Associate Professor Antrim, Director; Professor Baker∙∙, Paul E. Raether Distinguished Professor of Global Urban Studies and Sociology Chen, Professors Desmangles∙, Euraque, and Findly, Paul E. Raether Distinguished Professor of Urban Global Studies Myers, George and Martha Kellner Chair in South Asian History and Professor of International Studies Prashad†, Professors Wade and Wen; Associate Professor Bauer; Assistant Professors Markle and Shen; Principal Lecturer Wagoner; Visiting Lecturer Anderson; IIE Visiting Scholar Fakhmiddin Miradilovich Fazilov
The International Studies Program examines the diversity and interdependence of the world’s peoples and their institutions. Since 1969, the program has trained students to analyze the variety of human experience and to consider the challenges posed to our planet by our current circumstances and history. Because of the density and great variety of experiences and cultural traditions, the program asks students to concentrate on either one region or one organizing theme.
A thorough engagement with a region or with a set of themes will prepare our students with sufficient empirical data and the methodological frameworks to make sense of that data. Those students who concentrate on one region can choose between Africa, Asia, Latin America and the Caribbean, the Middle East, or Russia and Eurasia. Those students who are interested in a thematic approach can choose the global studies concentration, where there are three tracks (1) gender, race, and class; (2) sustainable development; or (3) comparative regions.
Language—International studies majors are required to be proficient in more than one language. Students must complete a minimum of two years of relevant language study in the same language. Students who study the world regionally should select a language from the region under study. Students in the global studies concentration should select a language in coordination with their adviser. In addition to the languages offered by our Language and Cultural Studies Department, the college also offers a Self-Instructional Language Program (SILP). For more information on SILP, see Isabel Evelein (SILP director).
Study away—International studies majors are strongly encouraged, almost required, to study abroad.
Grades—No course with a grade of less than C- may be counted toward the major.
Honors—To earn honors, international studies majors must attain an A- average on their international studies courses and an A- on their senior exercise.
Core requirements
All international studies majors must fulfill the following core requirements:
Students must check the Bulletin section for each department of program offering the courses listed as electives to determine whether there are any prerequisites. The Writing Intensive Part II requirement is met by INTS 300.
Other opportunities—Our program allows students to develop an independent study (INTS 399) in which students work on special projects with an individual faculty member and to work with a faculty member as a teaching assistant (INTS 466). For more information on both, see your adviser or the director.
IDP courses—The International Studies Program offers IDP study units (INTS 601) as well as IDP projects (INTS 602) for those IDP students who are interested in developing such courses. The IDP Catalogue has more information about these courses. Permission of the instructor and special permission forms are required for these courses.
Fall Term
[101. Introduction to the Latin American and Caribbean World]— This introductory course explores Latin American and Caribbean societies and cultures from the perspectives of various disciplines, and focuses on a wide range of themes. The course will enjoy the presence of some of the College’s experts, from historians to ethnomusicologists. The goal here is for the students to acquire a panoramic view of the Latin America and the Caribbean worlds while getting acquainted with various basic issues that are explored more deeply in 200- and 300-level courses at Trinity. We will touch on issues of demography, geography, basis historical periods processes, particular anthropological and cultural debates, fundamental political and gender, sociological approaches to daily life, aesthetic and literary movements, and the regions positions within the historic and contemporary world economy. (Also offered under Latin American and Caribbean studies.) (Enrollment limited)
[103. Hugo Chávez: Oil, Revolution & Democracy in Latin America]— In the late 1990s Latin America began to experience radical political changes reminiscent of the 1959 Cuban Revolution. A leading, controversial figure in this process has been Venezuela’s democratically-elected president Hugo Chávez. Under his influence, a new generation of leaders and grass-roots activists are seeking social, racial, and gender justice, and a defense of local and Latin American regional interests. The course will explore the following questions, among others: What are the historical roots of “Chavismo” and similar movements in Brazil, Bolivia, Ecuador, Honduras, and elsewhere? What is, or is not, revolutionary and democratic in what is happening? What explains their more independent foreign policy not just towards the USA but also Western Europe, Russia, China, and even Iran? Why was the USA seemingly caught “unawares” by these new radical movements? (Enrollment limited)
[112. Introduction to the Study of Africa]— When the ancient Romans encountered the Afri people who lived in North Africa near Carthage, they called their land “Africa.” Today, the term is used to describe the 840 million diverse people who live on the continent. By the 18th century, scientific racism justified slavery and colonialism by categorizing African people as a single, inferior race. Although these theories have been discredited, the legacy of this thinking continues to shape the way the world views and relates to Africa and Africans. This course is designed to look at how we understand, study, and represent Africa. Using an interdisciplinary approach, we will examine how Africa has been constructed and imagined from “dark continent” to homeland, address theories of pan-Africanism and blackness, look at how ideas of “tradition” have shaped the study of Africa, critically engage with media representations of Africa, and examine how international policy has been shaped by these images. (Enrollment limited)
[130. Daily Life in Middle Eastern History]— In recent years, historians have adopted daily life as an analytical framework for historical inquiry. This course will approach the history of the Middle East from the 7th century to the 20th century through this framework. Topics such as housing, food, clothing, travel, cities, education, entertainment, trade, and ritual will shape our encounter with Middle Easterners of the past. Reading assignments will come from textbooks, monographs, and travel accounts for the pre-1900 period. Memoirs and fiction will provide our window onto the daily life of Middle Eastern men and women in the 20th century. This course defines Middle Eastern history in broad geographical and chronological terms, but its focus on daily life is intended to bring the minutiae of the lived experience of that history to life for students. (Enrollment limited)
