AAS 590 (section MN): "Asian American Cultural Studies"

Prof. Mimi Nguyen 
Th 1-3:50pm
Location TBA 
CRN: 46471 

This seminar provides an introduction to the history and theory of cultural studies, an interdisciplinary field that examines the meanings and functions of "culture." Rather than seeing "culture" as something that is fixed and inherent to particular nations or populations, cultural studies approaches "culture" as something that is constructed and evolves through specific historical, political, economic, and social processes. The course will cover some of these most influential theories that have broad applications in many areas of inquiry. At the same time, the course will also analyze--and sometimes question--the applicability of these theories for Asian/American cultural studies. We will discuss how the specific conditions of the world today -- i.e. the increasing flows of culture, capital and bodies in an age of globalization -- and the particularity of Asia's relation to "America -- with its multiple histories of neocolonialism, immigration, and empire -- both necessitate and expand upon the theoretical questions posed by cultural studies. We will also examine recent reconceptualizations of Asian American studies through the lenses of cultural studies but also postcolonial studies, poststructuralist critiques, and feminist and queer theories that locate analytics of gender and sexuality at the heart of new research questions.

 

 

COMM590: Transnational Multicultural Studies in Communications

Prof. Angharad N. Valdivia ( valdivia@uiuc.edu )  
Thursday 3:00pm-5:00pm
221 Gregory
CRN: 41214  

This course explores issues of gender, race, ethnicity, sexuality, and class from a global perspective within the broad ranging fields of communications and media studies.  Furthermore, given that one of the themes is "global/local" our attention will include issues of border studies and national [US] immigration and constructions of difference as they are related to the transnational framework of analysis.  Whereas previously the bulk of the readings came from an interdisciplinary set of sources, contemporarily there is excellent material from within communications and media studies.  Nonetheless, we will work against the backdrop of postcolonial studies, international studies, Latin American Studies, English literature, anthropology, US Latina/o studies, feminist and multicultural studies.  Students can choose to write response essays or invest their time in one research paper. 

 

 

CWL 471 /  571 (sec D): "Freud"

Prof. Lilya Kaganovsky (lilya@uiuc.edu)
TuTh 3-4:20pm
1128 Foreign Languages Building
CRNs: (G) 47167, (UG) 46007

A close study of the writings of Sigmund Freud, beginning with the 1895 volume, Studies on Hysteria. Emphasis will be placed on Freud's methodological contributions to the development of Western thought, on psychoanalysis as a critical and theoretical apparatus, and on Freud's value for literary studies.

Examples of the elaboration or application of Freudian methodology will include works by Melanie Klein, Jacques Lacan, Shoshana Felman, Peter Brooks, Kaja Silverman, and Slavoj Zizek. These theorists will help us to pose the question: what is a "Freudian" reading? Graduate requirements for the course are: attendance and participation, in-class presentation, final seminar paper. 

 

 

 

 

ENGL 466: Theory of Modern Drama 

Professor: Julia Walker
TR 12:30 PM - 01:45 PM 
259 English Bldg 
CRNs: 46816 (G section 4 credits), 46814 (UG section 3 credits)

What makes Modern Drama “modern”?  What did modern thinkers think?  Curiously, they looked back to the drama of Ancient Greece, using it as a standard against which to measure the distance and compare the differences between it and the drama of their own time.  While some moderns faulted modern drama for its failure to adhere to the classical model, others viewed it as an evolutionary triumph, while still others sought an objective perspective from which to analyze modern drama in relation to the modern age.  In this course, we will survey the theories of modern drama that were both born in and came to define the period of modernity.  Beginning with Friedrich Nietzsche and Richard Wagner, the first unit will consider the relationship between language and music, text and performance, exploring also the work of the Cambridge anthropologists and the debate waged by William Archer and T. S. Eliot.  Our second unit will focus on the psychologization of character, examining two landmark essays—Georg Lukacs’s “The Sociology of Modern Drama” and George Bernard Shaw’s “The Quintessence of Ibsenism”—in conjunction with the writings of modern acting theorists such as Francois Delsarte and Konstantin Stanislavsky.  The third and final unit of the course will explore the relationship between social and aesthetic form, engaging the famous Brecht-Lukacs debate as well as Walter Benjamin’s thesis on the German Trauerspiel.  With every unit, representative plays will be read, discussed and, where possible, viewed in performance (e.g., on film). 

 

 

 

English 527: Trade, Colonialism, and Literature in the Long Eighteenth-Century 

Professor Robert Markley
T 1:00 PM - 2:50 PM 
125 English Bldg
CRN: 32265  

This seminar will explore the complex relations among trade, colonialism and literature (fictional and non-fictional) in the second half of the seventeenth and eighteenth centuries.  Drawing on the work of a variety of feminist and postcolonial theorists as well as on work in economic history and historical ecology, we will read and discuss some of the major texts of the period as well as a number of narratives that traditionally have not made it into the canon.  Participants in the seminar will be encouraged to explore projects that  resonate beyond the seventeenth and eighteenth centuries.   Those students who are not primarily scholars of the early modern period are more than welcome to use the seminar in ways that will further their own interests and research.   

We will devote attention to texts concerned with the Far East as well as those set in or concerned primarily with the Americas.   Some of the topics we will adrress include the literature of commerce and its effects on the literature of the period; reactions to the European the slave trade in Africa and the Americas; recent trends in postcolonial criticism; representations of the native woman as “other” in light of recent  feminist criticism; piracy and piratical literature and its influence on the development of the novel; and the limitations of British commerical and naval power in the South Seas and the Far East.   The texts include Aphra Behn’s Oroonoko and The Widow Ranter; John Dryden’s The Indian Queen, Indian Emperor, and Aureng-Zebe; Daniel Defoe’s Robinson Crusoe, the little-read but extraordinarily popular (in the eighteenth and nineteenth centuries) Farther Adventures of Robinson Crusoe; Captain Singleton; and Lady Mary Wortley Montagu’s Turkish Letters.  Theory and secondary criticism will include works by feminist scholars (Felicity Nussbaum, Bridget Orr, Heidi Hutner; Charlotte Sussman); historians and historical ecologists (Jack Goldstone, Kenneth Pomeranz, and Frank Perlin); and postcolonial critics (Peter Hulme, Joseph Roach, Rajani Sudan, Srinivas Aravamudan, Lynn Fetsa, and Betty Joseph).

 

 

English 559 E (Seminar in Afro-American Literature): After the Harlem Renaissance

Prof. William J. Maxwell
1:00-2:50 p.m. on Wednesdays
123 English Bldg  
CRN: 39298 

Historian Rayford Logan famously labeled the thirty years following the betrayal of southern Reconstruction as the “nadir” of African-American politics.  Had Logan been a literary critic, he might have joined his peers in locating a modern nadir in African-American writing between the collapse of the Harlem Renaissance and the Brown v. Board of Education decision of 1954, an interregnum variously identified with “protest literature,” “proletarian literature,” “social realism,” the “School of Richard Wright,” the “Chicago Renaissance” and, to cite the bewildering compound effort of the _Norton Anthology_, “Realism, Naturalism, Modernism.”  This seminar aims to reopen the case of a low ebb ironically full of antagonistic highlights, Wright’s _Native Son_ (1940) and Zora Neale Hurston’s _Their Eyes Were Watching God_ (1937) included.  Among other things, it will examine the uncertain self-periodization of a literature awaiting the reacceleration of historical time.  How did African-American writing from the early 1930s to the early 1950s itself conceive of its belatedness, its exile from the open modernity of the New Negro vogue?  How did texts from Wallace Thurman’s end-of-Renaissance _Infants of the Spring_ (1932) to Ralph Ellison’s end-of-segregation _Invisible Man_ (1952) figure a whole series of post-Renaissance “afters,” some of them surprisingly pertinent in the short, anxious twenty-first century: after race; after identity; after visibility; after primitivism; after cosmopolitanism; after free-market prosperity; after high modernism, historical avant gardism, and classical bohemianism?  The reading list will contain the titles mentioned above, and works by some combination of William Attaway, James Baldwin, Arna Bontemps, Gwendolyn Brooks, Sterling Brown, Chester Himes, Langston Hughes, Claude McKay, Ann Petry, Melvin Tolson, Margaret Walker, and Dorothy West.  The seminar should best serve students interested in an advanced introduction to (1) African-American prose and poetry in the mid-twentieth century; (2) the intellectual history of the Great Depression and its echoes in the 1940s and ’50s; and (3) the relations among historical fictions, historical materialisms, and literary-historical methods.

 

 

EPS/Communications 575: Pro-seminar in Cultural Studies and Critical Interpretation

Professor: Cameron McCarthy Day & Time: Mon/Wed--11:00:-1:00 
Office: 244 Greg Hall Office Hrs: Mon/Wed –2:00–3:00 
Phone: 244-4953 Location: Rm TBA
CRNs: (EPS) 31465, (COMM) 31462

Course Description

This course will offer students the opportunity to become familiar with the history, applications and limitations of several theoretical and methodological approaches to the study of contemporary culture and popular media that have been developed in the emergent research field known as cultural studies. It is intended to provide students with analytical frameworks for understanding contemporary cultural life. Debates and issues within cultural studies and debates between cultural studies and other schools of thought will serve as the organizing agenda for exploring: the relationships between culture, experience and unequal social relations of gender, race, class, nation, and sexuality; youth cultures, resistance through rituals; popular culture, power and public policy; cultural imperialism and center-periphery relations; poststructuralism and its implications for the study of culture; and the impact of cultural studies across the disciplines. This course is interdisciplinary and should be of interest to students with backgrounds in several different areas, including: a) research methods that combine textual analysis of contemporary popular media and culture with sociological analysis; b) theoretical encounters and bridges between continental thought and American traditions; c) feminist theory, poststructuralism, semiotics, cultural geography, psychoanalysis, queer theory, Marxist political economy analysis, postcolonialism and critical race theory in education; and d) the application of literary and rhetorical theories to the media and popular culture. The pro-seminar will meet twice per week (for approximately 2 hours per session).

The following books have been ordered for the course: 

Bauman, Z. (1998). Globalization: The human consequences.(Required) New York: Columbia University. 

Bourdieu, P. (1993). The Field of Cultural Production (Required). New York: Columbia. 

Bratich, J. Packer, J. & McCarthy, C. (2003). Foucault, Cultural Studies and Governmentality (Recommended). Albany, New York: SUNY Press. 

Carey, J. (1992). Communication as Culture: Essays on Media and Society (Required). New York: Routledge. 

Clifford, J. (1988). The Predicament of Culture (Required). Cambridge, MA: Harvard. 

Czitrom, D. (1982) Media and the American Mind. (Required)Chapel Hill, NC: The University of North Carolina. 

Dworkin, D. (1997). Cultural Marxism in Postwar Britain (Required). Durham, North Carolina: Duke. 

Evans, J. & Hall, S. (Eds.) (1999). Visual Culture: The Reader (Recommended) London: Sage. 

