This course introduces students to the discipline that studies and compares other cultures. Students learn about the main concepts used in anthropology and how anthropologists conduct research, while also discovering how people live in other times and places. Students will learn about theories that provide frameworks for understanding and comparing cultures. Ethnographies--descriptions of life in particular places--give students factual materials with which to apply and critique such theories. Through this introduction to the study of culture in general, and an exposure to specific cultures, students inevitably come to re-examine some of the premises of their own culture.

This course introduces students to the discipline that studies and compares other cultures. Students learn about the main concepts used in anthropology and how anthropologists conduct research, while also discovering how people live in other times and places. Students will learn about theories that provide frameworks for understanding and comparing cultures. Ethnographies--descriptions of life in particular places--give students factual materials with which to apply and critique such theories. Through this introduction to the study of culture in general, and an exposure to specific cultures, students inevitably come to re-examine some of the premises of their own culture.

In popular thought, sex is about "the birds and the bees" and "doing what comes naturally." Yet anthropology teaches us that for human beings, the natural is the cultural. Based on that premise, this course looks for cultural patterns in sexual belief and behavior. We begin with an examination of the evolution of sexuality. Is sexuality or sexual behavior expressed the same way by all peoples? Why do humans avoid incest? To what extent are gender roles biologically determined? Are sexually transmitted diseases primarily biological or social problems? How do sexual norms reflect sociocultural adaptations? These are just some of the questions we will confront in this course as we examine the functional and structural significance of sexual behaviors in the sociocultural milieu. Prerequisite: permission of the instructor. Offered every year.

This course explores the highlights of Asian art, focusing on India, China, and Japan. The class will also briefly cover Central Asia, Bengal, Nepal, Tibet, Thailand, Cambodia, Java, and Korea. Buddhism, Hinduism, Confucianism, Taoism, and other Asian beliefs will be explained in the context of how they affect Asian art. Types of artwork examined will include painting, sculpture, decorative arts, and some architecture and gardens. The text for the class is Sherman E. Lee's A History of Far Eastern Art; other texts will be used to supplement it. Class requirements include four one-hour slide examinations. No prerequisite.

This course is a continuation of CHNS 111Y-112Y. By the end of the first semester, all the basic grammar of Modern Standard Chinese (Putonghua) and another 300 Chinese characters will have been introduced. There will be extensive oral and written assignments. In the second semester, there will be a review of the basic grammar through in-class oral work and an introduction to the elements of Modern Written Chinese grammar. In both semesters, there will be two required drill and discussion sessions each week with an apprentice teacher. Prerequisite: CHNS 111Y-112Y or equivalent. Offered every year.

This course is an upper-level course for students who wish to develop and refine their ability to understand, speak, read, and write Modern Standard Chinese. There will be extensive reading that deals with aspects of Chinese culture and society. Reading assignments serve as points of departure for discussion and composition. Video materials will also be used for this purpose. This course is recommended for students wishing to specialize in any field related to China. The course may be repeated with credit. Prerequisite: CHNS 213Y-214Y or equivalent, or permission of instructor. Offered every year.

This course studies issues of economic choice, economic efficiency, and social welfare. The course presents theories of consumer and producer behavior and shows how these theories can be used to predict the consequences of individual, business, and government actions. Topics covered include opportunity cost, the gains from trade, supply and demand analysis, and price controls; consumer choice; production and cost; product pricing, market structure, monopoly power, and government regulation; resource conservation, and pollution. This course is required of students who major in economics.

This course studies issues of economic choice, economic efficiency, and social welfare. The course presents theories of consumer and producer behavior and shows how these theories can be used to predict the consequences of individual, business, and government actions. Topics covered include opportunity cost, the gains from trade, supply and demand analysis, and price controls; consumer choice; production and cost; product pricing, market structure, monopoly power, and government regulation; resource conservation, and pollution. This course is required of students who major in economics.

This course studies issues of economic choice, economic efficiency, and social welfare. The course presents theories of consumer and producer behavior and shows how these theories can be used to predict the consequences of individual, business, and government actions. Topics covered include opportunity cost, the gains from trade, supply and demand analysis, and price controls; consumer choice; production and cost; product pricing, market structure, monopoly power, and government regulation; resource conservation, and pollution. This course is required of students who major in economics.

This course studies issues of economic choice, economic efficiency, and social welfare. The course presents theories of consumer and producer behavior and shows how these theories can be used to predict the consequences of individual, business, and government actions. Topics covered include opportunity cost, the gains from trade, supply and demand analysis, and price controls; consumer choice; production and cost; product pricing, market structure, monopoly power, and government regulation; resource conservation, and pollution. This course is required of students who major in economics.

This course studies issues of economic choice, economic efficiency, and social welfare. The course presents theories of consumer and producer behavior and shows how these theories can be used to predict the consequences of individual, business, and government actions. Topics covered include opportunity cost, the gains from trade, supply and demand analysis, and price controls; consumer choice; production and cost; product pricing, market structure, monopoly power, and government regulation; resource conservation, and pollution. This course is required of students who major in economics.

This course studies issues of economic choice, economic efficiency, and social welfare. The course presents theories of consumer and producer behavior and shows how these theories can be used to predict the consequences of individual, business, and government actions. Topics covered include opportunity cost, the gains from trade, supply and demand analysis, and price controls; consumer choice; production and cost; product pricing, market structure, monopoly power, and government regulation; resource conservation, and pollution. This course is required of students who major in economics.

This course studies national economic performance. Building upon the microeconomic theories of consumer and producer behavior developed in ECON 101, the course introduces models that focus on the questions of unemployment, inflation, and growth. Topics covered include measurement of national income and inflation, macroeconomic models, saving and investment, money and banking, fiscal and monetary policy, and international trade and finance. This course is required of students who major in economics. Prerequisite: ECON 101.

Students learn how to express economic concepts in quantitative terms, perform basic statistical measures and tests of hypotheses using a spreadsheet program, and interpret quantitative presentations of information. Students learn how the economics literature presents research by studying examples from journal articles. Students also study the choice of appropriate methods for analyzing empirical economic research questions. Topics include the scientific method, applications of statistical concepts in economics, measurement of economic concepts, and the use of mathematical models, graphs, and data sources. Prerequisites: ECON 101, ECON 102, and a college course in statistics, or permission of the instructor.

Students learn how to express economic concepts in quantitative terms, perform basic statistical measures and tests of hypotheses using a spreadsheet program, and interpret quantitative presentations of information. Students learn how the economics literature presents research by studying examples from journal articles. Students also study the choice of appropriate methods for analyzing empirical economic research questions. Topics include the scientific method, applications of statistical concepts in economics, measurement of economic concepts, and the use of mathematical models, graphs, and data sources. Prerequisites: ECON 101, ECON 102, and a college course in statistics, or permission of the instructor.

