technology warps a relationship to place, amplifies racial, cultural, and class inequalities and disenfranchisements, consolidates social and political control, and replaces human accountability with the veneer of the objective and rational machine. |
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| | 01 | M-W---- | 11:30A-12:50P | Mallinckrodt / 305 | Walsh | Paper/Project/TakeHome | 20 | 20 | 8 | | | 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 | Campbell, Glickman | Paper/Project/TakeHome | 18 | 15 | 0 | | Desc: | Junior standing and formal acceptance into Civic Scholars Program required. Attendance is mandatory. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Gais | Dec 18 2024 6:00PM - 8:00PM | 18 | 6 | 0 | | |
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| | Description: | This course surveys the history of Latin America from the pre-Columbian civilizations through the Iberian exploration and conquest of the Americas until the Wars of Independence (roughly 1400-1815). Stressing the experiences and cultural contributions of Americans, Europeans, and Africans, we consider the following topics through primary written documents, first-hand accounts, and excellent secondary scholarship, as well as through art, music, and architecture: Aztec, Maya, Inca, and Iberian civilizations; models of conquest in comparative perspective (Spanish, Portuguese, and Amerindian); environmental histories; consolidation of colonialism in labor, tributary, and judicial systems; race, ethnicity, slavery, caste, and class; religion and the Catholic Church and Inquisition; sugar and mining industries, trade, and global economies; urban and rural life; the roles of women, gender, and sexuality in the colonies. Geographically, we will cover Mexico, the Andes, and to a lesser extent, Brazil, the Southwest, Cuba, and the Southern Cone. Pre-modern, Latin America. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Montano | Paper/Project/TakeHome | 35 | 3 | 0 | | |
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| | Description: | This course explores the art of songwriting through the lens of American popular music. Students examine landmark songs from multiple eras and create their own original songs in a variety of styles from the precursors of American music to folk, rock, pop, rhythm and blues, Broadway, and a cappella. The course materials include applied popular music theory while examining the musical languages of each genre. Through composing and arranging, listening and analysis, students gain insight into the sonic structure and cultural significance of popular music. The course also responds to students' individual interests and performance backgrounds, offering opportunities to write music for vocal ensembles, singer-songwriter formats, bands and electronic media. Traditional composition and contemporary production practices are examined in detail as students learn to critically listen and find their personal musical styles. |
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This course is a survey of the cultural and political-economic aspects of health, illness, and embodied difference in Latin America. We will approach these themes from an interdisciplinary perspective with an emphasis on anthropology and history, exploring how local, national, regional, and global factors affect health and healthcare and how people experience and respond to them. Topics will include interactions between traditional healing practices and biomedicine; the lasting impacts of eugenic sciences on contemporary ideas about race and disability; the unequal impacts of epidemic disease; Indigenous cosmologies and healing systems; the politics of access to healthcare; the cultural and political specificities of reproductive health; and the intersections of race, gender, ethnicity, class, and bodily capacities in the pursuit of wellbeing. This course is designed for students of all levels interested in health and/or Latin American cultures. It will be taught in English, and there are no prerequisites. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Williamson | Paper/Project/TakeHome | 85 | 85 | 0 | | |
| 02 | -T-R--- | 4:00P-5:20P | TBA | Williamson | Paper/Project/TakeHome | 90 | 65 | 0 | | |
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| | Description: | Blue Skies. Clear Waters. Sun. Sand. Paradise. Yet, as Derek Walcott has said, "the Caribbean is not an idyll, not to its natives." This paradisical Caribbean then is hardly less of a reality and more of a construction. How, then, did these simple and reductive depictions come about? When were they created? And why are they problematic?