202. Pacific Asia’s Fall and Resurgence: An Economic Response to Western Challenge— Although the prospect for many developing economics has been very dim, economics in East Asia have thrived since 1945. The next century is likely to be the Pacific century. The most recent evidence of this possibility comes from China, the awakening giant with enormous potential. In an era of accelerating integration and globalization, it is important to understand how and why the Pacific Asian economies have been able to respond to the modernization challenges from the West. Topics to be discussed include: East Asia’s geographical characteristics, the early experience of interaction between this region and the West, the various modernization efforts in the region from an historical perspective, the similarities and differences in the responses of the main economies in the region to Western challenges, the competition and integration among these economies, especially between China, the emerging economic power, and its neighbors including Japan, and their interaction with the rest of the world, particularly with the U.S. today. This course is designed for non-economics majors and has no economics. (Enrollment limited)-Wen
210. Theories of Globalization— Globalization is a clumsy word to describe massive social changes afoot around the planet. This course will explore various theories of globalization to give us the basis to come to grips with the processes at work. We will look at changes in the way states run their polity and their economy as well as shifts in the global political economy; in the cultures of societies and in the formation of global culture; and in the various forms of social resistance to globalization. (Enrollment limited)-Anderson
212. Global Politics— This discussion course, taking the entire globe and all its peoples as unit of study, will examine the unifying elements of the contemporary world system. Emphasis on struggles for justice, democracy, and basic human needs and rights in our global age. Particular attention to global crises originating in the Middle East. (Enrollment limited)-Baker
215. Central Asia in Transition— In this course, we will explore the dynamics within Central Asia from the collapse of the Soviet Union to the emergence of the new states. We shall look at the problems and possibilities for economic, political, social and cultural development in the “stans”: Kazakhstan, Uzbekistan, Tajikistan, Kirgizstan, and Turkmenistan. We will explore issues such as sustainable agriculture, terrorism and radicalism. A broad range of readings will help us grasp a region that is central to geo-politicsbut otherwise ignored in the global social imagination. (Enrollment limited)-Fazilov
[218. Women, Gender, and Family in the Middle East]— As an introduction to the lives of women in the ?men’s world’ of the Middle East, this course examines the impact of global sociopolitical and economic transformations on gender relations, sexuality, adolescence, family structure, local culture, and feminist movements across the Middle East and North Africa. Case studies survey male and female perspectives in a variety of ethnic/religious communities (Muslim, Jewish, Christian) and types of societies (Bedouin, agricultural, urban). (Enrollment limited)
[234. Gender and Education]— What is gender equity in schooling and what impact does this have on gender equity more broadly? Different disciplinary perspectives on the impact of gender in learning, school experience, performance and achievement will be explored in elementary, secondary, post-secondary, and informal educational settings. The legal and public policy implications of these findings (such as gender-segregated schooling, men’s and women’s studies programs, curriculum reform, Title IX, affirmative action and other proposed remedies) will be explored. Findings on socialization and schooling in the U.S. will be contrasted with those from other cultures. (Enrollment limited)
[238. Contemporary Africa: Resource Wars and Human Rights]— Human civilizations and communities have been shaped by the ability and desire to gain access to critical resources for survival. Economic globalization has created competition for resources—ranging from oil to diamonds to water—that has influenced social and political structures in the contemporary world. This course looks at the impact of modern globalization on the continent of Africa. Situating Africa historically in its relationship to “the West” through the Atlantic slave trade and European colonialism, we will explore the consequences of Africa’s unequal role in this system. We will be investigating the links between civil conflict, resource control, social justice, poverty, and international movements that attempt to address these issues. Prerequisite: at least one college-level course that addresses the history of Africa before or during the colonial era, including HIST 252, 253, 331, 377, 391, 401 (Enrollment limited)
[248. Global Radicalisms]— This course examines the participation of intellectuals, peasants, and workers in revolutions and anti-colonial movements from 1900. It explores ideas about revolution, colonialism, national emancipation, internationalism, capitalist modernity, and socialism in a variety of regional contexts and periods. We will pay particular attention to how seemingly disparate activists from across the globe understood systems of oppression and how they connected local, national, and international struggles for liberation. The class will be especially useful for students interested in the history of ideas, social movements, globalization, colonialism, and radical history. Readings include Eric Hobsbawm’s The Age of Revolution alongside a host of primary materials that stretch from Fanon to Guevara, from Bao Ninh to M. N. Roy. (Enrollment limited)
[249. Immigrants and Refugees: Strangers in Strange Lands]— The post-cold war world is one of changing national boundaries and governments, environmental devastation and internal conflicts, resulting in an apparently unprecedented flow of people from their native homelands. At a time when multiculturalism is not a popular model for national integration, immigrants, refugees, and other sojourners find themselves in new places creating new lives for themselves. The processes by which this occurs illustrate some of the basic social, cultural, and political dilemmas of contemporary societies. Using historical and contemporary case studies from Europe and the Americas, this course looks at issues of flight, resettlement, integration, cultural adaptation, and public policy involved in creating culturally diverse nations. Questions to be raised include what are the conditions under which people leave, who can become a (authentic) member of society, what rights do non-citizens versus citizens have, are borders sacrosanct, are ethnic and racial diversity achievable or desirable, is multiculturalism an appropriate model, do people want to assimilate, what are the cultural consequences of movement, and how can individuals reconstruct their identities and feel they belong? This course includes a community learning component. (Also offered under American studies, comparative development, public policy and law, and women, gender, and sexuality.)This course has a community learning component. (Enrollment limited)