This course focuses on the basics of international trade--theories of international trade, the instruments of trade policies, their impact on welfare and employment, factor movements, and economic integration. While emphasis is placed on developing and empirically testing theories, we also discuss major trade-related issues such as the economic effects of globalization, the role of the World Trade Organization, labor and immigration issues, foreign direct investment, and outsourcing. Prerequisites: ECON 101 and ECON 102, or permission of the instructor.

A survey of African fiction mainly of the latter half of the twentieth century, focusing on the way Africa's cultural traditions, historical problems, and political objectives have revised and resisted Western narrative forms. What narrative forms develop as a result of the machinations of power in modern Africa? How, for example, does the need to present historical information and political argument to the broadest possible local audience favor realism and popular styles? How have important earlier forms of African fiction evolved in recent years? We'll examine the variety of responses to the Nigerian civil war and other major political events ; and how the impact of modernization on traditional life and the problem of post-independence corruption call for unique forms of treatment in different times and places. Related topics include the transmission of oral culture into literary form, the impact of external patronage on local literary cultures, the influence of writers educated abroad on literature at home, and, most importantly, the result of the African effort to "decolonize" literary forms of expression. We will read selections from critical and nonfiction works (including Ngugi Wa Thiong'o's Decolonising the Mind, Ayei Kwei Armah's Why Are We So Blest?, Kofi Anyudoho's The Pan African Ideal in Literatures of the Black World, and Wole Soyinka's Myth, Literature, and the African World); and fiction by Ngugi, Armah, Chinua Achebe, Ken Saro-Wiwa, Hama Tuma, Nuruddin Farah, Ama Ata Aidoo, Buchi Emecheta, Abdulrazak Gurnah, Nadine Gordimer, J.M. Coetzee, Ben Okri, and Bessie Head. This course meets the post-1900 requirement. Prerequisite: junior or senior standing; or ENGL 210-291; or permission of instructor. Offered every third year.

This is an intermediate-level course open to students who have successfully completed FREN 111Y-112Y or who qualify by virtue of a placement test. It is designed for students interested in further developing their ability to speak, write, and read French. The course includes a comprehensive grammar review and short cultural and literary readings, which will serve as points of departure for class discussion. Course requirements include attendance at one extra discussion section per week with a language assistant. Attendance at a weekly French table is strongly encouraged. Prerequisite: FREN 111Y-112Y or equivalent. Offered every year.

This is an intermediate-level course open to students who have successfully completed FREN 111Y-112Y or who qualify by virtue of a placement test. It is designed for students interested in further developing their ability to speak, write, and read French. The course includes a comprehensive grammar review and short cultural and literary readings, which will serve as points of departure for class discussion. Course requirements include attendance at one extra discussion section per week with a language assistant. Attendance at a weekly French table is strongly encouraged. Prerequisite: FREN 111Y-112Y or equivalent. Offered every year.

The purpose of this course is to introduce students to the study of three major literary genres--poetry, theater, and the novel--from the French Revolution to the twenty-first century. Readings will include the works of authors such as Hugo, Baudelaire, Lamartine, Balzac, Mallarmé, Colette, Cocteau, Camus, and Sartre. The course seeks to help students gain a deeper understanding of French literary history and of its relationship to major social and philosophical movements. In addition to exploring certain themes, we will see how the literature reflects important societal and intellectual debates of the time. The course will continue the development of the skills of literary analysis, guided discussion, and essay writing in French. The course will be conducted in French. Prerequisite: FREN 213Y-214Y or equivalent; FREN 321recommended. Offered every year or alternating with FREN 323.

This course focuses on 20th and 21st century European Francophone literature written by authors of allophone origins who came to French from other languages: Andrei Makine, E.M. Cioran, Agota Kristof, Milan Kundera, Oana Orlea, Ismail Kadare. Questions raised by the works read will include: exile and migration, bilingualism, Francophonie/Francophilie, world literature, autobiography/autofiction, alterity. In addition to literary readings, we will study theoretical texts by Pascale Casanova, Jean-Marc Moura, Michel Le Bris, Jean Rouaud, among others. Prerequisite: FREN 321 or equivalent.

This first-semester middle-level course is designed to develop German reading, writing, and speaking skills beyond GERM 111Y-112Y. A grammar text is used for reviewing and expanding upon aspects of German grammar from the first year. We will apply this review to the reading of short literary and journalistic texts, to gaining a basic understanding of films in the original German, and to conversation in German with a partner or in groups. These texts and films will serve as a point of departure for short compositions as well. Keeping a diary in German is also an integral component of the course. An apprentice teacher or language assistant will conduct a fourth weekly meeting, in addition to the three regular classes. Prerequisite: successful completion of GERM 111Y-112Y or equivalent. Offered every fall semester.

In this course, we will attempt to gain an understanding of some of the most complex poetry in German in the twentieth century. At least two of the poets we will study -- Rainer Maria Rilke and Paul Celan -- have made it into the canon of what some call "World Literature." Our approach will be theoretical in that we will start with a seminal work in German aesthetics, Nietzsche's Birth of Tragedy, and throughout the semester, we will discuss the poems side by side with philosophical and critical essays on the poems in question. German twentieth-century poetry has resonated in extraordinary ways with writers in theoretically and philosophically oriented criticism. Theoretical work we will discuss in this course will include Martin Heidegger's essays "What are Poets for?" and "Language," Hans Georg Gadamer's essays on Rilke and Celan, Werner Hamacher's "The Second of Inversion," Adorno's "The Lyric and Society," and Paul De Man's "Tropes (Rilke)." In addition to Rilke and Celan, we will study poems by Else Lasker-Schüler, Stefan George, Georg Trakl, Gertrud Kolmar, and Gottfried Benn. The readings will open up perspectives on the central aspects of criticism on poetry, namely the relationship between philosophical thought and poetry, the relationship between poetry and language, the problem of self-reference, and questions of history and memory. Open to students of all levels. No German language proficiency required, as all readings will be in English. Normally offered every two to three years.