In this course, we explore the creation and persistent representation of the Caribbean as a utopic place. We will examine texts like Shakespeare's The Tempest and Defoe's Robinson Crusoe, and watch clips from the Pirates of the Caribbean films to examine how the Caribbean was created in Western imagination. Against these representations, we will read the works of important Caribbean authors like Jamaica Kincaid, V.S Naipaul, Caryl Philips, Derek Walcott, Eric Walrond, and Claude McKay, and discuss how these authors have imagined and inscribed the Caribbean in their own vision as a contradictory, less-than-ideal place. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Payne | Paper/Project/TakeHome | 19 | 7 | 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 is Indigenous St. Louis and why don't we know about it? And who is the "we" who doesn't know? In this course, we will study Indigenous presence in St. Louis and how Indigenous geographies overlap and coexist in tension with settler-colonial geographies. While St. Louis began as a French colonial settlement, established by fur traders in 1764, the lands that the city occupied were and continue to be Native lands. What we call St. Louis was a geography shared by many Indigenous peoples. The region was a major urban center between the 11th and 14th centuries-today referred to as Cahokia. It then became a territory shared by many tribes, including Ni Okaska (Osage), Niúachi (Missouria), Illiniwek (Illinois Confederacy), and others. In the nineteenth century, some of these tribes were coerced into leaving their homelands and sent to reservations in Indian Territory (also known as Oklahoma). A century later, St. Louis was one of the urban centers where Indigenous people were relocated as part of an effort to break up tribes and the reservation system. And today Indigenous peoples from all over the continent inhabit St. Louis as a place of family, friendships, community, of livelihoods, education, and creative practices; but also, as a place of contestation, as a city structured by systems of domination, such as race and class, and Indigenous erasure. Loosely following this historical timeline, we will study how this erasure happened and engage with different sources to study St. Louis as an ongoing Indigenous place and space. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Gill | Paper/Project/TakeHome | 19 | 19 | 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: | St. Louis is widely reputed to be a region defined by its boundaries and borders: north side vs. south side; the Missouri and Mississippi Rivers; the city/county border; boundaries within and between school districts; boundaries between neighborhoods, municipalities, parishes, tax districts, wards, and ZIP codes; and boundaries defined by the region's streets and highways. These physical and spatial boundaries often demarcate divisions between people, particularly along the dimensions of race, social class or economic status. In this class, we will examine a variety of the borders and boundaries that shape and define the St. Louis region, investigating their origins, and interrogating whether and how the distinction between fenced-off corners and the wider setting helps us to understand those boundaries-or whether that distinction reflects an outdated set of concerns and thereby limits our vision about the city and what it can be. |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Bartzel | Paper/Project/TakeHome | 19 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | The 21st century is characterized by numerous ongoing global conflicts in Asia, Africa, Middle East, Caribbean, and The Americas. Popular opinions blame these on poor choices in "third world countries"- dictatorships, corruption, failing economies, or the lack of people's will for change. But, can we interpret these conflicts as reactions of historical colonial incursions? Is colonialism over? Has the empire ended? This course interrogates popular opinions - through commentary, photographs, maps, personal opinions - about ongoing global conflicts to challenge the assumption that we are in a "post" colonial age where the era of colonialism has officially ended. Interrogating this logocentric notion, the course surveys literatures from five continents, namely: Asia, Africa, Middle East, Caribbean, and the Americas to study how current world conflicts, such as ones in Kashmir, Sudan, Palestine, Haiti, etc. have their roots in colonial politics, settler colonialism, and popular cultural instruments of colonialism, such as, religion, language, holidays, tourism, and other colonial vestiges. Utilizing transnational, decolonial, antiracist, and humanitarian frameworks, the course interrogates how the logocentric approach that officially ends colonialism, in effect erases historical knowledge, and doubly impugns people historically marginalized by their colonial encounters. |
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| | 01 | M-W---- | 10:00A-11:20A | Seigle / 304 | Ghosh | Paper/Project/TakeHome | 20 | 8 | 0 | | |
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| | Description: | The U.S. stands out among industrialized nations for its relatively low life expectancy, poor health outcomes, and high rates of chronic disease - despite spending more than any other country in the world on healthcare. But while these statistics themselves are relatively uncontroversial, their meanings are not. American bodies are politically embattled: debates about belonging, identity, power, personal and collective responsibility, and what constitutes a good or aspirational life play out in and as discourses about the state of bodies and the provenance of their ills. American bodies are in many ways diverse - but they are also conditioned by broadly shared (but unevenly distributed) exposure to a unique constellation of infra/structural, environmental, and social determinants of health. In this course, we will read broadly across disciplines in order to survey the conditions that shape American bodies, and consider how bodies and their un/healthy status come to speak in cultural and political discourse. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Nilsson | Paper/Project/TakeHome | 18 | 16 | 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---- | 11:00A-11:50A | TBA | Kastor | Dec 17 2024 10:30AM - 12:30PM | 80 | 15 | 0 | | |