Hall, S., Held, D. Hubert, D. & Thompson, K. (1996) (Eds) Modernity. (Recommended). Oxford: Blackwell. 

Harvey, D. (2003). Paris, Capital of Modernity. ()Recommended) New York: Routledge. 

Hebdige, D. (1988). Subculture: The Meaning of Style. (Required). London: Methuen. 

Huntington, S.P. (2003). The Clash of Civilizations and the Remaking of the World Order. (Required) New York: Simon & Schuster. 

Jencks, C. (1986). What is post-modernism? (Required) New York: St. Martin’s Press. 

McCarthy, C., Crichlow, W., Dimitriadis, G., & Dolby, N. (2005). (Eds), Race, Identity and Representation in Education. (Recommended) New York: Routledge. 

Rabinow, P. (1984). The Foucault Reader (Recommended). New York: Pantheon. 

Rosaldo, R. (1993) Culture and Truth: The Remaking of Social Analysis (Required). Boston: Beacon. 

Storey, J. (Ed.) (1998). Cultural Theory and Popular culture: A Reader (Required). Athens, Georgia. 

Todorov, T. (1984). The Conquest of America. (Required) New York: Harper Collins Publishers. 

Williams, R. (1992) Television: Technology and Cultural Form (Required). Hanover, NH: Wesleyan/New England. 

 

**Please note that books for this course can be purchased from the University Bookstore. A reader for the course is available at Notes and Quotes. 

  

Course Requirements 

Students will be expected to: 

1. Complete all assigned readings and participate in class discussion……............10% of Grade 

2. Complete a short paper proposal/problem statement (1-2 pages) to be submitted by the sixth session of the class (Wednesday, February 5, 2007). You will be expected to do a short presentation on your proposal in class. Make enough copies for circulation to class members.................10% 

3. Submit a 5-7 page paper proposal (w/ bibliography) by Wed, March 14, 2007…20% of Grade 

4. Propose and complete a 15-20 page paper………………………………......60% of Grade 

5. Term papers are due on or before Mon, April 30, 2007 

  

Jan 15 

MLK Holiday, No Class 

Jan 17  

Introduction to Cultural Studies

What is Cultural Studies? Discussion of course outline, assignments, sign up for one-on-one meetings to discuss project proposal for the course, etc. 

Hall, S. (1990). The emergence of cultural studies and the crisis of the humanities. October, 53, 11-23. In reader....

Huntington, S.P. (2003). Preface & The new era in world politics. In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 13- 15; pp. 19- 39).New York: Simon & Schuster.

Harvey, D. (2003). Introduction: Modernity as break. In D. Harvey, Paris: Capital of Modernity (pp. 1-23).

McCarthy, C., Crichlow, W., Dimitriadis, G., & Dolby, N. (2005). (Eds). Intro: In, C. McCarthy et al. Race, Identity and Representation in Education (pp. xi-xxix). New York: Routledge. 

Viewing: Charley Chaplin’s Modern Times 

Jan 22
Defining Culture in Modern Times

Czitrom, D. “Lightning lines” and the birth of modern communications. In, Media and the American Mind (3-29).

Boocock, R. (1996). The cultural formations of modern society. In Hall et al. (Eds.) Modernity (pp. 149-183).

Harvey, D. (2003). The myths of modernity: Balzac’s Paris. In D. Harvey, Paris: Capital of Modernity (pp. 23-56)

Huntington, S.P. (2003). Civilization in history and today. In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 40-55).New York: Simon & Schuster.

Arnold , M. (1998). Culture and anarchy. In, Storey (Ed.), Cultural Theory and Popular Culture (pp. 7-12).

F.R. Leavis, Mass civilization and minority culture. In Storey (Ed.), Cultural Theory and Popular Culture (pp. 13-21). 

Viewing: Billy Eliot 

Other Sources 

Turner, G. (1990). British Cultural Studies. New York: Routledge.

Morley, D. & Chen, K. (1996). Stuart Hall: Critical Dialogues in Cultural Studies. New York: Routledge.

Grossberg, L. (1997). Introduction: ‘Birmingham’ in America? Cultural Studies: What’s in a name? (One more time). In L. Grossberg. Bringing it all back home: Essays on cultural studies (pp. 1-32; pp. 245-271). Durham: Duke University Press.

O’connor, A. (1991). The emergence of cultural studies in Latin America. In, Critical Studies in Mass Communication 8, pp. 60-73. 

  

Jan 24 

 Defining Cultural Studies I 

(Cultural Populism)

Dworkin, D. (1997). Introduction & Lost Rights. In D. Dworkin, Cultural Marxism in Postwar Britain, (pp. 1-9, pp. 10-44). Durham: Duke University Press.

Czitrom, D. (1982). American motion pictures. In, Media and the American Mind (pp. 30-59).

Williams, R. (1992). The technology and the society. In Williams, Television: Technology and Cultural Form (pp. 3-24). Wesleyan/New England.

Carey, J. (1992). A cultural approach to communication. In, Carey Communication as Culture (pp. 13-36).

Hall, S. (1993). Encoding, decoding. In S. Durning, The Cultural Studies Reader (pp. 90-103). In reader.................................................................................................

Other Sources

Frow, J. & Morrison, M. (1993). Australian Cultural Studies: A Reader. Champaign, IL: University of Illinois Press.

McGuigan, J. (1998). Trajectories of cultural populism. In, Storey, J. (Ed.) Cultural theory and popular culture: A reader (pp. 587-599).

Curran, J., Morley, D. & Walkerdine, V. (1996). Cultural Studies and Communications. New York: Arnold. 

 

Jan 29 

Defining Cultural Studies II 

(Early Problematics)

Required

Hall, S. (1980). Cultural studies and the Centre: Some problematics and problems. In S. Hall et al (Eds.), Culture, media, language (pp. 15-47). London: Hutchinson--CCCS. In reader.........

Czitrom, D. (1982). The ethereal hearth. In, Media and the American Mind (pp. 60-90) Chapel Hill, NC: The University of North Carolina.

Dworkin, D. (1997). Socialism at full stretch & Culture is ordinary. In D. Dworkin, Cultural Marxism in Postwar Britain, (pp. 45-78, pp. 79-124). Durham: Duke Press.

Williams, R. (1992) Introduction by Lynn Spiegel & Institutions of the technology. In R. Williams. Television: Technology and Cultural Form (pp. ix-xxxvii; pp. 26-37). Hanover, NH: Wesleyan/New England.

Harvey, D. (2003). Dreaming the body politic: Revolutionary politics and utopian schemes, 1830, 1848. In D. Harvey, Paris: Capital of Modernity (pp. 59-89). 

Other Sources

Butler , J. (1998 Jan/Feb). Merely cultural. New Left Review 227, pp. 33-45.

Fraser, N. (1998 March/April). Heterosexism, miscrecognition & capitalism. New Left Review 228, pp. 140-150.

Jan 31

The Birmingham School

Required

Williams, R. (1998). The analysis of culture. In, J.Storey (Ed.) Cultural theory and popular culture: A reader (pp. 48-56). 

Hall, S. (1994). Cultural studies: Two paradigms. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 521-538). Princeton: Princeton University Press. In the reader........

Hoggart, R. (1998). The full rich life & the newer mass art: Sex in shiny packets. In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 42-47). New York: Harvester Wheatsheaf. 

Thompson, EP. (1998). Preface from the Making of the English working class. In J. Storey (Ed.), Cultural theory and popular culture (pp. 57-60). .

Gramsci, A. (1998). Hegemony, intellectuals and the state. In, Storey, J. (Ed.), Cultural theory and popular culture: A reader (pp. 210-216).

Carey, J. (1992). Mass communications and cultural studies. In Carey, Communication as Culture (pp. 37-68). New York: Routledge

Other Sources

Evans, J. & Hall, S. (1999). What is visual culture? In, J. Evans and S. Hall (Eds), Visual Culture: The Reader (pp. 1-8). London: Sage.

Hall, S. (1993). Encoding, decoding. In S. Durning (Ed.) The cultural studies reader (pp. 90-103). London: Routledge.

Hebdige, D. (1993). From Culture to hegemony. In S. Durning (Ed.) The cultural studies reader (pp. 357-367) London: Routledge.

Hoggart, R. (1957). Who are ‘the working-classes’?; Summary of present tendencies in mass culture. In R. Hoggart. The uses of literacy (pp. 15-26; pp. 270-282). Boston: Beacon Press.

Morley, D. (1992). Introduction; Where the global meets the local: Notes from the sitting room. In D. Morley. Television, audiences, and cultural studies (pp. 1-41; pp. 270-289). London: Routledge. 

Thompson, EP. (1963). The making of the English working class. New York: Vintage.

Willis, P. (1994). Symbolic creativity. In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 523-530). New York: Harvester Wheatsheaf.

Willis, P. (1981). Elements of a culture. In P. Willis. Learning to Labor (pp. 11-51). New York: Columbia University Press.

Williams, R. (1994). Selections from Marxism and literature. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 585-608). Princeton: Princeton, University Press.

Williams, R. (1989). Culture is ordinary. In R. Williams. Resources of hope: Culture, democracy, socialism (pp. 3-18). New York: Verso.

Williams, R. (1976). Keywords. London: Fontana.

Williams, R. (1961). Introduction; The growth of the reading public; The growth of the popular press. In R. Williams. The long revolution (pp. ix-xiv; pp. 156-172; pp. 173-213), Westport: Greenwood Press. 

 

Feb 5 

The Frankfurt School: Part One

Required

Hamilton, P. (1996). The Enlightenment and the birth of social science. In, S. Hall, D. Held, D. Hubert & K, Thompson (Eds) Modernity (pp. 19-54). Oxford: Blackwell.

Czitrom, D. Toward a new community? Modern communications in the social thought of Charles Horton Cooley, John Dewey, and Robert E. Park. In, Media and the American Mind (91-121).

Harvey, D. (2003). Prologue. In D. Harvey, Paris: Capital of Modernity (pp. 93-107)

Horkeimer, M. (1978). Traditional and critical theory. In, P. Connerton (Ed.), Critical Sociology (pp. 206-224). In the reader…………..

Benjamin, W. (1968). The work of art in the age of mechanical reproduction. In W. Benjamin. Illuminations (pp. 217-251). New York: Schocken Press. In the reader.............

Carey, J. (1992). Reconceiving “mass” and “media.” In, Carey Communication as Culture (pp. 69-88). New York: Routledge 

 

Feb 7 

The Frankfurt School: Part Two

Required

Huntington, S.P. (2003). A universal civilization? Modernization and Westernization. In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 56-80).New York: Simon & Schuster.

Adorno, T. & Horkheimer, M. (1993). The culture industry; Enlightenment as mass deception. In, S. During (Ed), The Cultural Studies Reader (pp.29-43). In the reader……………………. 