At the turn of the twentieth century, Vienna was home to figures as diverse as Sigmund Freud, Gustav Klimt, Gustav Mahler, Leon Trotsky, and Adolf Hitler. How do we begin explain the extraordinary cultural energy that characterized this capital of the far-flung Austro-Hungarian Empire? The course will first examine some of the tensions that characterized "fin-de-siècle" Vienna, including a new urban modernism that confronted historicist architectural trends, the rise of mass politics and the simultaneous disintegration of political liberalism, and the centripetal force exerted by the monarchy in Vienna vis-à-vis centrifugal nationalist movements at the periphery of the Habsburg empire. Against this historical backdrop, Vienna 1900 became home to a variety modernist artistic, cultural, and intellectual movements that fascinate us to this day, even as it confronted issues that remain relevant for the modern multi-ethnic state. We shall explore a wide variety of significant figures in literature (Schnitzler, Hofmannsthal, Musil, Kraus), music (Mahler, R. Strauss, Schönberg), and the visual arts (Klimt, Schiele, Kokoschka, Otto Wagner, Adolf Loos). We will investigate the psychoanalysis of Freud and the philosophies of Wittgenstein and Weininger. Finally, we shall examine the specific role that Jews played in this cultural flowering, including tracing the emergence of modern Zionism (Theodor Herzl) in a context of growing antisemitism. The course will be conducted as a seminar. Prerequisite: GERM 325 or equivalent. Permission of instructor possible for students who have completed GERM 321.

The Russian Revolution began in 1917; the First World War ended in 1918. The two decades between these events and the 1939 invasion of Poland which began the Second World War witnessed transformative change around the globe, and set in motion forces which continue to shape the world we live in today. Colonial domination in Asia and Africa faced new tides of resistance in the international and communist movements. Women, some newly emboldened by the English suffragette movement, pushed back in myriad ways against the conventions and vested interests that denied them access to public life. Spectacular developments in science, art, music, and fashion accompanied spectacular failures in political economy around the globe. Recession, depression, and the rise of fascism in the 1930s were not merely American or central European experiences. This seminar will explore some of the many threads in the vivid fabric of the interwar world, threads which may not appear so distant to us as the second decade of the twenty-first century unfolds.
The two seminar sections will meet jointly once a week for lectures or films, and separately once a week for discussion of primary-source readings. In addition to the rich historical material that the course addresses, students will begin to learn the basic skills of the historian: asking questions, finding and analyzing relevant documents or primary sources, and identifying different kinds of interpretations of those sources. Open to first-year students only.

This course is an introduction to the history of Latin America's colonial period. The course begins with an overview of the century before the first encounters between European and indigenous peoples in the New World, and traces major political and economic developments in the Americas and the Atlantic world that contributed to the shaping of specific social formations in South America, Mexico, and the Caribbean Basin from the sixteenth through the eighteenth centuries. The course will consider not only the establishment and evolution of dominant institutions such as the colonial state and church, but also racial and gender relations that characterized the colonial societies of Brazil and Spanish America. Fulfills the history major and minor premodern requirement.

India is the world's largest democracy. It has a middle-class population larger than the population of France, and a third to a half of the world's computer software is developed and produced there. Not only does India defy simple categorization, but the stereotypes and cliches readily placed on it are grossly misleading. This course is an introduction to both the study of India and the study of history using India as a rich example. The readings and class discussions trace some of the following themes: Muslim rule in India, women in the medieval period, the diversity of cultures in South Asia, religious reform movements, European participation in trade in the Indian Ocean, the British empire, social movements, nationalism, the partition of India and Pakistan, and modern nation states. The course will examine India through a range of sources, particularly sources from South Asia. There are no prerequisites, and the course assumes no prior knowledge about India.

Japan's current cultural and socio-economic malaise has deep roots, whatever its proximate causes in the natural disasters and economic downturns of recent decades. This course examines the institutions of the last period of warrior rule-- the Tokugawa era (seventeenth through nineteenth centuries), and their transformation through the rise of modern Japan from the mid-nineteenth century to the early twenty-first century.The course addresses the central dilemma of modern Japanese history: the changing meanings of "modernity" and "tradition," and how Japanese have reinvented themselves (and a number of powerful myths along the way) over and over again in the struggle to become modern while remaining "Japanese." Japan's modern history is inseparable from that of the world around it, in particular from the United States, Korea, and China. In addition to tracing how historians have interpreted Japan's economic, political, social, and cultural development, the course explores how Japanese have understood themselves in relation to other peoples, through their own eyes, and through the eyes of people on the margins or outside the heart of Japanese society. No prerequisites. Fulfills history major Asia/Africa distribution requirement.

This course surveys the history of the Islamic(ate) world from the rise of Islam in the sixth century to the rise of post-Monol-Muslim empires--the Ottomans, the safavids, the Mughuls--in the sixteenth century. The course will especially focus on the formation and expansion of Islam as a global civilization and the historical development of the social, cultural, religious, and commercial networks and institutions that connected the Islamicate world during these centuries. Among the topics to be covered are the life and career of the Prophet Muhammad and the emergence of Islam, the expansion of Islamicate world through conquests, conversions and commercial networks, the formation of various Islamic polities and empires, such as the Abbasids, the Fatimids, the Seljuks, and the Mamluks, and the issues of authority, power, and legitimacy that confronted these polties. It will also examine the historical development of Islamic institutions such as Sufism and religious law. Fulfills Asia and the history major premodern requirement.

Painting in broad strokes on a massive canvas, this course will examine the history of the British Empire from its inception in the sixteenth century through its dissolution in the twentieth. The British Empire, whose beginnings were modest, would by the close of the nineteenth century encompass almost thirteen million square miles and a population of nearly four hundred million. Well before the end of the twentieth century, this empire, the largest the world had ever seen, virtually ceased to exist. Its story, from inception to extinction, is a remarkable one. Internal imperatives, global imperial rivalries, and developments on the periphery impelled the empire forward and ultimately brought about its demise. This course will investigate the evolving characteristics of the British imperial experience and the dynamics responsible for the rise and fall of the British Empire.

As a political entity, the aggregation of central European lands ruled from Vienna for almost four centuries constitutes the strangest major power on the European scene in the past five hundred years. Alone among the great states of Europe, the Habsburg realm accepted cultural heterogeneity and actively sought to avoid war. This course will assess the Habsburg experiment in political and cultural multiculturalism, seeking finally to account for the empire's inability to survive the tensions of the twentieth century. Among the subjects to be considered are: Vienna as the cultural capital of Europe, the role of language in politics, the creative rivalry between Prague and Vienna, the emergence and character of nationalism, the postwar successor states, and the concept of Central Europe. The course will involve lectures and discussions. No knowledge of German is required.