| A | ----F-- | 10:00A-10:50A | TBA | Kastor | No final | 20 | 4 | 0 | | |
| B | ----F-- | 10:00A-10:50A | TBA | Kastor | Default - none | 20 | 0 | 0 | | |
| C | ----F-- | 11:00A-11:50A | TBA | Kastor | Default - none | 20 | 7 | 0 | | |
| D | ----F-- | 3:00P-3:50P | TBA | Kastor | Default - none | 20 | 4 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Spriggs | No final | 40 | 21 | 0 | | |
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| | 01 | M------ | 4:00P-6:50P | TBA | Fazzari | No final | 0 | 0 | 56 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Hilu | Dec 17 2024 10:30AM - 12:30PM | 19 | 9 | 0 | | |
| A | M------ | 7:00P-10:00P | TBA | Hilu | No final | 19 | 9 | 0 | | |
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| | Description: | Who is a "real" Asian and who is "fake"? Why do stereotypes like "banana" and "coconut" exist? Is cultural identity real or are we just performing certain identities to fit into social positions? This course will address these identarian questions that shape Asian American Literatures. We will draw from the "pen wars" in the 1970's and reflect on the liminality of various Asian American writers caught between Asian and American loyalties. We will unpack real, fake and fabricated identities and discuss how identities have been historically shaped by race, gender, class, but are gradually moving beyond these categories into intersectional realities of selective racialization, desirable, and cosmopolitan Asianess. Utilizing the concept of "racial formation", the course will specifically interrogate four central dynamics of Asian American identity: the politics of Asian American scholarship, frameworks of Asian American representation, the task of the ethnic writer, and the liminal dynamics of New Asian American identities in the age of digitalization and social media. Finally, the course will help students reflect, question and realize their own identarian influence and characteristics, improving critical thinking on modern issues and the habit of reflective reading and writing. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Ghosh | Paper/Project/TakeHome | 19 | 8 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course introduces students to Christian thought in the modern period and its relation to notions of social justice and political action. It takes these issues chronologically, beginning with the Protestant Reformation and challenges to Catholic monarchies, through Puritanism and revolution, evangelicalism and anti-slavery, nineteenth-century liberalism and social reform, twentieth century issues of the Cold War and civil rights, to twentieth century concerns with race and environmentalism. Throughout the course, we will read texts that relate theological claims (about, for example, the nature of God, Christ, and redemption) to social and political matters. The course will end with attention to Christian belief and contemporary political crises. |
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| | 01 | --W---- | 3:00P-5:50P | TBA | Valeri | Paper/Project/TakeHome | 25 | 10 | 0 | | |
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| | Description: | This course 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 (for 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. Waitlist managed by dept. |
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| | 01 | --W---- | 4:00P-6:50P | AB Law Bldg / 404 | Tokarz | Paper/Project/TakeHome | 22 | 22 | 6 | | Desc: | Waitlist managed by dept. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Bernstein | Paper/Project/TakeHome | 50 | 24 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Mustakeem | Paper/Project/TakeHome | 35 | 35 | 22 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Knapp | Paper/Project/TakeHome | 45 | 45 | 16 | | |
| 02 | -T-R--- | 2:30P-3:50P | TBA | Knapp | Paper/Project/TakeHome | 45 | 45 | 18 | | |
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| | Description: | From the beginning of the human campaign, societies have socialized the spaces and places where they live. This socialization comes in many forms, including the generation of sacred natural places (e.g., Mt. Fuji) to the construction of planned urban settings where culture is writ large in overt and subtle contexts. Over the past two decades or so, anthropologists, archaeologists, and geographers have developed a wide body of research concerning these socially constructed and perceived settings -- commonly known as "landscapes". This course takes a tour through time and across the globe to trace the formation of diverse social landscapes, starting in prehistoric times and ending in modern times. We will cover various urban landscapes, rural landscapes, nomadic landscapes (and others) and the intersection of the natural environment, the built environments, and the symbolism that weaves them together. Chronologically, we will range from 3000 BCE to 2009 CE and we will cover all the continents. This course will also trace the intellectual history of the study of landscape as a social phenomenon, and will investigate the current methods used to recover and describe social landscapes around the world and through time. Join in situating your own social map alongside the most famous and the most obscure landscapes of the world and trace the global currents of your social landscape! |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Frachetti | Paper/Project/TakeHome | 50 | 50 | 2 | | |