Habermas, J. (1989). Problems of legitimation in late capitalism. In, P. Connerton (Ed.), Critical Sociology (pp. 363-387). In the reader.......................................

Harvey, D. (2003). The organization of space relations. In D. Harvey, Paris: Capital of Modernity (pp. 107-116).

Fraser, N. (1997). Rethinking the public sphere: A contribution to the critique of actually existing democracy. In N. Fraser. Justice interruptus: Critical reflections on the ‘postsocialist’ condition (pp. 69-98). London: Routledge. In the reader........................

Other Sources

Leavis, F.R. & Thompson, D. (1994). Advertising: Types of appeal. In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 21-28). New York: Harvester Wheatsheaf

Horkheimer, M. & T. Adorno (1994). The Introduction, The culture industry. In M, Horkheimer & T. Adorno, The Dialectic of Enlightenment (pp. xi-xvii, pp. 120-167). New York: Continuum.

Eley, G. (1994). Nations, publics, and political cultures: Placing Habermas in the nineteenth century. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 297-335). Princeton: Princeton University Press.

Habermas, J. (1983). Modernity-- An incomplete project. In H. Foster (Ed.) The anti-aesthetic: Essays on postmodern culture (pp. 3-15). Seattle: Bay Press.

Held, D. (1980). Introduction; The formation of the Institute of Social Research. In D. Held. Introduction to critical theory: Horkheimer to Habermas (pp. 13-26; pp. 29-39). Berkeley: University of California Press. 

  

Feb 12 

Marxism and Cultural Studies 

Required 

Held, D. (1996). The development of the modern state. In S. Hall, D. Held, D. Hubert & K. Thompson (Eds) Modernity (pp. 55-89). Oxford: Blackwell.

Althusser, L. (1998). Ideology and the ideological state apparatus. In J. Storey (Ed.), Cultural theory and popular culture (pp. 153-164).

Bourdieu, P. (1993). Introduction: Pierre Bourdieu on art, literature, & culture. The Field of Cultural Production (pp.1-25). New York: Columbia.

Marx, K., & Engels, F. (1998). Ruling class and ruling ideas. In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 191-192)

Marx, K. (1998). Base and superstructure. In J. Storey (Ed.) Cultural theory and popular culture (p. 193).

Grossberg, L. (2005). Cultural Studies, the war against kids, and the re-becoming of America. In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 349-368). New York: Routledge.

Other Sources

Grossberg, L. (1997). Strategies of Marxist cultural interpretation. In L. Grossberg. Bringing it all back home: Essays on cultural studies (pp. 103-137). Durham: Duke University Press.

Bennett, T. (1994). Popular culture and ‘the turn to Gramsci.’ In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 222-229). New York: Harvester Wheatsheaf.

Davis, M. (1990). Power lines. In M. Davis. City of quartz: Excavating the future in Los Angeles (pp. 101-149). New York: Vintage.

Gramsci, A. (1994). Hegemony, intellectuals, and the state. In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 215-221). New York: Harvester Wheatsheaf.

Jameson, F. (1984). Post-modernism, Or the cultural logic of late capitalism. New Left Review 146, 53-92.

McRobbie, A. (1992). Post-Marxism and cultural studies: A post-script. In L. Grossberg et al (Eds.) Cultural studies, (pp. 719-730). London: Routledge. 

Mouffe, C. (1988). Hegemony and new political subjects: Towards a new concept of democracy. In C. Nelson et al (Eds.), Marxism and the interpretation of culture (pp. 89-104). Urbana: University of Illinois Press.

West, C. (1993). Race and social theory. In C. West, Keeping faith: Philosophy and race in America (pp. 251-270). London: Routledge. 

West, C. (1988). Marxism and the specificity of Afro-American oppression. In C. Nelson et al (Eds.) Marxism and the interpretation of culture (pp. 17-33). Urbana: University of Illinois Press. 

 

Feb 14 

Poststructuralism

Required

Deleuze, G. (1993). Rhizome versus tree. In C. Boundas (Ed.) The Deleuze reader (pp. 27-36). New York: Columbia University Press. In reader......................

Foucault, M. (1980). Governmentality. In G. Burchell, C. Gordon, & P. Miller, The Foucault Effect. 

(pp. 87-104). Chicago. In the reader………………………………………………………………..

Bennett, T. (1998). Popular culture and ‘the turn to Gramsci.’ In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 217-224).

Packer, J. (2003). Mapping the intersections of Foucault and cultural studies: An Interview with Lawrence Grossberg and Toby Miller, October 2000. In J. Bratich, J. Packer, & C. McCarthy (eds.). Foucault, Cultural Studies and Governmentality (pp. 23-46). Albany, New York: SUNY Press. 

Other Sources

Grossberg, L. (1997). Wandering audiences, nomadic critics. In L. Grossberg. Bringing it all back home: Essays on cultural studies (pp. 303-319). Durham: Duke University Press.

Foucault, M. (1990). We ‘other Victorians.’ In M. Foucault. The history of sexuality, Volume 1 (pp. 3-13). New York: Vintage.

Foucault, M. (1977). Discipline and Punish: The Birth of the Prison. New York: Vintage. 

Feb 19 

Postmodernism 

Required 

McLennan, G. (1996) The Enlightenment project revisited. In Hall et al. (Eds.) Modernity (pp. 636-662). Oxford: Blackwell

Jencks, C. (1986). What is post-modernism? New York: St. Martin’s Press.

Giddens, A. (1994). The consequences of modernity. In P. Williams & L. Chrisman, Colonial Discourse and Postcolonial Theory (pp.181-189). New York: Columbia U. Press. In the Reader........

Jameson, F. (1983). Postmodernism and consumer society. In H. Foster (Ed.) The anti-aesthetic: Essays on postmodern culture (pp. 111-125). Seattle: Bay Press. In the reader…………….

Lyotard, J. (1993). Defining the postmodern. In S. Durning (Ed.) The cultural studies reader (pp. 170-173). London: Routledge. In the reader......................................

Habermas, J. (1983) Modernity— An Incomplete Project. In Foster, The Anti-Aesthetic (pp. 3-15). Seattle; Bay Press. In the Reader......... .....................................................

Foucault, M. (1984). What is an author? In P. Rabinow, The Foucault Reader (pp. 101-120). New York: Pantheon.

Other Sources

Baudrillard, J. (1994). The precession of simulacra. In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 361-368). New York: Harvester Wheatsheaf.

Berman, M. (1982). Introduction: Modernity--Yesterday, today and tomorrow; All that’s solid melts into air: Marx, modernism and modernization. In M. Berman All that’s solid melts into air: The experience of modernity (pp. 15-36; pp. 87-129). New York: Penguin Books.

Harvey, D. (1990). The passage from modernity to postmodernity in contemporary culture. In D. Harvey. The condition of postmodernity: An enquiry into the origins of cultural change (pp. 3-118). Cambridge, Blackwell.

Lyotard, J. (1979). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press. 

  

Feb 21 

Feminist Theory

Required

Sandoval, C. (1991). US third world feminism: The theory and method of oppositional consciousness in the postmodern world. Genders 10, pp. 1-24. In the reader…………………

Bobo, J. (1998). The Color Purple: Black women as cultural readers. In, J. Storey (Ed.), Cultural theory and popular culture: A reader (pp. 310-318).

McRobbie, A. (1991). Girls and subcultures; Settling accounts with subculture: A feminist critique. In A. McRobbie. Feminism and youth culture: From Jackie to Just Seventeen (pp. 1-15; pp. 16-34). Boston: Unwin Hyman. In reader................................................................

Nightinghale, V. (2003) The cultural revolution in audience research. In, In, A. Valdivia (Ed.), A Companion to Media Studies (pp. 360-381). In the reader…………………………….

McRobbie, A. (1997). More! New sexualities in girls and women’s magazines. In McRobbie, Back to Reality?—Social Experience and Cultural Studies (pp. 190-209). New York: Manchester University Press. In the reader………………………………………………………………………

Other Sources

Alcoff, L. (1994). Cultural feminism versus post-structuralism: The identity crisis in feminist theory. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 96-122). Princeton: Princeton University Press. In reader............................................

Burton-Cravajal, J. (2003). Oedipus Tex/Oedipus Mex: Triangulations of paternity, race, and nation in John Sayles’s Lone Star. In E.Shohat and R. Stam (eds.), Multiculturalism, Postcoloniality and Transnational Media (pp. 129-152). New Brunswick, New Jersey: Rutgers.

Chow, R. (1995) Part 1: Visuality, modernity, and primitive passions. In R. Chow, Primitive Passions (pp. 1-52). New York: Columbia University

Haraway, D. (1990). A manifesto for cyborgs: Science, technology, and socialist-feminism for the 80s. In L. Nicholson, Feminism/Postmodernism (pp. 190-233). London: Routledge. In the Reader.....

Nightingale, V. (1996) Preface & An audience perspective and media criticism. In V. Nightingale, Studying Audiences: The Shock of The Real (pp. vii-xi, pp. 1-20). New York: Routledge. In the reader.

Radway, J. (1994). Reading the romance. In J. Storey (Ed.). Cultural theory and popular culture: A reader (pp. 284-301). New York: Harvester Wheatsheaf.

Wallace, M. (1992). Negative images: Towards a Black feminist cultural criticism. In L. Grossberg et al (Eds.) Cultural studies (pp. 654-671). London: Routledge.

Mulvey, L. (1975). Visual pleasure and narrative cinema. Screen 16 (3), 6-18.

Butler, J. (1995). Introduction. In J. Butler. Bodies that matter, (pp. 1-23). London: Routledge.

Chabram-Dernersesian, A. (1992). I throw punches for my race but I don’t want to be a man: Writing us--Chica-nos (girl, us) / Chican as--into the movement script. In L. Grossberg et al (Eds.), Cultural studies, (pp. 81-95). London: Routledge.

Christian, B. (1990). The race for theory. In G. Anzaldua (Ed.) Making face, making soul Haciendo caras: Creative and critical perspectives by feminists of color (pp. 335-345). San Francisco: Aunt Lute Books.

Collins, P.H. (1990). The politics of Black feminist thought; Defining Black feminist thought. In P.H. Collins. Black feminist thought: Knowledge, consciousness, and the politics of empowerment, (pp. 3-18; pp. 19-40). London: Routledge.

hooks, b. (1992). Eating the other: Desire and resistance; Revolutionary Black women: Making ourselves subject. In b. hooks. Black looks: Race and representation (pp. 21-39; pp. 41-60). Boston: South End Press.

McClary, S. (1994). Living to tell: Madonna’s resurrection of the fleshy. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 459-482). Princeton: Princeton University Press.

Minh-Ha, T. (1990). Not you/ Like you: Post-colonial women and the interlocking questions of identity and difference. In G. Anzaldua (Ed.) Making face, making soul Haciendo caras: Creative and critical perspectives by feminists of color, (pp. 371-389). San Francisco: Aunt Lute Books.