This class examines various ways that people and ideas from the United States have influenced Africa during the past two centuries and how Africans have responded to that involvement. Although much interaction has been at the institutional level of governments and organizations, we will focus primarily on the history of U.S.-African relations at the personal and local level within Africa, studying specific examples of trans-Atlantic cultural, economic, and political influence that changed over time and varied between different parts of Africa. Among the cases to be considered will be several involving African Americans, such as the founding of Liberia and the development of Pan-Africanism. Other topics will include Christian missionaries, explorers, the Cold War, and recent U.S. political, economic, and humanitarian interest in Africa. There are no prerequisites.

This course will examine the circumstances and factors leading to World War II and to the U.S. entry into the war. The course will focus on the disruption of the world order through the rise of German, Japanese, and Italian imperialism. The course will analyze the effect of the worldwide economic depression of the 1930s. Other topics include the military strategies and conduct of the war, its impact on the home front, and its long-term effects on U.S. foreign policy.

This course will discuss black women of the Atlantic world, from Africa to the United States, the Caribbean, and South America, from the seventeenth century to the present. We will pay particular attention to commonalities among black women of the Atlantic world. The course will examine the impact on black women of the Atlantic slave trade, enslavement, and colonialism. The course will also examine the status of black women cross-culturally, as well as social organization, race, class, and culture. Lastly, the course will analyze the role of black women both in the struggle for freedom and in the women's movement. Works of fiction and films will be used extensively.

This course, open to history majors (and a limited number of INST majors) of sophomore and junior standing, focuses on the conceptual frameworks used by historians and on debates within the profession about the nature of the past and the best way to write about it. The seminar prepares students of history to be productive researchers, insightful readers, and effective writers. The seminar is required for history majors and should be completed before the senior year. Pre-requisite: history or international studies major or permission of instructor. Fulfills history major practice and theory requirement.

This course, open to history majors (and a limited number of INST majors) of sophomore and junior standing, focuses on the conceptual frameworks used by historians and on debates within the profession about the nature of the past and the best way to write about it. The seminar prepares students of history to be productive researchers, insightful readers, and effective writers. The seminar is required for history majors and should be completed before the senior year. Pre-requisite: history or international studies major or permission of instructor. Fulfills history major practice and theory requirement.

As the dividing line between "early modern" and "modern" European history, the French Revolution has often stood as the moment when the Old Regime was definitely brought low by social change. As a period of intense centralization and nationalism, the French Revolution has also been seen as accelerating political developments already underway. This advanced seminar will explore both interpretations of this definitive event in French and European history by asking whether the French Revolution constitutes a break or a continuation with what came before. Utilizing primary and secondary sources - including literature, art, and film - we will explore key developments of the French Revolution from its origins in the eighteenth century to the fall of Napoleon's Empire. Topics will include the Enlightenment, the Terror, the Haitian Revolution, revolutionary culture, gender and sexuality, and Napoleon. This course is recommended for students who have taken at least one course in European history, French, or eighteenth-century intellectual history or political thought. Students without such background are welcome to enroll, but should contact the instructor. This course fulfills the history department premodern distribution requirement and the history department distribution for America/Europe.

This course explores the evolution of modern international society from its historical roots in long-distance trade systems and empires up through recent globalization. We will examine the roles of industrialization, capitalism, nationalism, individualism, and other elements of modernity in propelling and directing the flow of wealth, people, and ideas between different regions of the world. In addition to studying general political and economic changes, we will consider various local and personal perspectives, giving life to otherwise abstract forces and complicating attempts to construct a single overarching narrative of "modernization," "Westernization," or "development." Among the issues to be examined are the causes and effects of international economic disparities, migration, cultural tensions, and stresses on the environment. In surveying major viewpoints and illustrative cases within these themes, the course is meant to serve as an introduction to international studies, utilizing a variety of academic disciplines and providing a foundation for further study of relations between different nations and peoples of the world. As part of the course, students will complete a research paper related to the geographic area where they plan to go for their off-campus experience. Prerequisite: sophomore standing or permission of the instructor. Offered every year.

This seminar will examine some of the problems inherent in cross-cultural comparison and will explore the ways in which a variety of disciplines grapple with these difficulties by investigating contemporary themes in international affairs. These themes will include some or all of the following: (1) ethnic conflict; (2) comparative perspectives on development; (3) religion and socioeconomic development; (4) contemporary environmental problems; (5) the ethics of armed intervention; (6) the emergence of a world popular culture and its consequences for national cultures; (7) the challenges of democratization; and (8) perceptions of the United States, Americans, and U.S. foreign policy abroad. Open only to international studies majors with senior standing. Offered every year.

This seminar will examine some of the problems inherent in cross-cultural comparison and will explore the ways in which a variety of disciplines grapple with these difficulties by investigating contemporary themes in international affairs. These themes will include some or all of the following: (1) ethnic conflict; (2) comparative perspectives on development; (3) religion and socioeconomic development; (4) contemporary environmental problems; (5) the ethics of armed intervention; (6) the emergence of a world popular culture and its consequences for national cultures; (7) the challenges of democratization; and (8) perceptions of the United States, Americans, and U.S. foreign policy abroad. Open only to international studies majors with senior standing. Offered every year.

This seminar will examine some of the problems inherent in cross-cultural comparison and will explore the ways in which a variety of disciplines grapple with these difficulties by investigating contemporary themes in international affairs. These themes will include some or all of the following: (1) ethnic conflict; (2) comparative perspectives on development; (3) religion and socioeconomic development; (4) contemporary environmental problems; (5) the ethics of armed intervention; (6) the emergence of a world popular culture and its consequences for national cultures; (7) the challenges of democratization; and (8) perceptions of the United States, Americans, and U.S. foreign policy abroad. Open only to international studies majors with senior standing. Offered every year.

This first half of the intermediate-level course develops speaking, reading, and writing skills, while considering cultural themes. The activities and materials introduce modern history, literature, film, and music. Written themes develop writing skills. Aural activities develop verbal skills. There are bi-weekly chapter tests, a midterm, and an end-of-semester exam, as well as a short essay in Italian. Two fifty-minute practice sessions are required weekly. Attendance at evening film showings (alternate weeks) is also required. The class is conducted in Italian. Prerequisite: ITAL 111Y-112Y. Offered every year.

This upper-level course, taught in Italian, provides an introduction to contemporary Italian literature in its historical context. The course deepens understanding of the Italian language through advanced analysis of grammar and syntax in literary texts. Beyond reading and discussion, coursework includes short response papers, a research paper, oral presentations, and a final exam. Attendance at evening film showings is required. Prerequisite: ITAL 213Y-214Y, or equivalent. Offered every year.