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| | 01 | M-W---- | 4:00P-5:20P | Eads / 215 | Kniepmann | No final | 19 | 19 | 17 | | |
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| | Description: | This seminar is an experiment in American Culture Studies. We will be studying three years in U.S. history over the span of several hundred. 1803, 1903, 2003 -?three years in American culture, starting with the year many students in this class were born and tumbling backward to the Early Republic. Paying attention to works of literature and visual culture, advancements in technology and media, huge national events the resonated throughout the world and small twists of fate that would only reveal themselves in retrospect. We will move comparatively across texts, events, and discourses from all three of those years. The Louisiana Purchase and the Iraq War, The Souls of Black Folk and The Known World, the emergence of Sacagawea into the national imagination, the debut of Thomas Edison's most important narrative films, MySpace, The Call of the Wild, the Space Shuttle Columbia, the city of St. Louis across two-hundred years. We will mix and match, utilizing a variety of American Culture Studies methodologies to provocatively juxtapose objects and eras. We will test the common narrative of American Cultural History against our observations of these years, and we will trawl them for familiar myths and symbols -?all the while, working through this generative constraint, we will keep our eye on the question of how the stories of American culture come to form amidst random events, uncanny echoes, and the ordinary lives of Americans, then and now. Preference given to junior AMCS majors. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Maciak | Paper/Project/TakeHome | 19 | 19 | 1 | | | 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: | Defined most simply, politics is that which pertains to the "affairs of the polis," one's community. In its real-life context, writing always interacts with a community in some way, engaging a defined audience to produce an intended effect. In this sense, writing always touches the affairs of a polis, and thus, writing is inherently political, regardless of whether the writer considers this during composition. In this class, we will focus on explicitly political writing by writers who are not politicians, that is to say, sanctioned experts in the affairs of the polis. Foregoing public policy memoranda and economic analyses, we will look at how journalists, grassroots organizers, and creative writers have consciously written to intervene in the affairs of their communities despite their outsider status. Using techniques of rhetorical analysis and logical structure, we will examine how these writers crafted works that inspire and move audiences through the conventions of several genres: essay, polemic, journalism, and satire. This course does not count toward the Creative Writing Concentration. |
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| | 02 | -T-R--- | 11:30A-12:50P | TBA | O'Bryan | No final | 12 | 12 | 0 | | |
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| | Description: | What is it about Dolly Parton that draws appreciation and respect from virtually everyone, regardless of age, race, gender, sexual orientation, religion, political view? This course will endeavor to answer this very question about the superstar and her career's impact on American culture. Whether expressing her Christian faith through song or funding coronavirus research, she seems to continually evade criticism and the "cancel culture" often plaguing celebrities today. Why is that so? How can one performer seem to bridge the left and the right, the North and the South, the blue collar and the white collar? Through an examination of her philosophies, songs, performances, and enterprises against the political and social landscapes in which they were shaped, we will discover what Dolly Parton can reveal about ourselves, our society, and our future. |
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| | 01 | -T-R--- | 4:00P-5:20P | Eads / 211 | Bonfiglio | Paper/Project/TakeHome | 19 | 9 | 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---- | 2:30P-3:50P | TBA | Wanzo | Paper/Project/TakeHome | 25 | 14 | 0 | | Desc: | Waitlist managed by dept. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Kastor | Dec 18 2024 1:00PM - 3:00PM | 19 | 11 | 0 | | |
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| | 01 | TBA | | TBA | Skinner | No final | 1 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Skinner | No final | 1 | 0 | 0 | | |
| 02 | TBA | | (None) / | Sanders | Paper/Project/TakeHome | 1 | 0 | 0 | | |
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| | Description: | Public history, or applied history, encompasses the many and diverse ways in which history is put to work in the world and applied to real-world issues. This course teaches public history practice with particular emphasis on engaging in the public history of slavery through research and interpretation on the regional histories of enslavement within St. Louis and at Washington University. Students will learn by engaging critical scholarship on public history, debates about how public history is practiced, and learning core tenets of public history interpretation, museum best practices, oral history, preservation, and material culture and their particular application to public history interpreting slavery. This includes grappling with the politics of memory and heritage that shape, limit, and empower public history practice on slavery, and how white supremacy has shaped what histories we absorb in the public.