Morris, M. (1994). Feminism, reading, postmodernism. In J. Storey (Ed.) In Cultural theory and popular culture: A reader (pp. 369-375). New York: Harvester Wheatsheaf.

Owens, C. (1983) The discourse of others: Feminists and postmodernism. In H. Foster (Ed.) The anti-aesthetic: Essays on postmodern culture (pp. 57-82). Seattle: Bay Press.

Penley, C. (1992). Feminism, psychoanalysis, and the study of popular culture. In L. Grossberg et al (Eds.), Cultural studies, (pp. 479-500). London: Routledge.

Radway, J. (1994). Reading the romance. In J. Storey (Ed.) Cultural theory and popular culture: A reader, (pp. 284-301). New York: Harvester Wheatsheaf.

Radway, J. (1991). Introduction: Writing Reading the romance; Conclusion. In J. Radway. Reading the romance: Women, patriarchy, and popular literature (pp. 1-18; pp. 209-222). Chapel Hill: University of North Carolina Press.

Anzaldua, G. (1990). La conciencia de la mestiza: Towards a new consciousness. In G. Anzaldua (Ed.) Making face, making soul Haciendo caras: Creative and critical perspectives by feminists of color (pp. 377-389). San Francisco: Aunt Lute Books. 

  

Feb 26 

Critical Theories of Race & Identity 

Required

Harvey, D. (2003). The State. In D. Harvey, Paris: Capital of Modernity (pp. 141-152).

Hall, S. (1996). The question of cultural identity. In Hall et al. (Eds.) Modernity (pp. 595-634). Oxford: Blackwell.

Huntington, S.P. (2003). The fading of the West: Power, culture and indigenization & Economics, demography and challenger civilizations (pp.81-101; pp. 102-124) . In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 40-55).New York: Simon & Schuster.

West, C. (2005). The new cultural politics of difference. In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 29-42). New York: Routledge. 

Rosaldo, R. (1993). Introduction, Preface & Grief and the head hunter's rage. In R. Rosaldo, Culture and Truth (pp. ix-xix, pp. xxi-xxiv, 1-21).

Appadurai, A. (1996). Diversity and disciplinarity as cultural artifacts. . In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 427-438). New York: Routledge.

  

Other Sources

Gates, H.L. (1988). Introduction. In H.L. Gates. The signifying monkey: A theory of African-American literary criticism (pp. xix-xxviii). New York: Oxford University Press. In the reader…..

Stam, R. (2003). Fanon, Algeria, and the cinema: The Politics of identification. In. E. Shohat & R. Stam (eds.), Multiculturalism, Postcoloniality and Transnational Media (pp. 18-43). New Brunswick, New Jersey.

González, J. (2003). The appended subject: Race and identity as a digital assemblage. In. E. Shohat & R. Stam (eds.), Multiculturalism, Postcoloniality and Transnational Media (pp. 299-318). New Brunswick, New Jersey.

Gilroy, P. (2000). Introduction; The crisis of “race” and raciology; Modernity and infrahumanity. In, Gilroy, Between Camps: Race, Identity and Nationalism at the End of the Color line (pp. 1-8; pp. 54-96.). New York: Penquin.

Gilroy, P. (1994). ‘Get up, get into it and get involved’-- Soul, civil rights and Black power. In J. Storey (Ed.), Cultural theory and popular culture: A reader (pp. 88-98). New York: Harvester Wheatsheaf.

Lipsitz, G. (1998). Introduction: Bill Moore’s body; The possessive investment in whiteness. In, G. Lipsitz, The Possessive Investment in Whiteness (pp. vii-xx; pp1-25). New York: Temple University.

Hall, S. (1996). The west and the rest. In S. Hall, D. Held, D. Hubert & K. Thompson (Eds) Modernity (pp. 184-227). Oxford: Blackwell.

Koza, J. (1999). Rap music: The cultural politics of official representation. In C. McCarthy et al. Sound Identities: Popular Music and the Cultural Politics of Education (pp. 65-96). New York: Peter Lang.

Gilroy, P. (1992). Cultural studies and ethnic absolutism. In L. Grossberg et al (Eds.), Cultural studies (pp. 187-198). London: Routledge.

Omi, M., & Winant, H. (1994). Paradigms of race: Ethnicity, class, nation. In M. Omi & H. 

Winant. Racial formations in the United States: From the 1960s to the 1990s, (pp. 9-50). London: Routledge.

West, C. (1993). The new cultural politics of difference. In S. Durning (Ed.) The cultural studies reader (pp. 203-217). London: Routledge.

Hall, S. (1988). New ethnicities. Black film / British cinema. ICA Documents, 7, 27-31.

hooks, b. (1992). Representing whiteness in the Black imagination. In L. Grossberg et al (Eds.), Cultural studies (pp. 338-346). London: Routledge.

James, C.L.R. (1993). Negroes, women and the intellectuals. In C.L.R. James. American civilization, (pp. 199-260). Cambridge: Blackwell.

Marable, M. (1995). The divided mind of Black America: Race, ideology and politics in the post-civil-rights era. In M. Marable. Beyond Black and white: Transforming African-American politics, (pp. 203-215). London: Routledge.

Mercer, K. (1994). Welcome to the jungle: Identity and diversity in postmodern politics. In K. Mercer. Welcome to the jungle: New positions in black cultural studies (pp. 259-285). London: Routledge.

Mercer, K. (1992). “1968”: Periodizing politics and identity. In L. Grossberg et al (Eds.) Cultural studies (pp. 424-449). London: Routledge.

West, C. (1992). The postmodern crisis of the Black intellectuals. In L. Grossberg et al (Eds.) Cultural studies (pp. 689-705). London: Routledge. 

  

Feb 28 

Postcolonial Theory

Required

Rosaldo, R. (1993). The erosion of classic norms & against objectivism. In R. Rosaldo. Culture and Truth (pp. 25-45; 46-67).

Harvey, D. (2003). Abstract and concrete labor. In D. Harvey, Paris: Capital of Modernity (pp. 153-172).

Todorov, T. (1984). Part 1: Discovery, The Conquest of America. (pp. 1-50) New York: Harper Collins Publishers.

Huntington, S.P. (2003). The cultural reconfiguration of global politics &Core states, concentric circles, civilizational order. In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 125-154; pp. 155-182).New York: Simon & Schuster.

Bhabha, H. (1994). Of mimicry and man: The ambivalence of colonial discourse. In, Bhabha, The Location of culture (pp. 85-93). In the reader...............

Shohat, E. (1997). Notes on the postcolonial. In Mongia, Contemporary Postcolonial Theory (pp. 322-334). New York: Arnold. In the reader……………… 

Spivak, G. (1997). Three women’s texts and a critique of imperialism. In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 193-207). New York: Routledge. 

Other Sources

Bhabha, H. (1994) Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817. In Bhabha, The Location of Culture (102-122).

Anderson, B. (1991). Introduction; Census, map, museum. In B. Anderson. Imagined communities: Reflections on the origin and spread of nationalism( pp. 1-7; pp. 163-185). London: Verso.

Chakrabarty, D. (1997). Postcoloniality and the artifice of history: Who speaks “Indian” pasts. In, Mongia, Contemporary Postcolonial Theory (pp. 223-247). New York: Arnold..

Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis: University of Minnesota Press.

Diawara, M. (2003). The “I” Narrator in black diaspora documentary. In E.Shohat and R. Stam (eds.), Multiculturalism, Postcoloniality and Transnational Media (pp. 193-202). New Brunswick, New Jersey: Rutgers. In the reader……

James, C.L.R. (1992). Introduction & Part 1. In A. Grimshaw, The C.L.R. James Reader (pp. 1-42). Oxford, Blackwell.

Appadurai, A. (1992). Disjuncture and difference in the global cultural economy. In P. Williams & L. Chrisman, Colonial Discourse and Postcolonial Theory (pp. 324-339). New York: Columbia University Press.

Waxer, L. (1999). Consuming memories: The record-centered salsa scene in Cali. In C. McCarthy et al. Sound Identities: Popular Music and the Cultural Politics of Education (pp. 235-252). New York: Peter Lang. In the reader………………………

Appadurai, A. (1996). Playing with modernity: The decolonization of Indian cricket. In A. Appadurai. Modernity at large: Cultural dimensions of globalization (pp. 89-113). Minneapolis: University of Minnesota Press.

Ashcroft, B., Griffiths, G., & Tiffin, H. (1989). Introduction; Cutting the ground: Critical modes of post-colonial literatures; Theory at the crossroads: Indigenous theory and post-colonial reading; Re-placing theory: Post-colonial writing and literary theory. In B. Ashcroft, G. Griffiths, & H. Tiffin. The Empire writes back (pp. 1-13; pp. 15-37; pp. 116-154; pp. 155-194). London: Routledge. 

Said, E. (1993). Introduction; Overlapping histories, intertwined histories. In E. Said. Culture and imperialism (pp. xi-xxviii; pp. 3-61). New York: Vintage.

Spivak, G. (1988). Can the subaltern speak? In C. Nelson et al (Eds.) Marxism and the interpretation of culture (pp. 271-313). Urbana: University of Illinois Press.

Bhabha, H. (1992). Postcolonial authority and postmodern guilt. In L. Grossberg et al. (Eds.) Cultural studies (pp. 56-68). London: Routledge.

Forgacs, D. (1993). National-popular: Genealogy of a concept. In S. Durning (Ed.) The cultural studies reader (pp. 177-190). London: Routledge.

Gates, H. (1994). Authority, (white) power and the (Black) critic: It’s all Greek to me. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 247-268). Princeton: Princeton University Press.

Guha, R. (1994). The prose of counter-insurgency. In N. Dirks et al (Eds.), Culture/power/history: A reader in contemporary social theory (pp. 336-371). Princeton: Princeton University Press.

Spivak, G., & Gunew, S. (1993). Questions of multiculturalism. In S. Durning (Ed.), The cultural studies reader (pp. 193-202). London: Routledge. 

March 5 

Anthropology and Ethnography 

Required 

Bourdieu, P. (1993). The production of belief: The contribution to an economy of political of symbolic goods. P. Bourdieu, The Field of Cultural Production (pp. 74-112). Princeton: Princeton University Press. 

Clifford, J. (1988). Introduction: Pure products go crazy & On ethnographic authority. In Clifford, The Predicament of Culture (pp.1-18; pp. 21-54). Cambridge, Mass: Harvard University Press.

Rosaldo, R. (1993). Imperialist nostalgia. In, Culture and Truth (68-90).

Ortner, S. (1994). Theory in anthropology since the sixties. In N. Dirks et al. (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 372-411). Princeton: Princeton University Press. In the Reader.................................................................................. 

Other Sources 

Said, E. (1989). Representing the colonized: Anthropology's interlocutors. Critical Inquiry 15 (2), pp. 205-225. 