258. The Islamic City: Places, Pasts and Problems— This course explores the cities founded, claimed, and inhabited by Muslims over the centuries, with a particular focus on the Middle East. Scholars have long debated whether there is such a thing as a prototypical “Islamic city” shaped by religious and cultural norms. Through a combination of lectures and discussions, we will grapple with this question by situating cities in their historical contexts, examining their built environments, and considering the ways in which gender, economic and social life, political movements, and war shape urban space. (Enrollment limited)-Antrim
260. The City in African Studies: Past, Present, and Potential— Africa is a rapidly urbanizing region of the world; the most rapidly urbanizing by World Bank standards. Contemporary urbanization in Africa has stimulated new scholarship on the history of African cities, African urban economies, urban politics and urban identities, among other topics. African urban studies has produced some of the most thoughtful and engaged work on Africa to date. In this course we will be exploring major themes in the field of African urban studies to gain deeper appreciation of the history of African cities, their contemporary iterations, and their future possibilities. (Enrollment limited)-Myers
[262. Peoples and Culture of the Caribbean]— A review of the attempt to develop generalizations about the structure of Caribbean society. Theoretical materials will focus on the historical role of slavery, the nature of plural societies, race, class, ethnicity, and specific institutions such as the family, the schools, the church, and the political structure. (Enrollment limited)
300. Global Security— This seminar explores the geographies of wellbeing and security, from privacy settings on Facebook or traditions of communal redistribution to the global War on Terror and nuclear threats. Students will use intersectional analysis and mixed methods (popular culture and film, ethnographies, fiction, media, historical sources, and economic assessments) to uncover the social structural, cultural, and political contexts that explain cross-national variations in how individuals and societies determine what makes them safe and secure, as well as how local responses to risk and danger can have regional and global consequences. (Enrollment limited)-Bauer
[300. Mapping the World]— In this course we will explore the many ways in which humans have represented the world from antiquity to the present day. Paying special attention to the history of geography, cartography, and travel literature, this course will suggest links between changing representations of the world and ideas of the cosmos and the universal, the unknown and the exotic, the local and the national, and the international and the global. Course open only to International Studies majors. (Enrollment limited)
[300-02. Nationalism]— This class analyzes the phenomenon of nationalism in a global context while focussing especially on case studies from the modern Middle East and North Africa. Together we will consider the diverse components of nationalism, including religion, language, territorial loyalty, and ethnicity, and test the thesis that nationalisms are “imagined communities” built on “invented traditions.” We will also consider the relationship of nations to states or governments. As we consider the historical forces that have given rise to nation-states, we will reflect on the development of nations and nationalisms within the wider world. (Enrollment limited)
301. Arab Politics— This seminar examines the outstanding features of the full range of politics in the Arab world, from regimes and resistances to the new forms of politics in civil society and private spheres. (Also offered under political science and Middle Eastern studies.) (Enrollment limited)-Baker
311. Global Feminism— This course examines how the struggles of diverse gender based movements (religious and secular, urban and rural, black and white), from the Americas to the Middle East and Asia, shed light on vexing social problems like the lack of sexual and reproductive rights, political and social representation, and equal opportunities. Using historical and contemporary examples of women’s organizing and theorizing, course materials interrogate the meaning of ?feminism’, the relationship between the gendered self and society, the impact of race, class, and cultural differences on women’s solidarity, the challenge of women’s (and gender based) activism to state and social order, the impact of women’s networking, and the possibilities for achieving a transnational, cross-cultural or global ?feminism.’ (Enrollment limited)-Bauer
314. Black Internationalism— This course introduces students to the history of people of African descent and their struggles for universal emancipation during the 20th century. We will begin by drawing on theoretical readings about race/blackness and the African Diaspora. The second part of the class will probe the relationship between nationalism and pan-Africanism through comparative assessments of Marcus Garvey and his UNIA organization; Rastafarianism and music; and the U.S. Black Power Movement. Over the entire course, we will also seek to locate and critically evaluate Africa’s importance to these political and cultural projects. The ultimate purpose of this course is to impress upon students how struggles for self-determination were simultaneously local, national and global. Prerequisite: C- or better in International Studies 112, International Studies 101, History 253 or History 238 (Enrollment limited)-Markle
399. Independent Study— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment. (1-2 course credits) -Staff
466. Teaching Assistantship— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment. (0.5-1 course credit) -Staff
497. Senior Exercise— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment in this single semester project. -Staff
Courses Originating in Other Departments
[American Studies 409. American Empire]— Thomas Jefferson once boldly described the United States as an “empire of liberty.” But whether or not America has ever taken on the identity, ever functioned, as an empire has been one of the most hotly debated topics of our current global times. In this senior seminar we want to take both a historical and contemporary look at what happens when the foreign policy of the United States converges with the general practices of military engagement, occupation, nation-building, commercial market control, and/or annexation of “foreign lands.” Do such foreign relations constitute an empire? In this course we will examine a number of critical moments including the internal U.S. expansion into native American and Mexican lands, “Manifest Destiny” projects in the turn-of-the-twentieth century Caribbean and Asian Pacific, Marshall Plan policies in Cold War Europe, and “War on Terror” initiatives in the present day Middle East. What have been the aspirations of U.S. foreign policy, what have been the consequences, how do they affect the policies and practices “back home.” Have any of these experiences constituted an American Empire?