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Schmidt | Paper/Project/TakeHome | 15 | 8 | 0 | | Desc: | This course fulfills Area 2 for AFAS Major. |
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| | 01 | --W---- | 4:00P-6:50P | TBA | Cohan, Skinner | Paper/Project/TakeHome | 17 | 12 | 0 | | Desc: | Registration restricted to AMCS majors. |
| | | 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 | --W---- | 4:00P-6:50P | TBA | Eikmann | Paper/Project/TakeHome | 17 | 5 | 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 year 2000, HIV became the world's leading infectious cause of adult death. In the next 10 years, AIDS killed more people than all wars of the 20th century combined. As the global epidemic rages on, our greatest enemy in combating HIV/AIDS is not knowledge or resources but rather global inequalities and the conceptual frameworks with which we understand health, human interaction, and sexuality. This course emphasizes the ethnographic approach for the cultural analysis of responses to HIV/AIDS. Students will explore the relationships among local communities, wider historical and economic processes, and theoretical approaches to disease, the body, ethnicity/race, gender, sexuality, risk, addiction, power, and culture. Other topics covered include the cultural construction of AIDS and risk, government responses to HIV/AIDS, origin and transmission debates, ethics and responsibilities, drug testing and marketing, the making of the AIDS industry and "risk" categories, prevention and education strategies, interactions between biomedicine and alternative healing systems, and medical advances and hopes. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Parikh | Dec 16 2024 1:00PM - 3:00PM | 200 | 132 | 0 | | |
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| | Description: | Whose history is significant enough to be worth preserving in physical form? Who gets to decide, and how? Does the choice to preserve buildings, landscapes and places belong to government, experts or ordinary people? How does the condition of the built environment impact community identity, structure and success? This place-based course in historic preservation pursues these questions in St. Louis' historically Black neighborhood The Ville, where deep historic significance meets a built environment conditioned by population loss, disinvestment and demolition. The course explores the practice of historic preservation as something far from neutral, but a creative, productive endeavor that mediates between community values, official policies and expert assertion. Critical readings in preservation and public history will accompany case studies, community engagement and practical understanding. This course is open to both undergraduates and graduates. |
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| | 01 | ----F-- | 1:00P-3:50P | TBA | Allen | See instructor | 15 | 11 | 0 | | Desc: | This course will meet at Sumner High School. |
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| | Description: | This is the third semester course for students in the Civic Scholars Program of the Gephardt Institute for Civic and Community Engagement. This one-credit seminar style course provides students with the opportunity to evaluate their civic projects and explore implications of their work. Through group discussions, readings, lectures, and guest speakers, students 1) connect their civic engagement project to local, national, and international contexts; 2) understand interdependence of social issues, public policy, and culture; and 3) explore sustainability and social change.
The class meets weekly for one hour during the fall 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. Students are required to continue their coursework through the spring of their senior year, in the Civic Scholars Program, Semester Four: Civic Engagement across a Lifespan. Prerequisite: L98 3202 and L98 3203
Admittance into the Gephardt Institute's Civic Scholars Program. All Students waitlisted. Civic Scholars courses do not count towards the AMCS Major and Minor. |
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| | 01 | -T----- | 4:00P-4:50P | Stix / 110 | Campbell, Glickman | Paper/Project/TakeHome | 18 | 15 | 0 | | Desc: | Prerequisites: L98 AMCS 3203.01. Attendance mandatory. |
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| | Description: | Marking the centennial of his birth in 1924, this class will examine why James Baldwin became the twentieth-century African American author most loved in the twenty-first. An inexhaustible public witness and the author of poems, plays, essays, novels, and short stories, the Harlem-born Baldwin ranks with the most daring and elegant American literary voices. His first novel, the autobiographical "Go Tell It on the Mountain" (1953), wrestled with the dual heritage of Black Christianity and Depression-era Black social realism. His second novel, "Giovanni's Room" (1956), set in Paris and peopled with non-black characters, explored the intricacies of same-sex desire years before the Stonewall rebellion announced the gay rights movement. "Notes of a Native Son" (1955), the first collection of Baldwin's lush and searching essays and a grandparent of twenty-first century autocriticism, is perhaps the most-tweeted book of our era. Our reading list will contain all of these books, but we'll end with a sequence of texts revealing various facets of Baldwin's resurrected meaning in the wake of Black Lives Matter: among them, Ta-Nehisi Coates's memoir "Between the World and Me" (2015); Raoul Peck's documentary "I Am Not Your Negro" (2017); and Eddie Glaude Jr.'s Trump-era treatise "Begin Again" (2020). Altogether, this will be a single-author course on a singular author whose life after death illuminates crucial issues in Black cultural politics in two centuries. 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--- | 1:00P-2:20P | TBA | Maxwell | No final | 15 | 15 | 18 | | |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Hill | Paper/Project/TakeHome | 40 | 15 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Darnell | No final | 20 | 20 | 1 | | |