Appadurai, A. (1996). The production of locality. In A. Appadurai. Modernity at large: Cultural dimensions of globalization (pp. 178-199). Minneapolis: University of Minnesota Press

Clifford, J. (1993). On collecting art and culture. In S. Durning (Ed.) The cultural studies reader (pp. 49-73). London: Routledge.

Clifford, J. (1986). Introduction: Partial truths. In J. Clifford & G. Marcus (Eds.) Writing culture: The politics and poetics of ethnography (pp. 1-26). Berkeley: University of California Press.

Dirks, N., Eley, G., & Ortner, S. (1994). Introduction. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 3-45). Princeton: Princeton University Press.

Dirks, N. (1994). Ritual and resistance: Subversion as a social fact. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 483-503). Princeton: Princeton University Press.

Grossberg, L. (1997). The context of audiences and the politics of difference. In L. Grossberg. Bringing it all back home: Essays on cultural studies (pp. 320-342). Durham: Duke University Press.

Haraway, D. (1994). Teddy bear patriarchy: Taxidermy in the garden of Eden, New York City, 1908-1936. In N. Dirks et al (Eds.) Culture/power/history: A reader in contemporary social theory (pp. 49-95). Princeton: Princeton University Press.

Hay, J. (1996). Afterward: The place of the audience: Beyond audience studies. In J. Hay, L. Grossberg, & E. Wartella (Eds.) The audience and its landscape (pp. 359-378). New York: Westview. 

Marcus, G. (1986). Contemporary problems of ethnography in the modern world system. In J. Clifford & G. Marcus (Eds.) Writing culture: The politics and poetics of ethnography (pp. 165-193). Berkeley: University of California Press.

Morris, M. (1993). Things to do with shopping centers. In S. Durning (Ed.) The cultural studies reader (pp. 295-319). London: Routledge.

Morris, M. (1992). On the beach. In L. Grossberg et al (Eds.) Cultural studies (pp. 450-478). London: Routledge.

March 7 

Cultural Studies, Transnationalism, and Globalization 

Required

Sassen, S. (2000). Spatialities and temporalities of the global: Elements for a theorization. Public Culture 12(1), pp. 215-232. In the reader...............................................

McGrew, A. (1996). A global society? In Hall et al. (Eds.), Modernity (pp.466-503). Oxford: Blackwell.

Schiller, D. (2003). Digital capitalism: A status report on the corporate commonwealth of information. In, A. Valdvia (ed), A Companion to Media Studies (pp.137-156). Oxford, U.K.: Blackwell Publishing. In the reader…………………………………………….………….

Harvey, D. (2003). The buying and selling of labor. In D. Harvey, Paris: Capital of Modernity (pp. 173-182).

Harvey, D. (2003). The condition of women. In D. Harvey, Paris: Capital of Modernity (pp. 183-194).

Huntington, S.P. (2003). The West and the Rest: Intercivilization issues. In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 183-206).New York: Simon & Schuster. 

  

Other Sources

Appadurai, A. (1996). Disjuncture and difference in the global cultural economy. In A. Appadurai, Modernity at large: Cultural dimensions of globalization (pp. 27-47). Minneapolis: University of Minnesota Press.

De Certeau, M. (1994). The practice of everyday life. In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 474-485). New York: Harvester Wheatsheaf.

Grossberg, L. (1997). Cultural studies in/and new worlds. In L. Grossberg. Bringing it all back home: Essays on cultural studies (pp. 343-373). Durham: Duke University Press.

Soja, E. (1993). History: geography: modernity. In S. Durning (Ed.) The cultural studies reader (pp. 135-150). London: Routledge.

De Certeau, M. (1993). Walking in the city. In S. Durning (Ed.) The cultural studies reader (pp. 151-160). London: Routledge.

Foucault, M. (1993). Space, power and knowledge. In S. Durning (Ed.) The cultural studies reader (pp. 161-169). London: Routledge.

Gregory, D. (1994). Introduction. In D. Gregory. Geographical Imaginations (pp. 3-14). Cambridge: Blackwell.

Harvey, D. (1990). The experience of space and time. In D. Harvey. The Condition of 

Postmodernity: An enquiry into the origins of cultural change (pp. 199-323). Cambridge: Blackwell. 

  

March 12 

Psychoanalysis and Cultural Studies 

Required 

  

Lacan, J. (1977). The mirror stage as formative of the function of the I in psychoanalyctic experience. J. Lacan, Ecrits (1-7). New York: Norton. In reader.....................................................

Freud, S. (1998). The Dream-work. In, J. Storey, J. (Ed.), Cultural Theory and Popular culture: A Reader (pp. 99-108). Athens, Georgia.

Mulvey, L. (1999). Visual pleasure and narrative cinema. In, J. Evans & S. Hall (Eds.). Visual Culture: The Reader (pp. 381-389). London: Sage.

Bhabha, H. (1999). The other question: The stereotype and colonial discourse. In, J. Evans & S. Hall (Eds.). Visual Culture: The Reader (pp. 370-379). London: Sage.

Pinar, W. (2005). The queer character of racial politics and violence in America. In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 415-426). New York: Routledge. 

March 14 

Cultural Studies and Semiotics: Rhetoric of the Image 

Required 

Bryson, N. (1999). The natural attitude. In, J. Evans & S. Hall (Eds.). Visual Culture: The Reader (pp. 23-32). London: Sage. 

Barthes, R. (1999). Rhetoric of the image. In, J. Evans & S. Hall (Eds.). Visual Culture: The Reader (pp. 33-40). London: Sage.

James, C.L.R. (1993) Popular arts and modern society . In James, American Civilization (pp. 118-165). In the reader...........................................

Barthes, R. (1999) Myth today. In, J. Evans & S. Hall (Eds.). Visual Culture: The Reader (pp. 51-58). London: Sage. 

King, S. (2005). How to be good: The NFL, corporate philanthropy and the racialization of generosity. In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 273-288). New York: Routledge.

Other Sources

Ware, V. (1997). Purity and danger: race, gender, and tales of sex tourism. In McRobbie, Back to Reality?--Social Experience and Cultural Studies (pp. 133-151). New York: Manchester University Press. 

  

March 17-25 Spring Break 

 

March 26 - May 1 

Guest Speakers and their Readings 

 

March 26

Clifford, J. (1988). On ethnographic self-fashioning: Conrad and Malinowski; Histories of the tribal and modern. In Clifford, The Predicament of Culture (pp.92-114; pp. 189-215). Cambridge, Mass: Harvard University Press.

Bourdieu, P. (1993). The market of symbolic goods. In Bourdieu, The Field of Cultural Production (pp. 112-144).

Hebdige, D. (1988) Introduction & chapters 1-3, Subculture: The Meaning of Style (pp.1-45).

Todorov, T. (1984). Part II: Conquest. In. T. Todorov, The Conquest of America. (pp. 51-124) New York: Harper Collins Publishers.

Bauman, Z. (1998). Introduction & Time and Class. In , Z, Bauman, Globalization: The human consequences (pp. 1-5; 6-26). New York: Columbia University.

  

March 28

Zsuzsa Gille, Department of Sociology 

Required

Coffey, M. (2003). From nation to community: Museums and the reconfiguration of Mexican society under neo-liberalism. In J. Bratich, J. Packer, & C. McCarthy (eds.), Foucault, Cultural Studies and Governmentality (pp. 207-242). Albany, New York: SUNY Press.

Foucault, M. (1984). Nietzsche, genealogy, history. In, P. Rabinow (ed.), The Foucault Reader (pp. 76-100). New York: Pantheon

Carey, J. (1992) Technology and ideology: The case of the telegraph. In Carey, Communication as Culture (pp. 201-230). New York: Routledge.

Benjamin, W. (1968). The work of art in the age of mechanical reproduction. In W. Benjamin. Illuminations (pp. 217-251). New York: Schocken Press. In the reader.............

Other readings suggested by Professor Gille. 

April 2

Required

Czitrom, D. The rise of empirical media study: Communications research as behavioral science, 1930-1960. In, Media and the American Mind (122-146).

Hay, J. (2003). Unaided virtues: The (neo)Liberalization of the domestic sphere and the new architecture of community. In J. Bratich, J. Packer, & C. McCarthy (eds.), Foucault, Cultural Studies and Governmentality (pp. 165-206). Albany, New York: SUNY Press.

Bennett, T. (2003). Culture and governmentality. In J. Bratich, J. Packer, & C. McCarthy (eds.), Foucault, Cultural Studies and Governmentality (pp. 47-63). Albany, New York: SUNY Press.

Huntington, S.P. (2003). The global politics of civilizations. In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 207-245). New York: Simon & Schuster. 

  

April 4  

Alejandro Lugo, Department of Anthropology 

Required

De Certeau, (1994). The practice of everyday life. In Storey, J. (Ed.) Cultural Theory and Popular Culture: A Reader (pp. 474-485). New York: Harvester Wheatsheaf.

Todorov, T. (1984). Part III: Love. In. T. Todorov, The Conquest of America. (pp. 125-182) New York: Harper Collins Publishers.

Bauman, Z. (1998). Space wars—a career report. In, Z. Bauman, Globalization: The human consequences (27-54). New York: Columbia University.

Readings Suggested by Professor Lugo 

  

April 9

Required 

Bourdieu, P. (1993). Is the structure of Sentimental Education an instance of social self analysis; Field of power, literary field and habitus. In Bourdieu, The Field of Cultural Production (pp. 145-160; pp. 161-175). New York: Columbia University.

Bourdieu, P. (1998). Distinction and the aristocracy of culture. In J. Storey (Ed.), Cultural Theory and Popular Culture: A Reader (pp. 431-441).

Bauman, Z. (1998). After the nation-state--What? In, Z. Bauman, Globalization: The human consequences (55-76) New York: Columbia University. 

McCarthy, C. & Dimitriadis, G. (2005). Governmentality in the sociology of education: Media, educational policy, and the politics of resentment. In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 321-336). New York: Routledge. 

  

April 11 

Jan  Nederveen-Pieterse, Department of Sociology 

Required

Williams, R. (1992). The forms of television. In Williams, Television: Technology and cultural form (pp. 38-71).

Huntington, S.P. (2003). From transition wars to fault line wars & The dynamics of fault line wars. In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 246-265; pp. 266-298). New York: Simon & Schuster.

Gramsci, A. (1998). Hegemony, intellectuals and the state. In, J. Storey (Ed.), Cultural Theory and Popular Culture: A Reader (pp. 210-16) 

Readings as Suggested by Professor Nederveen-Pieterse. 

April 16

Required

Bauman, Z. (1998). Tourists and vagabonds. In, Z. Bauman, Globalization: The human consequences (77-102). New York: Columbia University.

Todorov, T. (1984). Part IV: Knowledge. In, T. Todorov, The Conquest of America (pp. 183-242). New York: Harper Collins Publishers.

Carey, J. with Quirt, J.J. (1992). The mythos of the electronic revolution. In Carey, Communication as Culture (pp. 113-141). New York: Routledge.