Anthropology 201. Introduction to Cultural Anthropology— View course description in department listing on p. 266. -Beebe, DiVietro, Johnson
[Anthropology 228. Anthropology from the Margins of South Asia]— This course will examine how the northwestern and northern mountainous regions of South Asia have been constructed in the Western popular imagination, both in literary texts and in academic debates. Starting with the era of the Great Game in the late 19th century and ending with the current “war on terror,” the course will explore the transformation and continuation of past social and political conditions, and their representations within the region. This will help illuminate some of the enduring themes in anthropological debates, such as culture contact; empires, territories, and resources; and human agency.
Anthropology 241. Women in the Caribbean— View course description in department listing on p. 267. -DiVietro
[Anthropology 253. Urban Anthropology]— This course will trace the social scientific (especially ethnographic and cultural) study of the modern city from its roots in the Industrial Revolution through the current urban transformations brought about by advanced capitalism and globalization. Why are cities organized as they are? How does their organization shape, and get shaped by, everyday practices of city inhabitants? This course will explore the roles of institutional actors (such as governments and corporations) in urban organization, and the effects of economic change,immigration, and public policy on the social organization and built environment of cities. It will examine social consequences of cities, including economic inequality, racial stratification, community formation, poverty, and urban social movements. Though it will focus on American urbanism, this course will also be international and ethnographic.
[Anthropology 310. Anthropology of Development]— This seminar will explore international economic and social development from an anthropological perspective. We will critically examine concepts of development, underdevelopment, and progress. We will compare how multilateral lenders and small nongovernmental organizations employ development rhetoric and methods. We will examine specific case studies of development projects in Africa, Asia, and Latin America, asking what has been attained, and what is attainable.
Educational Studies 316. Education and Social Change Across the Globe— View course description in department listing on p. 382. Prerequisite: a passing grade in a prior Educational Studies or International Studies Course. -Dyrness
[Educational Studies 320. Anthropology and Education]— The anthropology of education has a rich history of investigating the links between culture, learning, and schooling. Anthropologists studying education have sought to illuminate learning and educational achievement as social processes and cultural products that cannot be understood apart from the socio-cultural contexts in which they occur. In this upper-level seminar, we will explore selected works in the anthropology of education, both classic and contemporary, in order to understand the unique contributions anthropology makes to the study of education, and in particular, the experience of minority groups in education. We will explore topics such as race, gender, and language in education and how they have been addressed by anthropologists. Students will have an opportunity to read critically a variety of detailed ethnographic and qualitative studies focusing on formal schooling and informal education in the United States and in other countries. Reviewing these studies, we will explore the central questions: What is a cultural analysis of schooling? What unique insights does ethnography (anthropology’s signature method) offer into key educational problems? And finally, how can a cultural analysis of schooling inform efforts to create a more socially just educational system? Prerequisite: A C- or better in Education 200 or Anthropology 201or permission of the instructor.
[English 306. Memory and History in African Literature]— Through the close reading of eight works by African writers—encompassing a variety of forms and genres, touching on traditional Africa as well as contemporary ideas—the course will explore the variety of styles, forms, and themes in African writing. The course will examine narrative strategies, aesthetic choices, and the broader historical forces and cultural experiences informing the work of African writers. A good deal of the class will be devoted to exploring each writer’s engagement with a facet of Africa’s historical or post-colonial experience, and how each author seeks to reshape historical experience in fiction, drama, or memoir. We shall also investigate writers’ use of memory, their integration of folktale in their narrative, and their experimentation with the wider resources of orature. We will pay attention to the tension between the individual and community, how each text defines private and public spheres, and how each writer responds to the Euro-American canon. Through the texts, we will explore such broad subjects as the roots and impact of slavery; fault lines in indigenous African societies; the colonial subjugation of Africa; the emergence of neo-colonial nation-states in Africa; post-colonial anxieties and disillusionment, and the evolution of gender relations. For the English major, this course satisfies the requirement of a course emphasizing literature written after 1800, or a course emphasizing cultural context.
Art History 207. The Arts of China— View course description in department listing on p. 465. -Hyland
[History 228. Islamic Civilization to 1517]— This course surveys the transformation of the Middle East into an Islamic civilization from the life of Muhammad in the early seventh century through the collapse of the Mamluk Empire in 1517. It focuses on social, cultural, and political history and addresses regional variations from Morocco to Iran. Topics include women, religious minorities, and slavery, as well as Islamic education, mysticism, and literature.