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| | 01 | -T----- | 3:00P-5:50P | TBA | Schmidt | Paper/Project/TakeHome | 15 | 11 | 0 | | |
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| | Description: | What we call "higher education" in the United States is a complex web of institutions - nearly 3,000 4-year colleges, 1,500 2-year colleges, and still more postsecondary institutions that grant a variety of credentials. It is a system through which tens of millions of students pass each year; over the last few decades, the importance of earning a postsecondary credential has increased markedly. As such, higher education is deserving of rigorous scrutiny and careful interrogation. But in studying "higher education," we are in fact attending to a multitude of things - among other things, varied institutional types with different resources and different imperatives, experiences of accessing and navigating higher education that are widely divergent along axes of inequality, and institutional processes that play out on campus but have resonance beyond the university gates. In this course, which will be conducted as a discussion-based seminar, we will engage with texts examining the enterprise of higher education from varied vantage points, but always through a sociological lens. We'll discuss why and how higher education came to be so important and loom so large in contemporary life, the stark differences between different sectors of the higher education landscape, and how stratification occurs between and within institutions. We'll talk at length about how higher education is a microcosm of many of the inequalities we see in the broader society, looking at issues of race, class, gender, and politics on campus. By taking a sociological lens to studying higher education, we'll learn a language and facility for rooting discussion of issues in higher education in theoretical grounding and empirical evidence. In so doing, students will develop the capacity to more critically assess research and public discourses on higher education, as well as their own work and experiences in the sector. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: Undergraduate students must enroll in Educ. 4310, and graduate students must enroll in Educ. 5310. |
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| | 01 | ---R--- | 2:30P-5:20P | TBA | Nadirah Farah Foley | Paper | 8 | 8 | 3 | | |
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| | Description: | A selective investigation of one or two advanced topics in the philosophical understanding of society, government, and culture. Readings may include both historical and contemporary materials. Possible topics include: liberalism, socialism, communitarianism, citizenship, nationalism, cosmopolitanism, social contract theory, anarchism, and the rights of cultural minorities. Prerequisites: one course in Philosophy at the 300-level, graduate standing, or permission of the instructor.
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Wellman | Dec 18 2024 1:00PM - 3:00PM | 19 | 19 | 6 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Fazzari | See instructor | 0 | 0 | 34 | | |
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| | 01 | -T----- | 4:00P-6:50P | TBA | Walsh | Paper/Project/TakeHome | 20 | 7 | 0 | | |
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| | Description: | There are few institutions that nearly all Americans pass through, and schools are one of them;
around fifty million students are enrolled in preK-12 schooling in the United States. As such,
schools are an institution deserving of rigorous scrutiny and careful interrogation. But in studying K-
12 schools, we are in fact attending to a multitude of things - competing visions of and purposes
for schools, and disparate experiences of accessing and navigating education that are widely
divergent along axes of inequality.
In this course, which will be conducted as a discussion-based seminar, we will engage with texts
examining the enterprise of education from varied vantage points, but always through a sociological
lens. We'll discuss the varied purposes theorists and practitioners envision for schools, and the
extent to which schools live up to those ideals. We'll talk at length about how schools are a
microcosm of many of the inequalities we see in the broader society, looking at issues of race, class,
gender, and place. By taking a sociological lens to studying education, we'll learn a language and
facility for rooting discussion of issues in education in theoretical grounding and empirical evidence.
In so doing, students will develop the capacity to more critically assess scholarly research and public
discourses on education, as well as their own experiences.