Massey, D. (1993). Power-geometry and a progressive sense of place. In J. Bird, B. Curtis, T. Putnam, G. Robertson, & L. Tucker (Eds.) Mapping the futures: Local cultures, global change (pp. 59-69). London: Routledge. In the Reader.................. 


April 18

C.L. Cole, Department of Kinesiology 

Required

Foucault, M. (1984). We other Victorians; The repressive hypothesis. In, P. Rabinow (ed.), The Foucault Reader. (pp. 292-300; 301-329). New York: Pantheon. 

Todorov, T. (1984). Epilogue. In, T. Todorov, The Conquest of America. (pp. 243-254) New York: Harper Collins Publishers.

Rosaldo, R. (1993). Putting culture into motion; Ilongot improvisations. In, Culture and Truth (pp. 91-108; pp. 109-126).

Also Readings Supplied by Professor Cole 

  

April 23

Required

Dworkin, D. (1997). Between the structuralism and humanism. In D. Dworkin, Cultural Marxism in Postwar Britain (pp. 125-181). Durham, N.C.: Duke.

Hebdige, D. (1988). Chapters 4-6, Subculture: The Meaning of Style (pp.46-99). London: Methuen.

Bourdieu, P. (1993). Principles for a sociology of cultural works. In Bourdieu, The Field of Cultural Production (pp. 176-191). New York: Columbia University. 

  

April 25

Miguel Malagreca, Susan Harewood, Alice Filmer, Robert Sloane, & Michael Elavsky Ph. D. Candidates, Institute of Communications Research 

Required 

Bourdieu, P. (1993). Flaubert’s point of view. In P. Bourdieu, The Field of Cultural Production (pp. 192-211). New York: Columbia University Press. 

Foucault, M. (1984). The body of the condemned; Docile bodies; The means of correct training. The History of Sexuality: Volume One (pp. 133-159). New York: Pantheon.

King, S. (2003). Doing good by running well: Breast cancer, the race for the cure, and the new technologies of ethical citizenship. In J. Bratich, J. Packer, & C. McCarthy (Eds.), Foucault, Cultural Studies and Governmentality (pp. 295-316). Albany, New York: SUNY Press.

Lugo, A. (2005). Reflections on border theory, culture and the nation. In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 43-58). New York: Routledge.

Readings Suggested by Miguel, Michael, Susan, Alice & Rob. 

  

April 30

Required

Dworkin, D. (1997). History from below; The politics of theory; Conclusion. In, D. Dworkin, Cultural Marxism in Postwar Britain (pp. 182-218, pp. 219-245, pp. 246-261). Durham, N.C.: Duke.

Huntington, S.P. (2003). The West, civilizations and civilization. In, S.P. Huntington, The Clash of Civilizations and the Remaking of the World Order (pp. 301-323). New York: Simon & Schuster.

Roman, L. (2005). States of insecurity: Cold war memory, “global citizenship” and its discontents. In, C. McCarthy et al. Race, Identity and Representation in Education (pp. 73-94). New York: Routledge.

Grossberg, L. (1998). Cultural studies versus political economy. Is anyone else bored with this debate? In J. Storey (Ed.) Cultural theory and popular culture: A reader (pp. 613-624). 

  

May 2

David Prochaska, Department of History

Required

Bauman, Z. (1998). Global law, local orders. In, Z. Bauman, Globalization: The human consequences (103-127). New York: Columbia University.

Harvey, D. (2003). Money, Credit and Finance. In D. Harvey, Paris: Capital of Modernity (pp. 117-124)

Harvey, D. (2003). Rent and the propertied interest. In D. Harvey, Paris: Capital of Modernity (pp. 125-140). 

Readings suggested by Professor Prochaska 

  

May 7

Contemporary Questions in Cultural Studies

Required

Clifford, J. (1988). On collecting art and culture. In Clifford, The Predicament of Culture (pp. 215-251). Cambridge, Mass: Harvard.

Hebdige, D. (1988). Chapters 7-9 & conclusion. (pp. 100-140). In Hebdige, Subculture: The Meaning of Style. London: Methuen.

Rosaldo, R. (1993). Narrative analysis; Changing Chicano narratives. In, Culture and Truth (pp. 127-143; pp. 147-167). 

 

May 9 

Contemporary Questions in Cultural Studies

Required

Bourdieu, P. (1993). Outline of a sociological theory of art perception, Manet and the institutionalization of anomie, the historical genesis of the pure aesthetic. In P. Bourdieu, The Field of Cultural Production (pp. 215-237, pp. 238-253, pp. 254-266). New York: Columbia University Press.

Williams, Programming: distribution and flow; effects of technology and its uses. In Williams, Television: Technology and Cultural Form (pp. 72-112; pp. 113-128). Hanover, NH: Wesleyan/New England.

Berlant, L. (1996). The face of America and the state of emergency. In Nelson, C., & Gaonkar, D. (Eds.) Disciplinarity and Dissent in Cultural Studies (ch. 17, pp. 397-446). In the reader. 

 

May 14

Contemporary Questions in Cultural Studies

Required

Bhabha, H. (2005). “Race,” time and the revision of modernity. In C. McCarthy et al., Race, Identity and Representation in Education (pp. 13-28). New York: Routledge.

Willis, P. (2005). Afterword: Foot Soldiers of Modernity: The Dialectics of Cultural Consumption and the 21 st-Century School. In, C. McCarthy et al, Race, Identity and Representation in Education. (pp. 461-480). New York: Routledge.

 

May 16 

Contemporary Questions in Cultural Studies

Required

Czitrom, D. Metahistory, mythology and the media: The American thought of Harold Innis and Marshall McLuhan; Epilogue: The dialectical tensions in the American media, past and future. In, Media and the American Mind (pp. 147-182; pp.183-196).

Mir ó n, L., Darder, A., Inda, J.X. (289-306). Transnationalism, transcitizenship, and the implications for a “new world order.” In, C. McCarthy et al, Race, Identity and Representation in Education. (pp. 461-480). New York: Routledge.

Morris, M. (1996). Banality in cultural studies. In Storey, What is Cultural Studies–A Reader (pp. 147-167). New York: Arnold. In the Reader......................

 

 

EPS/Communications 590: Globalization, Consumer Culture and the Twenty-First Century School Curriculum
 

Professor: Cameron McCarthy                                                       Day & Time: Friday--11:00-2:00

Office: 244 Greg Hall                                                                    Office Hrs: Friday--2:00–3:00

Phone: 244-4953                                                                             Location: Rm TBA 

CRNs: (EPS) 47135, (COMM) 47140

In this course we will centrally consider the impact and implications for modern curriculum theory and practice of the expanding economic, cultural and political networks of affiliation, association and interconnectivity across national borders around the world being generated apace in the new century. These practices and processes of interconnectivity have come to be collectively described by contemporary observers as “globalization.” Dynamics associated with globalization as expressed in the intensification and movement of cultural and economic capital, mass migration, and the amplification and proliferation of images are now fully articulated to modern schooling and the social and cultural environments in which both school youth and educators now operate. These developments are forcing us to reconsider the boundaries of curriculum practice beyond mainstream emphasis on subject matter specialization, if as educators we are to more fully engage with the complex range of experiences, images, and practices that now compel modern school youth and affect their articulation of needs, interests and desires. What, then, are the boundaries of the curriculum in the transforming school context and modern world in which we live?  This course focuses on the way globalization has precipitated the rearticulation and the refiguration of key terms that have served to make modern life and modern educational institutional processes and experiences intelligible to students, educational practitioners and researchers alike. These key terms that will be centrally addressed in the course are a) nation/state, b) culture, c) identity, d) economy, e) the organization of school knowledge 
 

Course Requirements  

Students will be expected to: 

1. Each student is expected  to complete all assigned readings, participate in class discussion, and present on at least one session of the readings……............20% of Grade 

2. Complete two short papers for the course on the topics below. Each of these papers should be 10-12. max and should be posted to be shared with the group as a whole. 

Paper I. Assess the strength and limitations of the treatment of the topic of “globalization” in the scholarly research of at least two of the authors that we have been considering in this course (or authors that you are familiar with out side of it). Summarize their theoretical and methodological approaches to globalization. Outline some conceptual or practical issues related to the topic that need to be considered in future research.……………………………………………………40%

*This paper is due Wednesday March 14, 2007.  

Paper II. Speaking directly from any of the following vantage points: a) national, b) regional, c) city-wide, d) district-wide, e) classroom teacher, discuss the implications of globalization processes (post-Fordist, post-industrial economy, movement of economic and cultural capital, mass migration, the porosity of culture, and the proliferation of images, etc) for the educational preparation of school youth. What are some of the key curriculum/educational policy challenges precipitated by globalization? Are these challenges being addressed? List some of the topics of concern that you would like to raise with your minister/secretary of education, your city councilor, superintendent of schools, or school principal. ………………………………………………40%

*This paper is due May 2, 2007.  
 
 

Readings for the Course: 

Bauman, Z. (1998). Globalization: The Human Consequences. (Required). New York: Columbia University Press.

Hall, S., Held, D., Hubert, D., & Thompson, K. (1997). (Eds). Modernity (Recommended) Oxford: Blackwell.

Klein, N. (2001). No Logo. (Required) London: Flamingo.

McCarthy, C., Crichlow, W., Dimitriadis, G., & Dolby, N. (2005). (Eds). Race, Identity and Representation in Education (Required). New York: Routledge.   

**Please note that these books can be purchased at the University Bookstore.

A Course reader is also available from notes and quotes. 

January 19
Introduction to Globalization, Consumer Culture and Schooling 

Discussion of course outline, assignments, sign up for one-on-one meetings to discuss project proposal for the course, etc.   
 

January 26
What is Globalization? 

Required Readings: 

McGrew, A. (1996). A global society?  In, S. Hall, D. Held, D. Hubert, & K. Thompson (Eds). Modernity. (pp. 466-503). Oxford: Blackwell.  

Massey, D. (1993). Power-geometry and a progressive sense of place. In J. Bird, B. Curtis, T. Putnam, G. Robertson, & L. Tucker (Eds.). Mapping the futures: Local Cultures, Global Change (pp. 59-69). London: Routledge. In the reader……………………… 

Burawoy, M. et al. (2000). Introduction: Reaching for the global. In M. Burawoy et al. Gobal Ethnography: Forces, Connections, Imaginations in a Postmodern World (pp. 1-40). Berkeley: University of California Press. In the reader……………………………………. 

February 2 
Globalizing Curriculum Studies 

Required Readings: 

Appadurai, A. (1996). Here and now (ch. 1) & Disjuncture and difference in the global cultural economy (ch.2).   Modernity at Large: Cultural Dimensions of Globalization (pp. 1-23; pp. 27-47). Oxford: Blackwell. In the reader……………………………………………………… 

McCarthy, Giardina, Harewood, Park (2005).  Culture, identity and curriculum in the Age of globalization, postcolonialism and multiplicity. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 153-166). New York: Routledge.  
 