JAPN 111Y-112Y constitute the first two sequences of the five-semester Japanese program. The course will introduce basic Modern Standard Japanese that is based on the Tokyo dialect. The class work will focus on developing basic skills in speaking, listening, reading, and writing. Students will learn polite and plain speech styles. They will also study three types of Japanese orthography: hiragana, katakana, and approximately 150 kanji (Chinese characters). Class meetings range from nine hours per week in the first semester to eight hours per week in the second, with a fifty minute evening session each day of class. Offered every year.

This course and JAPN 214Y constitute the third and fourth sequences of the five-semester Japanese program. By the end of the year, students will learn all the basic grammar of Modern Standard Japanese and the cumulative total of 300 kanji, with an additional 150 to be introduced. The course will provide extensive oral and written assignments, and it requires two evening review sessions per week. Prerequisite: JAPN 111Y-112Y or equivalent. Offered every year.

This is the final sequence of the five-semester Japanese program. This course is designed to develop students' ability to understand authentic Modern Standard Japanese, i.e. the language used in visual and print media in contemporary Japan. By the end of the year, students will learn 200 new kanji, completing their study of the most frequent 500 kanji. They will also practice utilizing electronic resources for their study. This course is required for students who plan to minor in Japanese. Prerequisite: JAPN 213Y-214Y or equivalent, or permission of instructor. Offered every year.

This course is an investigation of the issues, methods and history of the discipline of ethnomusicology. The focus in this course will be on case studies drawn from different music genres and areas of the world that illustrate the complexities of considering music in its cultural contexts. Student work will involve close listening, engagement with cultural theory and practical fieldwork exercises, and will culminate in an individual field research project on a topic related to the course. Prerequisite: MUSC 102 or ANTH 113. Offered three out of four years.

This course provides ongoing study of the music of the Sundanese gamelan degung, a traditional ensemble incorporating different types of tuned bronze percussion, drums, flutes, and vocals. Students will be introduced to basic and advanced instrumental techniques for several individual gamelan instruments and receive coaching in musicianship and ensemble skills.A variety of repertories will be covered. Each semester will culminate in one public performance. No previous musical experience is required. This course can be used to satisfy requirements in anthropology as well as music. Prerequisite: permission of instructor.

Representative democracy came to be the most common form of government in Europe and the Americas in the twentieth century, and in the last half of the century it became increasingly popular among the peoples of the rest of the world. Representative democracy takes many forms and confronts many constraints in its implementation. This course will explore the institutional variety of representative democracy, the causes of political stability and instability in democratic regimes, and the possibility of successful creation of democratic regimes in countries in which the political culture has not traditionally supported democracy. Case studies may include Great Britain, Germany, Japan, Russia, Brazil, and Mexico. Prerequisite: sophomore standing or PSCI 101Y. Offered every year.

This course provides a brief introduction to the study of international relations. It focuses on three central themes: (1) contending theories of international relations; (2) the rise of the modern international system; and (3) recent developments in the international arena. Other topics will include the causes of war and the chances of peace, the shift from politics based primarily on military power to more complex relations rooted in politics among democracies, economic interdependence and dependency, and the recent resurgence of nationalism and ethnic conflict. Issues such as nuclear proliferation, human rights, peaceful conflict resolution, and the role of ethics in international politics may also be covered. Prerequisite: sophomore standing or PSCI 101Y. Offered every year.

This course provides a brief introduction to the study of international relations. It focuses on three central themes: (1) contending theories of international relations; (2) the rise of the modern international system; and (3) recent developments in the international arena. Other topics will include the causes of war and the chances of peace, the shift from politics based primarily on military power to more complex relations rooted in politics among democracies, economic interdependence and dependency, and the recent resurgence of nationalism and ethnic conflict. Issues such as nuclear proliferation, human rights, peaceful conflict resolution, and the role of ethics in international politics may also be covered. Prerequisite: sophomore standing or PSCI 101Y. Offered every year.

Alternative strategies of economic development pose the most difficult political choices for those countries of Africa, Asia, and Latin America not yet blessed by economic prosperity. This course seeks to accomplish three related goals. First, it will explore the contending theories of development that have shaped the debate about development in the past half century: modernization theory, dependency theory, theories that emphasize state-led development, and theories that seek to define sustainable development. Second, it will compare alternative strategies of development, especially as exemplified by successful (or thought-to-be successful) developing and developed countries. Third, it will consider a set of contemporary issues that complicate the efforts of countries to develop: globalization, environmental catastrophe, population growth, and human rights considerations. Throughout, the definition of development and the desirability of economic growth will be questioned. Prerequisite: sophomore standing. Offered every two years.

The European Union is viewed by many as a model of international economic and political integration. The twenty-seven member states have pooled their sovereignty in a way that is unique in the history of political systems. They have not only removed barriers to trade between the countries, but they have implemented a common currency and gradually developed a common foreign and security policy. This course is designed to provide students with knowledge of the history, structure, and policymaking process of the European Union. It also is designed to provide students with an understanding of the motivations that led independent nation states to pool their sovereignty, the theoretical debates and issues surrounding integration, and the current issues and challenges facing the European Union. This course can be used to complete the upper-level comparative politics/international relations requirement for political science majors. Prerequisite: sophomore standing. Offered every four years.

Migration is a worldwide phenomenon posing both opportunities and challenges for immigrants, their families, their countries of origin and the countries to which they move. Immigration policy often inspires virulent debates over border control, national identity, admission and citizenship policies, "guest" workers, and bilingualism. The issues raise fundamental questions about human rights and about a political community's rights to define and defend itself. What does it mean to be an American? Who can be German? What obligations do we have to people fleeing tyranny? Fleeing poverty? The challenges are exacerbated by the facts that contemporary immigration is managed by nation-states, while migrants move in response to global economics and transnational relationships. This course deals with these issues by examining the social, economic, and political forces giving rise to immigration today; the different ways nations have chosen to define citizenship and how those rules affect immigrants; the different strategies nations have used to incorporate immigrants, ranging from multiculturalism to assimilation; attempts to control immigration and their consequences; and the implications of immigration for recipient societies' well-being. About half of the course deals with the immigration experience and controversies in the United States, particularly with respect to migration from Mexico. The other half looks at these issues from a variety of other perspectives, in Western Europe as well as in the developing world. Prerequisite: sophomore standing. Offered every two years.