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 | 17 | | Desc: | Waits managed by department |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Pollak | Dec 18 2024 3:30PM - 5:30PM | 30 | 30 | 4 | | |
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| | Description: | By close examination of three or four specific types of film narratives, this course will explore how genre has functioned in the Hollywood mode of production. Students will gain an understanding of genre both as a critical construct as well as a form created by practical economic concerns, a means of creating extratextual communication between film artist/producers and audience/consumers. Genres for study will be chosen from the western, the gangster film, the horror movie, the musical, screwball comedy, science fiction, the family melodrama, the woman's film, and others. In addition to film showings, there will be readings in genre theory as well as genre analyses of individual films. Required screenings Thursdays @ 4pm |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Lisa Gilbert | Project | 0 | 0 | 17 | | Desc: | Waits managed by department |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Berliant | See instructor | 40 | 40 | 1 | | |
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| | 01 | --W---- | 3:00P-5:50P | Seigle / L004 | Nichols Lodato | Paper/Project/TakeHome | 15 | 14 | 0 | | Desc: | For AFAS Majors, this course counts as Area Requirement 2. |
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| | Description: | In this course, politics is interpreted broadly to include both formal policy-making processes and any situation in which people have to solve a problem or come to a decision. The purpose of this course is to explore the following processes: (1) how ideologies and power dynamics influence educational policies and decisions; (2) how educational policies and decisions translate into specific school programs and practices; (3) how specific programs and practices influence pedagogies, especially in the relationships among students, teachers, and knowledge pedagogies; (4) how these pedagogies impact student opportunities and outcomes; and (5) how student outcomes and opportunities reinforce ideologies and power dynamics. This course considers politics across time, space, and individuals, noting how historical, geographical, cultural, social, psychological, political, and economic contexts can shape the politics of education. In addition, 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 toward the common good. 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 (i.e., "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. Undergradutes must enroll in Educ. 462, while graduate students must enroll in Educ. 5620. |
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| | 01 | -T----- | 2:30P-5:20P | Seigle / 304 | Bronwyn Nichols Lodato | Paper | 0 | 0 | 15 | | Desc: | Waits managed by department |
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| | Description: | From the 19th century onwards, the relationship between Mexico and the United States has been defined by intense tensions and contradictions. Closely intertwined by geopolitical engagement and integrations, mutual migration flows, and rich cultural exchange, both countries belong to a binational system with few equivalents around the world, which defines the lives of people living across North America. And yet, few people in the United States have access to a clear and rigorous understanding of the Southern neighbor, often leading to conflict at the political and social levels. This class explores this historically, from the early frictions caused by territory and slavery to the binational conditions of the present. The class emphasizes the Mexican perspective of the relationship, often erased in discussions from the U.S. From this perspective, the course will engage critical moments in the history of the relationships, such as the underground railroad to the South, the Mexican American War, the Guadalupe Hidalgo treaty, and the Cold War. The class will also discuss the ways in which Mexico has influenced the United States culturally, from the impact of Mexican post-Revolutionary art in the New Deal to the rise of film directors like Alfonso Cuarón and Gullermo del Toro. Finally, the class will lay out the ways in which Mexicans and scholars of Mexican studies think about questions such as regional development, the border, immigration, and the Drug War. Prereq. L45 165D or prior coursework on Global Studies, Latin American Studies or American Studies. The course covers the seminar requirement for majors and minors in Latin American Studies. |
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| | 01 | M------ | 4:00P-6:50P | TBA | Sánchez Prado | Paper/Project/TakeHome | 40 | 40 | 3 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Hirsch | Take Home | 15 | 14 | 0 | | |
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| | Description: | This research seminar engages the long history of greater New York City: from the place Native Americans called Manna-hata to the largest city in the United States and the world political, financial, and cultural capital that it is today. The course explores New York City's ambivalent relationship with America, with the world, and with itself. It focuses on matters of power - how, in different moments of the city's history, it was defined, who held it, and how various groups managed to contest for it; matters of exchange and extraction - political, cultural, and economic; and matters of belonging - whether a city of immigrants, exiles and refugees succeeded in becoming a home for the homeless. It pays close attention to both the micro - the street corner and the political ward; the bridge and the tunnel; the gentrifying neighborhood; the mosaic of the city's foodways; the theater, financial, slaughterhouse, brothel, and other districts - and the macro - the banks