February 9 
How is the State to Be Understood in the Modern Context of the New Century? 

Required Readings: 

Held, D. (1996). The development of the modern state. In, Hall, S., Held, D. Hubert, D. & Thompson, K. (Eds). Modernity. (pp. 466-503). Oxford: Blackwell. 

Bauman, Z. (1998).  After the nation-state—What? In, Z. Bauman, Globalization: The Human Consequences. (pp. 55-76). New York: Columbia University Press.  

Lugo, A. (2005). Reflections on border theory, culture, and nation. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 43-58). New York: Routledge.  

February 16
How Do Contemporary Curriculum Theorists Understand the State? 

Required Readings: 

Roman, L. (2005). States of insecurity: Cold war memory, “global citizenship” and its discontents. In, In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 73-94). New York: Routledge. 

Kennerley, C.M. (2003). Cultural negotiations: Puerto Rican intellectuals in a state-sponsored community education project, 1948-1968. In, Harvard Educational Review 73(3), pp. 416-448. In the reader……………………………………………………………………………………… 

Mirón, L., Darder, A., & India, J.X. (2005).  Transnationalism, transcitizenship and the implications for the “New World Order.” In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 289-306). New York: Routledge.   

February 23 
The Production and Circulation of Culture 

Required Readings: 

Klein, N. (2001). Intro & No Space. In N. Klein (Eds), No Logo (pp. xiii-xxi, pp. 3-106). London: Flamingo. 

Grossberg, L. (2005). Cultural studies, the war against kids, and the re-becoming of U.S. Modernity. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 349-368). New York: Routledge.    

Buckingham, D. (2003) Media education and the end of the critical consumer. In, Harvard Educational Review 73(3), pp. 309-327.  In the reader………………………………….. 

March 2 
Theories of Identity and Hybridity 

Required Readings: 

Hall, S. (1996). The question of cultural identity. In, S. Hall, D. Held, D. Hubert, & K. Thompson (Eds). Modernity (pp. 595-634). Oxford: Blackwell. 

Klein, N. (2001). No choice. In, N. Klein (Eds) No Logo (pp. 129-194). London: Flamingo. 

Bauman, Z. (1998). Tourists and vagabonds. Z. Bauman, Globalization: The Human Consequences. (pp. 77-102). New York: Columbia University Press. 

March 9 
The Curriculum Politics of Identity  

Required Readings: 

Appadurai, A. (2005).  Diversity and disciplinarity as cultural artifacts. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 427-438). New York: Routledge.   

Coffey, M. (2005). What puts the “culture” in “multiculturalism”?  An analysis of culture, government and the politics of Mexican identity.  In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 257-272). New York: Routledge.   

Bhabha, H. (1994) Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817. In Bhabha, The Location of Culture (102-122). In the reader……….. 

March 16 
The Postfordist Economy 

Required Readings: 

Klein, N. (2001). No jobs. In, Klein (Eds) No Logo (pp. 195-278). London: Flamingo. 

Allen, J. (1996). Post-industrialism/Post-fordism. In, S. Hall, D. Held, D. Hubert, & K. Thompson (Eds). Modernity. (pp. 533-563). Oxford: Blackwell. 

Sassken, S. (2000). Spatialities and temporalities of the global: Elements for a theorization. In, Public Culture 12(1), pp. 215-232. In the reader……………………………………………….. 

March 17-25 Spring Break 

March 30 
School Youth, Work and the Global Economy 

Required Readings: 

Burawoy, M. (2000). Grounding globalization. In M. Burawoy et al. Gobal Ethnography: Forces, Connections, Imaginations in a Postmodern World (pp. 1-40). Berkeley: University of California Press. In the reader…………………………………………………………………………. 

Willis, P. (2005).  Afterword: Foot Soldiers of Modernity: The Dialectics of Cultural Consumption and the 21^st-Century School. In, C. McCarthy, W. Crichlow, G. Dimitriadis, N. Dolby (Eds.) Race, Identity and Representation in Education. (pp. 461-480).    

April 6 
The World in the Organization of School Knowledge 

Klein, N. (2001). No logo. In, Klein (Eds) No Logo (pp. 279-446). London: Flamingo. 

Cantor, N. & Courant, P. (2003). Scrounging for resources: Reflections on the whys and wherefores of higher education finance. In, New Directions for Institutional Research no. 119, pp. 3-12.   

April 13 
After the Curriculum 

Required Readings: 

Rizvi, F. (in press) 'Internationalization of the Curriculum: A Critical Perspective' in Thompson, J. & Heyden, M. (eds.) Handbook of International Education, London: Sage 

Cantor, N. & Schomber, S. (2003, March/April) Poised between two worlds: The University as monastery and market place. In, Educause 38(2), pp. 12-21).

Miyoshi, M.  (1998). Globalization, culture and the university. In, F. Jameson & M. Miyoshi, M. (Eds) The Cultures of Globalization (247-270). Durham, NC: Duke University Press. 
 

April 20 
Globalization, Neoliberalism, and The Politics of Knowledge 

Required Readings: 

Hay, J. (2003).  Unaided virtues: The (Neo)Liberalization of the domestic sphere and the new architecture of community. In J. Bratich, J. Packer, & C. McCarthy (Eds), Foucault, Cultural Studies and Governmentality. Albany, New York: SUNY. 

King. S. (2005). How to be good: NFL, corporate philanthropy and the racialization of generosity. In, C. McCarthy, W. Crichlow, G. Dimitriadis, N. Dolby (Eds.) Race, Identity and Representation in Education. (pp. 273-288).   

Said, The Politics of knowledge. In, C. McCarthy, W. Crichlow, G. Dimitriadis, N. Dolby (Eds.) Race, Identity and Representation in Education. (pp. 453-460).  

April 27
Class Presentations on Essays 

May 4 
Class Presentations on Essays 

 

FR530: Introduction to Research and Textual Criticism

Professor: Lawrence Schehr  
M 1:00 PM - 2:50 PM 
1024 Foreign Languages Building
CRN: 39252  

This is a theory course that covers the basics, up through contemporary theoretical movements.  All readings will be in English, but class discussions will be in both French and English, with people speaking the language they prefer.

 

 

GWS 590 CM: Topics in Gender and Women’s Studies 

Topic: Theories of Feminist and Intersectional Pedagogies

Meets with EPS 590

              Mayo                    CRN 46941                                     T                          4-6:50

This course examines the link between political movements and pedagogies, analyzing feminist, intersectional, critical, critical multicultural, critical race, and queer pedagogies.  Starting with the theories of feminist and critical pedagogy from the 1970s, moving to the interventions of women of color feminism in the 1980s, and finally onto the theories of feminist poststructuralism, intersectional, critical/multicultural, critical race and queer pedagogies of more recent years.  Key concepts in these pedagogies include centralizing authentic and absent voices, consciousness raising, intersecting but not analogizing struggles, examining experience in the context of institutional constraint, and a range of theories of power and epistemic authority.  Whatever the theoretical background, all of these pedagogies agree that education is a politicized and politicizing process and that political struggle is a process that involves learning and teaching.  In addition to our engagement with theoretical issues in each of these pedagogies, this course will involve practical examination of their techniques and strategies.  Students will develop pedagogical projects using the insights from theory and collaborate in critiques of those projects.

 

 

 

 

 

 

 

 

History 502: Global History

Professor: David Prochaska
R 1:00 PM - 2:50 PM
325 Gregory Hall   
CRN: 32434 

No more West and the rest. Plato to NATO is out. From Big Bang to the present is in. In this course we will concern ourselves with how to read about, how to conceptualize, and how to teach global history. We will read globally (David Christian) and locally (David Wright). We will sample some old wine (Eric Wolf, Immanuel Wallerstein, Edward Said) as well as newer vintages. We will expand our purview beyond written history and explore reading and teaching world history visually and through literature. Throughout students will be encouraged to bring their own perspectives to bear.

 

 

HIST 502 A: PROB IN COMPARATIVE HISTORY     

The History of the Body and Sexuality: a Comparative Perspective, 18th Century

Tamara Matheson
325 Gregory Hall  
W 1-2:50pm
CRN: 32431

This course will investigate how scholars (from the 18thC to the present) have approached the body and sexuality as objects of historical inquiry. What are the theoretical, epistemological, social and political stakes of such analyses? How do we grasp corporeality within an historical frame? What is sexuality? How is it practiced, produced, policed, constructed, represented, liberated, controlled? We shall begin by reading foundational texts (Foucault, Laqueur, Butler, Halperin, etc), in order to establish familiarity with the methodological and theoretical questions circumscribing work in these fields. Subsequent investigations shall be structured thematically around such topics as sexual orientation, colonial/postcolonial sexual economies, prostitution, sexology and sexual norms, reproductive technologies, disabilities, surgical interventions, pornography and the erotic, eugenics, eating disorders and bodily control, sexual education, and bodily adornment and mutilation. The geographic focus in this class is eclectic; Europe and America will constitute our primary areas of study but texts will range globally to Africa, Asia, Latin America, etc. Our work will include the analyses of the body and sexuality in art, literature, advertising, and film.

 

 

Italian 470: Italian Auteurs: Fellini, Antonioni, Visconti

Robert Rushing
Mondays 2-5 PM 
Wednesdays 2-4 PM 
In G48 FLB 
CRNs: G 40002/UG 43714

  

From the mid-1950s to the mid-1970s, a series of brilliant Italian filmmakers defined much of international, art-house cinema. This semester we will focus on three:   Fellini, Antonioni and Visconti.  Each of these directors has a look, a style, even a series of repeated images (obsessions) that defines him, making him an "auteur," a filmmaker with a signature style.   A surreal blend of fantasy and reality set in a circus?  Probably Fellini.  A bored young woman playing silent tennis with mimes for 45 minutes, and no soundtrack?   Antonioni.  An opulent world of artificial decadence?  Could be Visconti (but possibly not; he is perhaps the least auteurist of our auteurs, and we will want to know why). 

We have a substantial volume of film criticism to read on each of these three figures, as well as a collection of theoretical essays on auteur theory.   In other words, while we will be discussing the films individually and the directors more generally, the course is ultimately aimed at exploring the question of film authorship.   How do the films of a given director acquire a "style" or a "look"?   How do we identify a Fellini film as a Fellini film?  Does a Visconti film have a "Visconti look" in the same way that a Fellini film has a "Fellini look"?  Or is this, as some have claimed, merely the "author function"—because we organize books, music, films and other manifestations of culture around an author, we tend to ascribe a stylistic and intellectual coherence and similarity to the works of an author that may not actually be there. 

  

The reading list includes: 

  

Henry Bacon, Visconti: Explorations of Beauty and Decay. 

Peter Bondanella, The Cinema of Federico Fellini . 

Sam Rohdie, Antonioni. 

Virginia Wright Wexman, Film and Authorship . 

  

Plus additional articles on film theory for graduate students.  Films to be screened are: 

  

Fellini

The White Sheik (1952, 90 m.)

