IN350 Global Studies Learning Outcome Goals
The learning outcome goals for students taking IN350 are that students will able to:
- compare cultural and social structures beyond those found in the United States,
- reflect on how the diversity of the world affects their everyday lives, and
- explore culturally diverse points of view through substantive research, including examination of primary sources.
11902 • IN 350 01 • 3.000 • 20th Century Global Poetry • TR 12:30 pm-01:45 p • Stephen J. Frech • Gender Studies and Literature
Poems from Scandinavia, Eastern and Northern Europe, and Latin America thrilled U.S. poets when they appeared, some of them for the first time in English, in Robert Bly’s literary journals of the 50’s, 60’s, and 70’s. Poets from those regions enjoyed audiences beyond their national and linguistic borders; poets from the U.S. grew aesthetically and imaginatively beyond their own. Questions about translation are ultimately aesthetic ones about how poems are made and then remade in another language. Comparing different translations will allow us to ask further, what constitutes a “successful” translation? Any good translation should carry with it and bring into the new language something of the original’s cultural situation, literary traditions, and linguistic tendencies. We will read poetry from Latin America, Europe, and Russia, including the work of Neruda, Mistral, Lorca, Machado, Trakl, Josef, Akhmatova, Mandelstam, and Pasternak. Reading knowledge of the original language(s) is not required.
11904 • IN 350 02 • 3.000 • International Literature • 05:00 pm-07:30 p • Purna Banerjee
Postcolonial International Literature is a strange name for an anomalous class. We will begin this course by asking what the terms “colony,” “empire” and “nation” mean to you. Back at the end of the nineteenth century, at the height of British and, indeed European imperialism, over 85% of the planet was controlled by a European empire. In Great Britain alone, countries or regions that we now call India, Pakistan, Bangladesh, Malaysia, South Africa, Rhodesia, Sudan, Trinidad, Barbados, Ireland, Australia, New Zealand, and Canada were all painted red in the map of Empire. We will not, indeed cannot, study the literatures from all of these countries. Instead, focusing on one of the most significant and long-standing spots for the British empire—India—we will be reading international literature written not by the colonizer but by the natives of this region, as they articulate the struggle for national independence, as well as the difficult aftermath of what happened when the British left. Indian writing in English or the “Indo-Anglian” tradition in literature is not a contemporary phenomenon. Its origins can be traced to the infamous "Minute of 2 February 1835 on Indian Education," authored by Lord Macaulay. However, Macaulay did not anticipate that this class of interpreters would, put the master's tools to subversive use. For decades Indian writers have used the colonizer's language, English, to produce an Indian reality that is very different from anything Macaulay might have envisioned. Thus, the twentieth century witnessed the rapid development of what is the "Indo-Anglian" tradition. In this class we will read a series of well-known novels, essays, and plays (and their filmic adaptations) by Indian authors who are central to Indo-Anglian literature. It is a markedly fluid tradition in which number of pressing cultural issues and anxieties permeates texts, including notions of nation, gender, sexual orientation, identity as mask or performance, commodity culture, urban life-style, feminism, and imperialism, to name a few.
10952 • IN 350 03 • 3.000 • Global Women's Writing • MWF 02:00 pm-02:50 p • Peiling Zhao •
In this course, you will read brilliant, yet persistently silenced women writers who have been recently “discovered” in the mainstream literary and rhetorical traditions of America, Europe, Asia, and Latin America. Feminist scholars urging for a reevaluation of women writers will also be on the reading list. Through reading, class discussion, watching movies, and writing about these women’s writings in such diverse genres as poetry, fiction, and essays, you are learning to understand how their writings have both contributed to and challenged the Western and non-Western literary and rhetorical paradigms; meanwhile, you are also encouraged to reflect on and revise your own preconceived notions about literary and rhetorical traditions and eventually to develop a more complicated understanding about women, writing, literature, and, more importantly, about yourself.
10953 • IN 350 04 • 3.000 • Intro to Anthropology • MW 05:00 pm-06:15 p • Erick S. Parker •
This course is a basic survey of methods, theories, and subject matters of Cultural Anthropology. The discipline of Anthropology is a study of mankind from a four-field perspective that includes physical, archaeological, socio-cultural, and linguistic approaches. Its emphasis is on the evolution and diversity of small-scale societies and communities across the globe. We will concentrate on various aspects of human culture as a means of adaptation to the environment, a principle of social organization, a method of subsistence economy, and a mode of symbolic communication. We will study forms of kinship systems, social structures, economic production, customs and beliefs in application to multiple cases. The goal of this course is to become acquainted with the cultural mosaic of traditional communities and assess their patterns of function and change. In the process, students will develop greater analytical skills and sophistication.
12374 • IN 350 05 • 3.000 • Jesus of Hist/Christ of Faith • MWF 10:00 am-10:50 a • William R. Keagle
The gospels raise the question of who Jesus is. (Luke 9:18-22, MT 16:13-33 & MK 8:27-33). There has been a wide range of answers given to the question. This semester we will trace the answers comprising what has been called the Jesus of history and the Christ of faith tension. We will explore what modern scholarship proposes and see if we can answer the question, “Who is Jesus?”