History 283. African Diaspora in Latin American and the Caribbean— View course description in department listing on p. 521. -Figueroa
[History 314. Dictatorship, Revolution, Reform and Military Coups in Central America]— Few regions in the world have suffered more human rights violations as a result of dictatorship, revolution, reformist movements, and military coups than Latin American and the Caribbean. These dramatic processes have been especially persistent in the countries of Central America: Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica and Panama. American foreign policy has played a critical role in these countries as far back as the administration of Abraham Lincoln; an involvement that has only strengthened through the presidencies of Franklin D. Roosevelt, John F. Kennedy, George W. Bush, and most recently, Barak Obama. This course explores the historical nexus between dictatorships, revolution, reformism, military coups and US foreign policy in Central America between the 1890s and the early 21st century.
[Russian 233. Soul, Flesh, and the Russian Mystique]— “A riddle, wrapped in a mystery, inside an enigma” is Winston Churchill’s famous description of Russia. Renowned for its passionate unrestraint, the legendary Russian soul encompasses opposing extremes of human thought and impulse. Selfish pleasure, gratuitous cruelty, and humiliation of others coexist with forgiveness, compassion, and embrace of suffering. As our window on the multifaceted Russian soul—as well as its physical manifestation, the rebellious body—we will take salient works from one thousand years of music, art, and literature. Among the genres we will explore: icon painting and the later, socially-themed paintings that hastened the revolution; the majestic muse of the Orthodox church and contemporary youth pop; the wise woman and holy fools of the folktale; and the comic literature of scandal. Taught in English; no prerequisites.
[French 355. Bilingualism and the Francophone World]— This course will take us on a tour of the Francophone world, from North Africa, to Canada, the Caribbean, and beyond. Despite French colonization and the presence of the French language in places such as Quebec, Algeria, Haiti, Martinique, and Tahiti, writers nonetheless remind readers of the other languages that once were, or still are, spoken there: Arabic, Berber, Creole, English, Joual. We will study the conflicts raised by sites of political bilingualism and how these issues are played out in works by and about bilinguals. We will also consider writers who, in the absence of any direct political colonization, have opted for careers of self-translation and literary bilingualism. Authors to be studied include Beckett, Chamoiseau, Derrida, Djebar, Huston, Kundera, Khatibi, Roumain, Semprun, and Tremblay. Prerequisite: French 251 or 252, or Permission of the Instructor.
Chinese 413. Advanced Chinese III— View course description in department listing on p. 620. Prerequisite: Chinese 302 or equivalent. -Shen
Philosophy 223. African Philosophy— View course description in department listing on p. 708. -Wade
Political Science 103. Introduction to Comparative Politics— View course description in department listing on p. 743. Not open to seniors. -Bourbeau, Messina
Political Science 104. Introduction to International Relations— View course description in department listing on p. 743. Not open to seniors. -Carbonetti, Kelleher
[Political Science 310. Politics of Developing Countries]— An examination of the success and failure of the various theories of economic and political developments which have been pursued in the post-colonial era; specific case studies will deal with examples from Africa, Asia, and Latin America. Prerequisite: C- or better in Political Science 103 or 104.
Political Science 312. Politics in the Middle East and North Africa— View course description in department listing on p. 745. -Flibbert
[Political Science 322. International Political Economy]— This course examines the interplay of politics and economics in the current world system since the European expansion in the 16th century. Focus will be on the penetration and colonization of Latin America, Asia, and Africa; economic relations in the industrialized world and between the north and the south; the role of international institutions such as the World Bank and the International Monetary Fund; the role of international trade and transnational corporations; the changing division of labor in the world economy; and current problems of the world economy. Prerequisite: C- or better in Political Science 104.
[Political Science 380. War and Peace in Middle East]— This course addresses the causes and consequences of nationalist, regional, and international conflict in the Middle East. We use theoretical perspectives from political science to shed light on the dynamics of conflict, the successes and failures of attempts to resolve it, and the roles played by the United States and other major international actors. The course is organized on a modified chronological basis, starting with the early phases of the Arab-Israeli conflict and ending with current developments in Iraq.
[Religion 285. Religions of Africa]— A study of the indigenous African religious traditions with consideration of their contemporary interaction with Western religious traditions. Topics include the African concepts of God, man, ancestor reverence, sacrifice, witchcraft, and magic. (Enrollment limited.) (May be counted toward international studies/African studies.)
[Sociology 252. Immigration, Social Inclusion, and Global Cities]— This course surveys immigrant incorporation in the global cities of New York, Montreal, Paris, and London. It proceeds by means of case studies to examine topics of ethnic history, intergroup relations, assimilation and acculturation, residential patterns in enclaves and ghettos, generational transformations, ethnic entrepreneurship, and symbolic ethnicity. These studies and topics provide the ground as well for the course’s exploration of questions of transnational belonging, coalition politics, citizenship patterns, and immigration policy.