The struggle for human rights presents several problems for modern international politics. While human rights activists often claim to promote universal moral values, many non-Westerners regard international human rights norms as tools of Western cultural imperialism. Thus, the diffusion of human rights norms raises tensions between Western and non-Western societies. Moreover, since states derive power and legitimacy from their ability to control their citizens without external scrutiny, the fight for individual rights threatens the sovereign power of the state. In this course, we examine the politics of human rights in international relations. We begin by considering whether human rights reflect universal ethical values or whether they are culturally relative, and we consider how the struggle for human rights raises tensions between Western and non-Western societies. Second, we discuss the history of human rights, focusing on how the spread of human rights norms has affected modern international politics. Finally, we discuss a series of topical issues, including debates over humanitarian intervention, genocide, torture, the death penalty, women's rights, universal jurisdiction, and the International Criminal Court. Throughout, we will discuss legal and theoretical issues, and we will also examine a range of empirical case studies. Prerequisite: sophomore standing.

During the late nineteenth and twentieth centuries, the advanced industrialized democracies in Europe and North America set up extensive social welfare systems in order to reduce class inequalities and eliminate risks across the life cycle. These included income support, family benefits, health care, pensions, unemployment, disability insurance, and child care programs. Beginning in the 1970s, these social welfare programs faced a variety of social and economic challenges, including the aging of the population, globalization, changes in family structure, the feminization of the labor force, and de-industrialization. This has led to welfare retrenchment and restructuring. In this seminar, we examine the different welfare regimes across the United States and Europe and discuss the challenges confronting postwar welfare arrangements. We explore at the politics surrounding the creation and retrenchment of welfare states across different political settings and in specific policy areas including pensions, health care, and family policy and we look at the future of the social welfare state. Prerequisites: junior standing or permission of instructor. Offered every two years.

The format of this course is lecture and discussion. The usual enrollment in each section is twenty to twenty-five students. The course includes brief introductions to four or five major religious traditions, while exploring concepts and categories used in the study of religion, such as sacredness, myth, ritual, religious experience, and social dimensions of religion. Traditions such as Judaism, Christianity, Buddhism, Islam, Confucianism, Taoism, Hinduism, and Native American traditions are presented through their classic scriptures and traditional practices. Readings vary among sections, but typically include important primary sources on Hindu thought and practice (e.g., the Upanishads, the Bhagavad-gita), Buddhist thought and practice (The Questions of King Milinda, The Heart Sutra), Jewish life and thought (selections from the Hebrew Bible, The Sayings of the Fathers), Christian origins (one or more Gospels, selected Pauline letters), Islam (selections from the Qur'an and Sufi mystical poetry), Confucianism (the Analects), Taoism (the Tao Te Ching), and modern expressions of religion (e.g., Martin Buber's I and Thou). Many of the primary sources are studied in conjunction with relevant secondary sources (e.g., Rudolf Otto's The Idea of the Holy, important articles by anthropologists of religion). The Department of Religious Studies emphasizes writing, and several essays are assigned in this course. The course is open to all students. Offered fall and spring.

The format of this course is lecture and discussion. The usual enrollment in each section is twenty to twenty-five students. The course includes brief introductions to four or five major religious traditions, while exploring concepts and categories used in the study of religion, such as sacredness, myth, ritual, religious experience, and social dimensions of religion. Traditions such as Judaism, Christianity, Buddhism, Islam, Confucianism, Taoism, Hinduism, and Native American traditions are presented through their classic scriptures and traditional practices. Readings vary among sections, but typically include important primary sources on Hindu thought and practice (e.g., the Upanishads, the Bhagavad-gita), Buddhist thought and practice (The Questions of King Milinda, The Heart Sutra), Jewish life and thought (selections from the Hebrew Bible, The Sayings of the Fathers), Christian origins (one or more Gospels, selected Pauline letters), Islam (selections from the Qur'an and Sufi mystical poetry), Confucianism (the Analects), Taoism (the Tao Te Ching), and modern expressions of religion (e.g., Martin Buber's I and Thou). Many of the primary sources are studied in conjunction with relevant secondary sources (e.g., Rudolf Otto's The Idea of the Holy, important articles by anthropologists of religion). The Department of Religious Studies emphasizes writing, and several essays are assigned in this course. The course is open to all students. Offered fall and spring.

The format of this course is lecture and discussion. The usual enrollment in each section is twenty to twenty-five students. The course includes brief introductions to four or five major religious traditions, while exploring concepts and categories used in the study of religion, such as sacredness, myth, ritual, religious experience, and social dimensions of religion. Traditions such as Judaism, Christianity, Buddhism, Islam, Confucianism, Taoism, Hinduism, and Native American traditions are presented through their classic scriptures and traditional practices. Readings vary among sections, but typically include important primary sources on Hindu thought and practice (e.g., the Upanishads, the Bhagavad-gita), Buddhist thought and practice (The Questions of King Milinda, The Heart Sutra), Jewish life and thought (selections from the Hebrew Bible, The Sayings of the Fathers), Christian origins (one or more Gospels, selected Pauline letters), Islam (selections from the Qur'an and Sufi mystical poetry), Confucianism (the Analects), Taoism (the Tao Te Ching), and modern expressions of religion (e.g., Martin Buber's I and Thou). Many of the primary sources are studied in conjunction with relevant secondary sources (e.g., Rudolf Otto's The Idea of the Holy, important articles by anthropologists of religion). The Department of Religious Studies emphasizes writing, and several essays are assigned in this course. The course is open to all students. Offered fall and spring.

The format of this course is lecture and discussion. The usual enrollment in each section is twenty to twenty-five students. The course includes brief introductions to four or five major religious traditions, while exploring concepts and categories used in the study of religion, such as sacredness, myth, ritual, religious experience, and social dimensions of religion. Traditions such as Judaism, Christianity, Buddhism, Islam, Confucianism, Taoism, Hinduism, and Native American traditions are presented through their classic scriptures and traditional practices. Readings vary among sections, but typically include important primary sources on Hindu thought and practice (e.g., the Upanishads, the Bhagavad-gita), Buddhist thought and practice (The Questions of King Milinda, The Heart Sutra), Jewish life and thought (selections from the Hebrew Bible, The Sayings of the Fathers), Christian origins (one or more Gospels, selected Pauline letters), Islam (selections from the Qur'an and Sufi mystical poetry), Confucianism (the Analects), Taoism (the Tao Te Ching), and modern expressions of religion (e.g., Martin Buber's I and Thou). Many of the primary sources are studied in conjunction with relevant secondary sources (e.g., Rudolf Otto's The Idea of the Holy, important articles by anthropologists of religion). The Department of Religious Studies emphasizes writing, and several essays are assigned in this course. The course is open to all students. Offered fall and spring.