La strada (1954, 110 m.)

La dolce vita (1960, 180 m.)

8½ (1963, 140 m.)

Amarcord (1973, 130 m.)

 

Antonioni 

Il grido (1957, 116 m.)

L'avventura (1960, 145 m.)

Blowup (1966, 111 m.)

The Passenger (1975, 126 m.)

 

Visconti

Ossessione (1943, 140 m.)

Rocco & His Brothers (1960, 177 m.)

The Leopard (1963,  m.)

The Damned (1969, 150 m.)

Death in Venice (1971, 130 m.)

 

 

PHIL 444: TOPICS IN RECENT EUROPEAN PHILOSOPHY 

"Max Scheler:  Emotions and Value Theory"
3 undergraduate hours, 4 graduate hours
 

39170/39171 UG/G           
2:30 - 3:50  T R             
217 GH
Schroeder, W.

Max Scheler's name is hardly known today.  But as a phenomenologist he was easily the equal of Husserl and Heidegger.  Moreover, he was Nietzsche's greatest critic and one of Kant's more penetrating challengers.  Scheler wrote two entire books deepening and responding to Nietzsche's analyses of sympathy and resentment.  We will begin the course with these debates.  In addition, he developed an entirely different kind of ethical theory that argues that values are entirely "objective" but are "apprehended" through human emotions, not through sensory perception or rational cognition.  Thus, Scheler provides exceptionally powerful elucidations of key emotions such as love and hate, shame, rebirth, suffering, sympathy, and resentment.  We will explore each of these.  He also provides a foundation for his value theory via an analysis of the will and action and what he calls the "hierarchy" of value.  In addition to all this, he virtually founded the discipline of philosophical anthropology and made major contributions to philosophical sociology via a complex theory of groups and a new understanding the operative factors governing history.  This course will critically examine all of these contributions in depth.  We will also take an independent look at some of the key issues.

Depending on the interests of students, the last part of the course will engage in one of three tasks:  examine the development of Scheler's approach by his contemporary Nicolai Hartmann into the theory of virtues; explore the response to Scheler's ideas by a European analytic philosopher, Aurel Kolnai; or discuss a contemporary value theory very similar to Scheler's, that of Michael Stocker.

Scheler's goals are very similar to Nietzsche's; he just thinks Nietzsche gets some significant points wrong.  So we will begin with Scheler's critique of Nietzsche and Nietzsche's attack on the value of sympathy and his rejection of much of religion because it is rooted in resentment.  Then we will examine Scheler's major ethical treatise: Formalism in Ethics (i.e., Kant) and a Non-Formal Ethic of Value (i.e., Scheler), which contains rich critical and creative discussion of many key topics in psychology, sociology, and value theory.  Finally, we will look at Scheler's analysis of various particular emotions (especially love, suffering, and rebirth) and his contributions to philosophical anthropology.  We will also look at some of his important shorter essays, e.g. "Other Minds" and "Types of Heroes and Leaders".

The requirements will be a mid-term assignment, a final exam, and a term paper.  Scheler also had much to say about philosophy of religion. Though we will not emphasize that aspect of his work in class, interested students could explore it in their term papers.  Scheler's ideas provided the philosophical foundation for the books written by the recently deceased Catholic Pope.

 

 

PHIL 501: SEMINAR ON HISTORY OF PHILOSOPHY 

Topic: Nietzsche 

Professor Richard Schacht
Section: RLS  
T 4:00 – 5:50
402 GH 
CRN: 35568 

Few figures in the history of modern philosophy loom as large as Nietzsche does -- particularly in relevance to contemporary inquiry, as well as in influence upon subsequent philosophical developments.  Yet few figures are as often misunderstood.  I have long sought to contribute to Nietzsche's interpretation and assessment, in such writings as my book Nietzsche (1983, in Routledge's "Arguments of the Philosophers" series) and the essays collected in my 1995 Making Sense of Nietzsche (U of I Press).   I have continued to do so in a subsequent series of essays (some published, some not), which I am preparing for publication as a new book (tentatively) to be titled Taking Nietzsche Seriously.  This seminar will be structured by and around that collection of essays, which span much of Nietzsche's philosophical career and most of his main interests.  It will be made available as a course pack.  The Table of Contents may be obtained in the Department office, and will give a pretty clear indication of what will be discussed in the seminar.  (The basic plan will be each week to discuss the topic of one essay/chapter, with the essay/chapter itself and relevant related readings in Nietzsche's writings as grist for the mill.) 

  

Texts (which those taking the seminar will be expected to have or have access to): (1) the course pack, Taking Nietzsche Seriously; (2) Making Sense of Nietzsche (which it would be well for those taking the seminar to read prior to the beginning of the semester); (3) my Nietzsche; and (4) all of Nietzsche's more important books (in one translation and edition or another) from Human, All Too Human onward, including The Gay Science, Thus Spoke Zarathustra, Beyond Good and Evil, On the Genealogy of Morals, Twilight of the Idols, The Antichrist, and the collection of material from Nietzsche's notebooks of 1883-88 published under the title The Will to Power.  (The German texts of these works are also desirable for those with any knowledge of German.) 

  

---

TAKING NIETZSCHE SERIOUSLY: 

Renderings and Reckonings 

  

RICHARD SCHACHT 

Introduction: Nietzsche in a Nutshell 

Moments 

• Free Spirit: The Author of Human, All Too Human 

• Educator: The Author of Thus Spoke Zarathustra 

• Philosopher: The Author of Beyond Good and Evil 

Questions

• Knowledge? Nietzschean Cognitivism 

Perspective? Nietzschean Perspectivism 

Reality? Nietzsche’s “Will to Power” 

Naturalism? Nietzsche on Human Reality 

Ethics? Nietzschean Normativity 

Politics? Nietzschean Politics 

Religion? Nietzschean Religiousness 

Individualism? Nietzsche and Individuality  

Excursions  

Sport: A Nietzschean Perspective 

Music: Nietzsche, Music, Truth, Value, and Life

Afterword 

Guide to Selected Topics 

Bibliography

 

 

UP 521: Advanced International Development Planning

Cities and Citizenship in the Transnational Era

Professor: Faranak Miraftab, Dept. of Urban and Regional Planning
Day & Time: Thursdays 2:00-4:50 PM. Room 19 Temple Buell Hall
Office Hours: by appointment. Room 218 Temple Buell Hall
Email: faranak@uiuc.edu
CRN: 44313 

Course Description

This advanced seminar will bring together graduate students from across campus with strong focus and interest in transnational urban studies to collectively interrogate and examine the complexity of urban development and urban citizenship in a transnational era. Selected readings within the emergent scholarship in urban planning, geography, anthropology, political science, sociology and architecture will be used as catalyst to reflect and re-interpret our understanding of urban development as processes that are culturally and socio economically shaped here as well as elsewhere, and urban citizenship as practices that are shaped by citizens practices from below and state’s policies and regulations from above. 

The vast movement and crisscrossing of populations in an evolving city form is the focus of a large body of research. Research on remittances has illustrated how immigrants’ earnings in one location lead to urban development in another location across the globe that come to define their new social, economic, and political spaces. Moreover the cultural influence experienced by one group in one geographic and political economic location often leads to change in cultural practices and its spatial expressions in another. The extent of these intense and interconnected links on one hand, questions the validity of a territorially bounded examination of urban citizenship and urban development processes; and on the other, stresses the importance of examining global processes not as abstract and place-less free floating processes but as locally grounded transnational processes. The course will seek the latter by examining the local and trans-local relationships that shape and re-shape the cities and the practices of citizenship. 

To facilitate students serious engagement with the course readings and discussions this seminar will try to be responsive to participating student’s research needs by (a) welcoming their input into selection of readings during the opening session of the semester; and (b) allowing students to work towards a final research paper which addresses student’s own research interest. For their final paper the course will not require students to focus a specific theme or parameter, but on a topic of choice of relevance to the overarching theme of the course that will best prepare the individual student for her/his doctoral exam, dissertation or thesis research, or any other larger academic or professional objective. The course will also require submission of written weekly reflections on the weekly course readings to be posted on the course Web Board on Thursdays no later than 8AM. 

The tentative themes and list of readings include the following:

(I) Transnationalism and uneven socio-spatial development; continued accumulation by dispossession (5 weeks)

• Mike Davis, 2006. The Planet of Slums. Verso.
• David Harvey, 2006. Spaces of Global Capitalism: A Theory of Uneven Geographical Development. Verso.
• James Ferguson, 2006. Global Shadows: Africa in the Neoliberal World Order. Duke university press. 
• Derek Gregory, 2004. Colonial Present. Blackwell publishing.
• Gilian Hart, 2002. Destabilizing Globalization. University of California Press.

(II) Transnational urban strategies and the “Giuliani factor” (1 week)

• Diane Davis. 2007. “Conflict. Cooperation, Convergence: Globalization and the Politics of Downtown Development in Mexico City.” Politics and Globalization, Research in Political Sociology 15: 139-174.
• Diane Davis, forthcoming. “The Giuliani Factor: Crime, Zero Tolerance policing, and the Transformation of the Public Sphere in Downtown Mexico City.” In Gareth Jones (ed.) Public Space and Public Sphere in Urban Mexico.

Faranak Miraftab. Forthcoming. “ Governing Post-apartheid Spatiality: Implementing City Improvement Districts in Cape Town. ” Antipode: Radical Journal of Geography.

• Lawrence Herzego. 2006. Return to the Center: Culture, Public Space, and City-Building in a Global Era. University of Texas Press. (extracts).

(III) Transnational urbanism (3 weeks)

• Michael Peter Smith. 2001. Transnational Urbanism : Locating Globalization . Malden, Mass.: Blackwell Publishers. 
• Michael Peter Smith and Luis Eduardo Guarnizo (eds.) 1998. Transnationalism from Below. New Brunswick, N.J.: Transaction Publishers. (extracts—several chapters). 
• Mike Davis.2000. Magical Urbanism: Latinos Reinvent the US City. London; New York: Verso. 
• Anthony D. King. 2004. Spaces of Global Culture: Architecture Urbanism Identity. New York: Routledge. 

(IV) Transnationalism and Citizenship (3 weeks)

• Michael Peter Smith. 2006. “The Two Faces of Transnational Citizenship” 

. 2005. “Power in Place/ Places of Power: Contextualizing Transnational Research,” City and Society 17(1): 5-34. 

. 2003. “ Transnationalism, the State and the Extraterritorial Citizen.” Politics and Society 31(4): 476-502.

• Aihwa Ong. 2006. Neoliberalism as Exception: Mutations in Citizenship and Sovereignty. Duke University press. 

, Flexible Citizenship (extracts—several chapters). 

Aihwa Ong and Stephen Collier (eds.) 2005. Global Assemblages: Technology, Politics, and Ethics as Anthropological Problems. Malden, MA: Blackwell Publishing. (extracts—several chapters).