Spring Term
101. Introduction to the Latin American and Caribbean World— This introductory course explores Latin American and Caribbean societies and cultures from the perspectives of various disciplines, and focuses on a wide range of themes. The course will enjoy the presence of some of the College’s experts, from historians to ethnomusicologists. The goal here is for the students to acquire a panoramic view of the Latin America and the Caribbean worlds while getting acquainted with various basic issues that are explored more deeply in 200- and 300-level courses at Trinity. We will touch on issues of demography, geography, basis historical periods processes, particular anthropological and cultural debates, fundamental political and gender, sociological approaches to daily life, aesthetic and literary movements, and the regions positions within the historic and contemporary world economy. (Also offered under Latin American and Caribbean studies.) (Enrollment limited)-Euraque
[120. Introduction to South Asia]— South Asia, home to 1.5 billion people, is diversity incarnate. In thousands of languages, its residents worship in most of the world’s religious traditions. From Nepal’s mountains to Sri Lanka’s beaches, the eco-system is vast and varied. This course will take us on a journey through South Asia, to engage with its long history and its dynamic present. Caste, religion, socio-economic relations, the Indo-Islamic world, colonialism, nationalism will be the main themes. (Enrollment limited)
[131. Modern Iran]— This course provides an introduction to 20th-century Iranian society, culture, and politics, examining secular and religious debates over gender roles, modernity, Islamism, democracy, and the West. (Enrollment limited)
212. Global Politics— This discussion course, taking the entire globe and all its peoples as unit of study, will examine the unifying elements of the contemporary world system. Emphasis on struggles for justice, democracy, and basic human needs and rights in our global age. Particular attention to global crises originating in the Middle East. (Enrollment limited)-Anderson
[213. Worldly Islam, The Sacred and the Secular]— This course explores the diverse domestic, regional, and international politics of the Islamic world. A rich historical perspective illuminates contemporary political struggles for justice, democracy, and basic human rights and needs. (Also offered under Political Science and Middle Eastern Studies.) (Enrollment limited)
[215. Central Asia in Transition]— In this course, we will explore the dynamics within Central Asia from the collapse of the Soviet Union to the emergence of the new states. We shall look at the problems and possibilities for economic, political, social and cultural development in the “stans”: Kazakhstan, Uzbekistan, Tajikistan, Kirgizstan, and Turkmenistan. We will explore issues such as sustainable agriculture, terrorism and radicalism. A broad range of readings will help us grasp a region that is central to geo-politicsbut otherwise ignored in the global social imagination. (Enrollment limited)
218. Women, Gender, and Family in the Middle East— As an introduction to the lives of women in the ?men’s world’ of the Middle East, this course examines the impact of global sociopolitical and economic transformations on gender relations, sexuality, adolescence, family structure, local culture, and feminist movements across the Middle East and North Africa. Case studies survey male and female perspectives in a variety of ethnic/religious communities (Muslim, Jewish, Christian) and types of societies (Bedouin, agricultural, urban). (Enrollment limited)-Bauer
[234. Political Geography]— Despite our common-sense notions about geography and nature, the spatial arrangement of our world is not the result of natural processes but the outcome of human struggles about the position of borders, the extent of territory, and authority over territories. In this course, we will investigate these struggles and their impact on today’s global relations. Special attention will be given to the spatial nature of the state, the role geography has played in the power politics of major states, and future scenarios in a world in which the territorial aspirations of political communities clash with the globalizing flows of economic and cultural activities. (Enrollment limited)
236. Japanese Crime Literature and Film— This course examines major works of Japanese crime literature and film from the works of Edogawa Rampo, known as the father of crime fiction in Japan, to those of contemporary writers to explore social and moral issues reflected in them. While Japanese writers and filmmakers of this genre readily acknowledge Western influences, the literary and cinematic explorations of crime in Japan have also developed ona trajectory of their own, producing works that are easily distinguishable from those of other cultures. The course will also consider the mixing of the crime genre with others, such as ghost and science fiction genres. Works studied in this course include those of Edogawa Rampo, Akira Kurosawa, Miyuki Miyabe, Seicho Matsumoto, and Kobo Abe, as well as yakuza movies. Readings and discussion in English. (Enrollment limited)-Shen
238. Contemporary Africa: Resource Wars and Human Rights— Human civilizations and communities have been shaped by the ability and desire to gain access to critical resources for survival. Economic globalization has created competition for resources—ranging from oil to diamonds to water—that has influenced social and political structures in the contemporary world. This course looks at the impact of modern globalization on the continent of Africa. Situating Africa historically in its relationship to “the West” through the Atlantic slave trade and European colonialism, we will explore the consequences of Africa’s unequal role in this system. We will be investigating the links between civil conflict, resource control, social justice, poverty, and international movements that attempt to address these issues. Prerequisite: at least one college-level course that addresses the history of Africa before or during the colonial era, including HIST 252, 253, 331, 377, 391, 401 (Enrollment limited)-Markle