For over two millennia Judaism has expressed itself through continual interpretation and reinterpretation of its fundamental teachings. With a particular focus on the mystical strand in Judaism, this course will address the central beliefs and practices of Judaism (e.g., monotheism, covenant, commandments, the Sabbath, and holy days) through study of its rich textual and ritual traditions. Developments in Jewish life and thought will be traced through a variety of literature: the Bible (Torah, prophets, Psalms and the Five Scrolls); rabbinic texts (Mishnah, Talmud, and midrash); poetry (Jehuda ha Levi's "Songs of Zion"); medieval philosophy (Maimonides' Guide for the Perplexed); and the mystical strand embodied in the Zohar. Students will gain an appreciation for the origins of Jewish teachings that remain vital in the tradition today.

Islam is the religion of more than a billion people and the dominant cultural element in a geographical region that stretches from Morocco to Indonesia. This course examines the development of Islam and Islamic institutions, from the time of the Prophet Muhammad until the death of Al-Ghazali in 1111 CE. Special attention will be given to the rise of Sunni, Shi'i, and Sufi piety as distinctive responses to the Qur'anic revelation.

This course is a survey of the major historical and contemporary currents of religious thought and practice in Chinese culture. Our aim will be to gain a richer understanding of some characteristic Chinese ways of experiencing the self, society, and the world. We will examine the three traditional "teachings" (Confucianism, Daoism, and Buddhism), as well as "popular religion," and the contributions of all four to Chinese culture. Specific themes will include ancestor worship, sacrifice and divination, religious ethics, meditation, and longevity techniques. In each section we will attempt to identify those aspects of Chinese religion which are inextricable from traditional Chinese culture and those which are capable of crossing cultural boundaries. Classes are a mixture of lecture and discussion. Readings will focus on primary religious texts, supplemented by films. No prerequisites. Offered every fall semester.

This is a survey intended to acquaint students with major theoretical approaches to the academic study of religion. The course will cover phenomenological, psychoanalytical, sociological, and anthropological approaches to religion. Authors to be discussed will include Frazer, Marx, Freud, Weber, Durkheim, Eliade, Levi-Strauss, Douglas, Geertz, and Turner. This course is required for religious studies majors. Offered every fall.

In this course, students continue the study of the language, concentrating on the development of oral communication and writing skills. Work for the course will involve regular study of new vocabulary, extensive reading, and writing. In class, we will review some important aspects of grammar, focusing on communication within a variety of contexts. The skills of listening and comprehension, speaking, and participating in discussion will be further developed. Students will be introduced to more facts about Russian culture. They will read excerpts from Russian literature and learn some poetry. The class meets three times a week with the master teacher and twice a week with the apprentice teacher. Attendance at Russian Table is required. Prerequisite: RUSS 111Y-112Y or equivalent. Offered every year.

This introductory course for first- and second-year students traces the development of modern social theory from the seventeenth to the twentieth century. It begins by examining the fundamental social institutions and values that characterize modern society and the Enlightenment in the works of Descartes, Locke, Dickens, Weber, and J.S. Mill: (1) rise of modern state, political democracy, and utilitarianism; (2) market economy, industrialization, and economic liberalism; (3) new class system and capitalism; (4) modern personality (self) and individualism; and (5) principles of natural science, technological reason, and positivism. The course then turns to the dreams and imagination of Romanticism in the nineteenth and twentieth century with its critique of modernity in the works of Marx (socialism), Freud (psychoanalysis), Camus and Schopenhauer (existentialism), and Nietzsche (nihilism). We will outline the development of the distinctive principles and institutions of modernity in the following works: Dickens, Hard Times, Marx, Economic and Philosophical Manuscripts of 1844, Weber, The Protestant Ethic and the Spirit of Capitalism and Science as a Vocation, Locke, Second Treatise of Government, Mill, On Liberty, Descartes, The Meditations Concerning First Philosophy, Freud, Dora: An Analysis of a Case of Hysteria and Five Lectures on Psychoanalysis, Camus, The Fall, Schopenhauer, The World as Will and Representation, and Nietzsche, Twilight of the Idols. Prerequisites: first- and second-year students only. Offered every year.

This course introduces students to the field of sociology through studying the role of culture in society. We examine the connections between culture and society by following four major sociological traditions, and we combine theoretical discussions with concrete sociological studies. For the Conflict Tradition, we read Marx's writing on alienation as well as a study about the complex relationship between domestic help and their employers in contemporary America; for the Durkheimian Tradition, we discuss Durkheim's view of religion and morality while reading about why women turn to orthodox Judaism in New York City today; for the Utilitarian and Rational Choice Tradition, we discuss rational choice theory by examining a sociological and historical analysis of the rise of early Christianity; for the Microinteractionist Tradition, we explore the ideas of Goffman and Bourdieu through reading a French sociologist's ethnographic account of training to be a boxer in an African-American gym in Chicago. This course helps students develop a sociological imagination, as well as familiarity with research methods and social theory. Prerequisites: first- and second-year students only. Offered every year.

From our vantage point in the twenty-first century, we perceive that the nature and fate of American society is increasingly connected to the nature and fate of society in other parts of the world. But what is "society" and how does it change over time? How, exactly, does society shape the human experience and human behavior in the United States and elsewhere? And how can we understand the ties that bind society "here" to society "there"? Sociology crystallized in the nineteenth century to address big questions like these in light of the profound uncertainty and human suffering that accompanied the rise of industrial capitalism, rapid urbanization, and the consolidation of the centralized bureaucratic state. This course introduces students to the discipline by revisiting the work of early sociologists, then using the analytical lenses they developed to examine concrete cases of social change and globalization. Offered every year.

This mid-level course will examine social movements as attempts to bring about social change through collective action. The major goals of the course are: (1) to acquaint students with the sociological literature on social movements; (2) to examine the development, life cycle, and impact of several important social movements in the United States; (3) to examine issues of race, class, and gender within social movements; and (4) to develop students' skills in thinking sociologically about social discontent and social change. Substantively the course focuses primarily on U.S. social movements from the 1960s through today. This course also includes a service-learning component. Each student will work with a community agency two to three hours per week. Prerequisite: introductory sociology course (100 level) or permission of instructor. This course is the same as AMST 229D, listed in the American Studies Program. This course may be counted toward the major in American studies. Offered every two years.

In this course--cross-listed in Asian Studies Programs, we deal with some of the fundamental questions in our global age: How do we understand a culture or society that is radically different from our own? This course has two parts. In the first half, we read theoretical texts such as Said's Orientalism, excerpts from Hegel's and Marx's writing on race and world history, recent work on the epistemology of ignorance, studies of religion from the East (Lopez and Masuzawa), as well as debates about the "clash of civilizations" (Huntington) and the "geography of thought" (Nisbett) in order to conceptualize the notion of "the Other" and our relationship with "the Other." In the second half, we focus on writings about Asia (Tibet, Japan, and China), such as travel writing, historical analysis, and fiction. By analyzing these accounts of the journey to the East, we learn to recognize the complex relationships we have with the cultural, religious, and social traditions that are radically different from our own, with the hope that we can develop a meaningful connection with them through reflective understanding. This course helps both sociology and Asian studies students theorize the complex and creative relationship between oneself and "the Other," and it is of use to students who have recently returned from study abroad (particularly Asia), as well as the ones who are preparing to go abroad. Prerequisite: introductory sociology course (100 level) or permission of the instructor. Offered every other year.