and the stock exchange; the port and transit authorities; the instrumentalities of knowledge and cultural production in the city's universities, print media, clubs, and salons; the sports empires; and the political machines, organized crime, grassroots labor and political movements, insurgencies, and undergrounds. Above all, the course will foreground the city's massive and unbearable contradictions, as a city of skyscrapers and of basement dives, lures, and snares; as a symbol of the future and freedom bound to traumatic, slave, and unfree pasts; as a symbol of modern independence bound to modern interdependence; and as a place of renaissances and ruinations, where the world either comes together or spectacularly falls apart. Sites of potential investigation, in a list that is suggestive rather than exhaustive, range from the African Burial Ground to the 9/11 Memorial and Museum, from Hamilton to Hamilton, from Boss Tweed to Robert Moses, from the Five Points to Chinatown, from Delmonico's to Sylvia's, from Blackwell's Island Lunatic Asylum to Hart Island Potter's Field, from the African Free School to Ocean Hill-Brownsville, from Marcus Garvey to Amadou Diallo, from Billie Holiday to Andy Warhol, from James Baldwin's Harlem to Stonewall, from George Steinbrenner to Jerry Seinfeld, from the Gowanus Canal to Estée Lauder, and, in the spirit of the course title, from Stuyvesant to Trump. Students will engage with the history of New York City via two three-page book reviews, a three-page site analysis, and two five-minute oral reports on assigned readings before conducting their own original research in consultation with the instructor that will culminate in a 15-page final essay. Attendance at all classes and participation in class discussions required. This course fulfills the history major capstone requirement as an Advanced Seminar. Each student must also register for the instructor's correlating section of 49IR. |
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| | 01 | M------ | 3:00P-5:50P | TBA | Bernstein | Paper/Project/TakeHome | 15 | 10 | 0 | | |
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| | Description: | How can students develop a stronger sense of academic identity and purpose? How can research translate into opportunities beyond the classroom, from service to politics? In this workshop AMCS Majors explore these questions while receiving support at a crucial milestone, the Senior Capstone. Through reflection and writing students develop a stronger intellectual identity, and consider how their research prepares them to participate in conversations and activities that transcend scholarship. This participation is a kind of "academic citizenship" with students leveraging their learning to engage intellectual, social, and political life in and beyond campus. Students do this primarily through consideration of their capstone research, happening concurrently in the AMCS Capstone Workshop or in an approved seminar. While encouraging Majors to consider the intersection of their academic and personal goals, the workshop supports research (e.g., guest faculty discuss methodology), gives structure to activities already required for the Major (e.g., the capstone abstract), and builds community (e.g., peer-led discussions). The workshop also provides time and space for students to curate their AMCS portfolio. The Fall Workshop is part of a workshop series designed to help AMCS Majors develop their portfolio and provide additional training and support at particular milestones in the major. The portfolio and accompanying workshops is a response to students' feedback. Graduating seniors said they would have liked more structured time to reflect on their work in the major; they would have liked to document their progress in the program more fully; and they wanted more opportunities to strengthen their class cohort. The Fall Workshop will provide all of those things, while centering students' attention on their growth as scholars and engaged citizens. |
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| | 01 | ---R--- | 4:00P-4:50P | TBA | Skinner | Paper/Project/TakeHome | 40 | 27 | 0 | | Desc: | For AMCS senior majors only |
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| | 01 | ---R--- | 2:30P-5:20P | Kemper / 211 | Sheren | Paper/Project/TakeHome | 12 | 12 | 6 | | |
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| | Description: | This course takes as its starting point the vexing questions of history, memory, and identity that activists, scholars, artists, and others have posed in recent years. What is to be done with the commemorative landscape of monuments and memorials? How do we account for the silences and erasures in archival records? How should histories of racial violence be commemorated? These are questions that have been taken up in many arenas of civic life, including public art, "living history" tourism, museum studies, and urban planning. They have also been taken up by theater artists and performance artists who use their bodies, narrative, historical fact and, sometimes, fiction to bear witness to the past and to imagine new futures. In this course, we will examine the role of theater and performance in constituting-and challenging-the historically contingent meanings of "race;" we will also explore how performance of history shapes national narratives. Artists to be explored might include Branden Jacobs-Jenkins, Mary Kathryn Nagle, Dread Scott, Quiara Alegria Hudes, Simone Leigh, and Heidi Schreck. Artistic and/or performance experience is not required. Students will have the opportunity to propose their own commemorative projects; together we will explore whether and how performances of the past can do a certain kind of reparative work necessary for a more equitable future. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | McGinley | Paper/Project/TakeHome | 19 | 10 | 0 | | |
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