[241. Popular Politics and Revolution in Latin American and Caribbean History]— This class examines popular politics, insurgency, and revolution in colonial and modern Latin America and the Caribbean. It focuses on the historical role of slaves, peasants, popular intellectuals, and workers from indigenous, African-American, and ethnically mixed backgrounds in their relations with elites and the state in different regional contexts. We will read landmark texts and primary sources on indigenous insurgencies in the central Andean region in the 1780s, the Haitian Revolution, the revolutions of independence in Spanish America, the Mexican Revolution, and other topics that illustrate the evolution of the historiography of this field. (Enrollment limited)
[250. Global Migration]— This course explores population mobility as an outcome of global processes and investigates its role in reconfiguring personal, cultural, social, political, and economic life. Specifically considers the impact of migration on gender relations and identities, cultural and educational practices, integration policies, individual and group rights and questions of citizenship and governance. (Enrollment limited)
262. Peoples and Culture of the Caribbean— A review of the attempt to develop generalizations about the structure of Caribbean society. Theoretical materials will focus on the historical role of slavery, the nature of plural societies, race, class, ethnicity, and specific institutions such as the family, the schools, the church, and the political structure.-Desmangles
300. Worldly Sex— This course will examine sexual practices and their cultural and social meaning across different cultures and at different periods in the sweep of human history. We will read social history, biographies, memories, and study representations of sexual practices and behaviors in the daily life of different societies, from the ancient Aztecs, and the Egyptians to the “sexual revolution” in the 1960’s in the U.S. and beyond. (Enrollment limited)-Euraque
[300. The Global South during the Cold War]— This course explores the emergence of the Cold War order in Asia, Africa, the Middle East, and Latin America. It scrutinizes major Cold War conflicts such as the Korean and the Vietnam wars, the Arab-Israeli conflict as well as crucial events such as the coups in Iran (1953) and Guatemala (1954), and the Cuban missile crisis (1962). We will undertake critical analyses of the historical narratives around these events, and investigate primary sources to make sense of them from the standpoint of the Global South. We will also reflect upon the legacies of the Cold War in the twenty-first century. (Enrollment limited)
302. Global Cities— This seminar examines the contemporary map of interactions between cities in the world. There is now a considerable array of research analyzing what are variously termed global or world cities in the hierarchy of the world economy, and a counter-critique has emerged which seeks to analyze all cities as ordinary, moving beyond old binaries of ’developed’ and ’developing’ worlds of cities. We will interrogate this debate in both its theoretical and its empirical dimensions, with case studies from Africa and assessment of cultural, political, economic and environmental globalization. (Enrollment limited)-Myers
[306. Gender and Nationalism in the Middle East]— This course explores the relationship between the rise of nationalism in the nineteenth-century Middle East and gendered claims to belonging in and to national communities. We will discuss the struggles against imperialism that shaped nationalist movements from Morocco to Iran through the twentieth century and the ways in which those struggles both produced and depended on new discourses about gender and sexuality. We will also investigate the transformations in these discourses associated with Islamist movements, neo-imperialism, and economic globalization in the Middle East in recent decades. This course will demand critical engagement with a sophisticated scholarly literature, intensive writing, and active participation in class discussions. (Enrollment limited)
[307. Women’s Rights as Human Rights]— This course is a cross-cultural investigation of the gendered nature of human rights and of the changes in different societies that have resulted from struggles for human rights for women. Topics covered will include rights to protection against sexual abuse and gender violence (such as female genital mutilation), subsistence rights, reproductive rights, human rights and sexual orientation, and the rights of female immigrants and refugees. The course will make use of formal legal documents as well as cultural materials such as novels, films, personal testimonies, religious rituals, and folk traditions in music. (Also listed under Public Policy.) (Enrollment limited)
[309. Development in Africa: From Civilizing Mission to World Bank]— This course examines the history of development ideas and practices in Africa. Beginning with the early colonial era, when Europeans spoke of their “civilizing mission,” and ending with present-day critiques of World Bank policies, it traces continuity and change in state and grassroots efforts to bring about development in Africa. It explores the theories behind development policies. including the ways in which experts have conceptualized African farming systems and Africa’s place in the world economy, and it asks to what extent these theories match reality. It also examines how development policies have been put into practice, how African communities have responded to and reshaped development, whether communities have a “right to development” and who should define what that development should be. Finally, it considers why so many development efforts have failed and whether past failures have led to improved practice. (Also offered under History.)