Knowing how to answer a question, including what constitutes good evidence and how to collect it, is a necessary ability for any sociologist, or for any student reading the sociological research of others. The primary goal is to understand when and how to use research strategies such as survey questionnaires, interviews, fieldwork, and analysis of historical documents. Students will conduct small-scale research projects using these techniques. This course is not intended for seniors, although it is required for all sociology majors. Students are advised, then, to enroll in this class as soon as they begin to consider majoring in Sociology. Prerequisites: introductory sociology course (100 level) and sophomore standing. Offered every year.

This first half of the year-long intermediate-level language course is designed for students who are interested in developing their ability to speak, read, write, and understand Spanish. A comprehensive grammar review is included. The texts chosen for the course serve as a general introduction to Hispanic culture and literature. Short articles from the Hispanic press and Spanish-language magazines, language software, and a video series of images from Spanish-speaking cultures are among the materials on which class activities may be centered. One additional fifty-minute practice session per week, conducted by a language teaching assistant, will be required. Prerequisite: SPAN 111Y-112Y or equivalent. Offered every year.

This first half of the year-long intermediate-level language course is designed for students who are interested in developing their ability to speak, read, write, and understand Spanish. A comprehensive grammar review is included. The texts chosen for the course serve as a general introduction to Hispanic culture and literature. Short articles from the Hispanic press and Spanish-language magazines, language software, and a video series of images from Spanish-speaking cultures are among the materials on which class activities may be centered. One additional fifty-minute practice session per week, conducted by a language teaching assistant, will be required. Prerequisite: SPAN 111Y-112Y or equivalent. Offered every year.

This first half of the year-long intermediate-level language course is designed for students who are interested in developing their ability to speak, read, write, and understand Spanish. A comprehensive grammar review is included. The texts chosen for the course serve as a general introduction to Hispanic culture and literature. Short articles from the Hispanic press and Spanish-language magazines, language software, and a video series of images from Spanish-speaking cultures are among the materials on which class activities may be centered. One additional fifty-minute practice session per week, conducted by a language teaching assistant, will be required. Prerequisite: SPAN 111Y-112Y or equivalent. Offered every year.

This is an introductory-level literature and culture course whose aim is to explore the relationship between artistic expression and popular culture in Spain from the period of the "Transition" (between the Franco dictatorship and democracy) up to the present. Bringing into focus an array of cultural artifacts from literature, film, music, and the visual arts, the course looks at complexly rendered depictions of the cultural "other" often marginalized due to ethnicity, gender, class, profession, ideology, or language. Among the "others" to be considered are gypsies, flamenco performers, immigrants, working-class women, homosexuals, "toreros," delinquents, law-enforcement officials, and residents of the political and linguistic periphery. Among the cultural artifacts to be considered are films by Jaime Chávarri, Montxo Armendáriz, Carlos Saura, and Julio Médem; the TV program Cuéntame cómo pasó; musical compositions by Camarón de la Isla, "Ketama," "Radio Tarifa," and "Martirio"; illustrated anti-taurine essays by Manuel Vincent/Ops; and short fiction by Ignacio Martínez de Pisón and Lorenzo Silva. Our discussions, and paper assignments for the course, will draw on ideas from the field of cultural studies. With the exception of some background readings, all work for the course is in Spanish. Prerequisite: completion of SPAN 321 or an appropriate score on Kenyon's placement exam. The course will not generally be open to students who have taken a literature course numbered above 335.

Literature and science have enjoyed a fluid relationship for centuries, but in the particular case of the nineteenth century, the novel became a laboratory for understanding both the individual and society. In Spain, writers sought to capture and critique "reality" with new knowledge about the laws governing behavior, and in the process they came to reveal unanticipated truths about the nature of scientific discovery. In particular, sex was on the mind, and in this course we will attempt to understand how and why. Across Europe, groundbreaking, often disquieting schools of thought fueled the popular imagination, from evolutionism to criminology, experimental medicine, and psychoanalysis. Together, in Spanish translation, these writings and related essays on sex will frame our discussions of novels from several of the greatest Spanish realists, including Benito Pérez Galdós, Emilia Pardo Bazán, Jacinto Octavio Picón, and Leopoldo Alas (Clarín). Their representations both disturb and entertain, feeling more like fun-house mirrors than anything else, and thus we will no doubt question the science of such reflections. Our last author will be Miguel de Unamuno, as we look at how this wayward realist and his later novel Niebla (1914) managed to turn the entire enterprise on its head.

Using literature, art, and history as the primary sources of exploration, this course examines aesthetic constructions of Mexico from the movement of independence led by Father Miguel Hidalgo y Costilla in 1810 to the present. Through close analysis of the most representative and influential works of Mexican literature and art, the course explores thematically and chronologically an array of issues, including early nation building, the Mexican Revolution, cuadillismo, political repression, machismo, malinchismo, and diverse conceptualizations of national identity. The course will focus on how prominent writers such as Octavio Paz, Carlos Fuentes, Mariano Azuela, Rodolfo Usigli, Elena Poniatowska, Elena Garro, and Sabina Berman, as well as the "muralistas" Rivera, Siqueiros, and Orozco, have responded to these issues, contributing to the historic myths of the Mexican nation. Prerequisite: SPAN 321 or equivalent. Normally offered every three years.

For García Márquez, the Caribbean is a "hallucinated and hallucinating world where the maddest of illusions end up being true and the other side of reality is discovered." In this class, we will study the writing that such a reality has produced, focusing on contemporary works that represent and challenge colonialism and neocolonialism. We will consider essay, narrative, poetry, and theater by a variety of authors from Cuba, the Dominican Republic, and Puerto Rico. The course will use as a theoretical perspective postcolonial studies and give particular emphasis to concepts like alterity, appropriation, counter-discourse, decolonization, diaspora, ethnicity, and transculturation, among others. Relevant theoretical voices from the region that have created a culture of resistance to the imperial order, and an introduction to the history of the region, will also be incorporated.The course is recommended for Spanish and international studies majors. Prerequisite: SPAN 321 or equivalent. Normally offered every three years.