13355 • IN 350 06 • 3.000 • Jesus of Hist/Christ of Faith • MWF 12:00 pm-12:50 p • William R. Keagle
The gospels raise the question of who Jesus is. (Luke 9:18-22, MT 16:13-33 & MK 8:27-33). There has been a wide range of answers given to the question. This semester we will trace the answers comprising what has been called the Jesus of history and the Christ of faith tension. We will explore what modern scholarship proposes and see if we can answer the question, “Who is Jesus?”
13265 • IN 350 07 • 3.000 • Global Issues: Global Ethics • TR 09:30 am-10:45 a • Alexa Royden
This course is designed to introduce students to major global issues, including global poverty, population, the environment and natural resource utilization, conflict, human rights and democratization, while at the same time encouraging students to think about their lives and the way their actions affect the world around them. Students will be challenged to formulate a universal ethic that seeks to answer the question: How should we live? The result will be a student-authored treaty articulating a universal global ethic. •
13241 • IN 350 08 • 3.000 • Islamic World • TR 11:00 am-12:15 p • Roger D. Monroe
Saturation television coverage of terrorist bombings, war, and sectarian violence prompts the question: what are the origins of the continuing crisis in the Middle East? The course examines the intersection between Islam and politics, specifically arguments within the Islamic world over the nature of the Islamic faith. Should Islam evolve as a religion with modernist trends or does the very nature of reform threaten the integrity of the faith? The struggle, often violent, between those conflicting perspectives is the main theme of our lectures and discussions.
12379 • IN 350 09 • 3.000 • Comparative Religions • TR 08:00 am-09:15 a • Mary Jessup •
This course will provide an introduction to the historical and philosophical foundations of the major living religions of the world: Hinduism, Jainism, Buddhism, Sikhism, Taoism, Confucianism, Shinto, Judaism, Christianity, Islam and Bahai. Selected reading from source material will supplement the reading from a primary textbook. Historical and cultural factors, the lives of the founders, and the basic teachings of each religion will be explored. An attempt will be made to identify the current status of each tradition.
12378 • IN 350 10 • 3.000 • Islamic World • TR 02:00 pm-03:15 p • Roger D. Monroe •
Saturation television coverage of terrorist bombings, war, and sectarian violence prompts the question: what are the origins of the continuing crisis in the Middle East? The course examines the intersection between Islam and politics, specifically arguments within the Islamic world over the nature of the Islamic faith. Should Islam evolve as a religion with modernist trends or does the very nature of reform threaten the integrity of the faith? The struggle, often violent, between those conflicting perspectives is the main theme of our lectures and discussions.
10453 • IN 350 11 • 3.000 • Genocide in History & FilMWF 11:00 am-11:50 a • Timothy M. Kovalcik •
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12801 • IN 350 12 • 3.000 • Intro East Asia • TR 12:30 pm-01:45 pm • Kevin C. Murphy
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12891 • IN 350 13 • 3.000 • Modern China • TR 09:30 am-10:45 a • Kevin C. Murphy • Literature
This course exposes students to a culture that is ten times older than their own and vastly different in its approach to religion, philosophy, ethics, society, and economics. It deals with a nation rich with intellectual and scientific thought. Main topics examined include the transformation of China from Manchu (foreign) control through revolutions, western encroachment, warlords, and internal upheaval to communism and then to government controlled capitalism. The Chinese are one-fifth of mankind, and the course significantly increases students’ understanding of the significant role China will play as a primary world force in the 21st century.
13626 IN350 14 • 3.000 • Sociology of Globalization • W 5:30-8:30 • Larry Troy
At its most general level, globalization is simply the shrinking of geographic space and the permeability of politically defined borders that accelerate and magnify flows of money, goods, people and culture around the world. But more specifically, globalization covers many things, including the international flow of ideas and knowledge, the sharing and destruction of cultures, the merging and dissolving of global political structures, economic globalization, global environmental degradation and social movements, and the resistances to globalization ranging from the Minutemen along the US southern border, who are attempting to stem illegal immigration into the United States, to international terrorism or even local organizations fighting the effects of trade agreements like NAFTA. This course will provide a framework for studying all of these.
13635 • IN 350 15 • 3 • Indian Popular Cinema • Banerjee, Purna • T 5:00-6:15 & R 5:00-8:30 • K128
This course will use one medium of visual representation—cinema—to explore the portrayal of the diversity inherent in the Indian concept of nation, culture, and gender. Students will be introduced to and will inquire into the world’s largest film industry. Together we shall raise questions about the interplay and contradictions that exist between reality, images, and representations of the Indian people and the country. It is highly recommended that students taking this course have a global interest and/or awareness; however, no specialized knowledge of the subject will be necessary. Students would be encouraged to embrace, celebrate, and critique cultural differences. The most rewarding aspect of this course is when students can also critically identify sparks of commonalities in the midst of difference. After all, it is often people’s humanity that defines them even while and especially when they resist stereotypical definitions.
In this course we will cover key Hindi filmmakers, genres, and films. Not only will the representations of the Indian nations/people/cultures will be interrogated, but also its Diaspora will be recognized and critiqued. We will examine another culture through its cinema, involving close textual and cultural analysis. Students will become more adept at reading film closely, sharpening their eye for visual and narrative details. Students will treat films as their primary texts and will develop their skills in analyzing film by making historical, cultural, political, and aesthetic arguments.
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