[314. Black Internationalism]— This course introduces students to the history of people of African descent and their struggles for universal emancipation during the 20th century. We will begin by drawing on theoretical readings about race/blackness and the African Diaspora. The second part of the class will probe the relationship between nationalism and pan-Africanism through comparative assessments of Marcus Garvey and his UNIA organization; Rastafarianism and music; and the U.S. Black Power Movement. Over the entire course, we will also seek to locate and critically evaluate Africa’s importance to these political and cultural projects. The ultimate purpose of this course is to impress upon students how struggles for self-determination were simultaneously local, national and global. Prerequisite: C- or better in International Studies 112, International Studies 101, History 253 or History 238 (Enrollment limited)
[315. Global Ideologies]— From the 1920s to the 1980s, the countries of Africa, Asia and Latin America forged a “Third World project.” This project came undone in the 1980s, as debt, war and corruption overwhelmed the three continents. Along came neo-liberalism and globalization, which emerged as the dominant ideologies of the time. With the rise of Bolivarianism in Latin America, and with the financial crisis, neo-liberalism has lost its shine. This course will trace the “Third World project,” neo-liberalism, and the emergent ideology of the Global South. (Enrollment limited)
318. Energy Security— The planet’s future rests between energy use and geopolitical insecurity. The hinge for this tension rests in West Asia, but extends to western Africa and central Asia. China and India’s rapid economic growth drives up demand for oil and gas and the Arab Spring has unsettled previous equations for the easy extraction of energy from the Gulf by global corporations. This course will explore the problem of “energy security”: it will look at the new hinges, particularly Central Asia, where the old Great Game of geopolitical intrigue morphed into a new stratagem for energy extraction. Energy security will be approached not only from the standpoint of the buying countries, but also from those who suffer under the “resource curse,” the selling countries. (Enrollment limited)-Fazilov
325. Anthropology of Islam— This course examines Islam as lived religious practice in a context defined by both local constraints and global possibilities. Variations in local practices of Islam reflect accommodation to distinct cultural, political, and economic contexts while at the same time reflecting global connections. We will examine topics such as religious identity and community, gender as the site of religious and political struggle, new forms of Islam in diaspora communities, and contemporary political and moral debates over modernity, democracy, and reform in a variety of Islamic societies from North America to the Middle East and Asia. (Enrollment limited)-Bauer
399. Independent Study— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment. (1-2 course credits) -Staff
490. Research Assistantship— -Staff
497. Senior Exercise— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment in this single semester project. -Staff
Courses Originating in Other Departments
Anthropology 201. Introduction to Cultural Anthropology— View course description in department listing on p. 270. -Hussain, Trostle
[Anthropology 228. Anthropology from the Margins of South Asia]— This course will examine how the northwestern and northern mountainous regions of South Asia have been constructed in the Western popular imagination, both in literary texts and in academic debates. Starting with the era of the Great Game in the late 19th century and ending with the current “war on terror,” the course will explore the transformation and continuation of past social and political conditions, and their representations within the region. This will help illuminate some of the enduring themes in anthropological debates, such as culture contact; empires, territories, and resources; and human agency.
[Anthropology 237. Indigenous Social Movements in Latin America]— This course examines the meaning of “being indigenous” in Latin America. What complex questions of power are indigenous movements addressing and challenging, and where are these movements happening? While indigenous social movements have independently gained strength in diverse settings, they share common elements of history, politics, and culture. Most prominent among these are a legacy of colonialism and the nature of coloniality, and a daily negotiation of identities within the context of multicultural and intercultural societies. In recent years, indigenous peoples in Latin America have assumed a greater role in the politics of their respective nation-states, leading to their unprecedented condition as active, decision making protagonists in their unfolding histories.
Anthropology 245. Anthropology and Global Health— View course description in department listing on p. 271. -DiVietro
Anthropology 253. Urban Anthropology— View course description in department listing on p. 271. -Beebe
[Educational Studies 320. Anthropology and Education]— The anthropology of education has a rich history of investigating the links between culture, learning, and schooling. Anthropologists studying education have sought to illuminate learning and educational achievement as social processes and cultural products that cannot be understood apart from the socio-cultural contexts in which they occur. In this upper-level seminar, we will explore selected works in the anthropology of education, both classic and contemporary, in order to understand the unique contributions anthropology makes to the study of education, and in particular, the experience of minority groups in education. We will explore topics such as race, gender, and language in education and how they have been addressed by anthropologists. Students will have an opportunity to read critically a variety of detailed ethnographic and qualitative studies focusing on formal schooling and informal education in the United States and in other countries. Reviewing these studies, we will explore the central questions: What is a cultural analysis of schooling? What unique insights does ethnography (anthropology’s signature method) offer into key educational problems? And finally, how can a cultural analysis of schooling inform efforts to create a more socially just educational system? Prerequisite: A C- or better in Education 200 or Anthropology 201or permission of the instructor.
[English 288. World Cinema]— This course provides an introduction to the study of world cinema, with a focus on cinematic cultures other than those of the USA or Europe. We will begin by considering some of the theoretical questions involved in intercultural spectatorship and introducing/reviewing critical categories we can use to discuss the films. We will then proceed through a series of units based around specific cinematic cultures, focusing on movement, genres and auteurs and on the historical, cultural, and geopolitical issues that the films illuminate. For English majors, this course satisfies the requirement of a course emphasizing cultural context, or a literary theory course. This course can be counted toward fulfillment of requirements for the film studies minor.
[English 306. Memory and History in African Literature]— Through the close reading of eight works by African writers—encompassing a variety of forms and genres, touching on traditional Africa as well as contemporary ideas—the course will explore the variety of styles, forms, and themes in African writing. The course will examine narrative strategies, aesthetic choices, and the broader historical forces and cultural experiences informing the work of African writers. A good deal of the class will be devoted to exploring each writer’s engagement with a facet of Africa’s historical or post-colonial experience, and how each author seeks to reshape historical experience in fiction, drama, or memoir. We shall also investigate writers’ use of memory, their integration of folktale in their narrative, and their experimentation with the wider resources of orature. We will pay attention to the tension between the individual and community, how each text defines private and public spheres, and how each writer responds to the Euro-American canon. Through the texts, we will explore such broad subjects as the roots and impact of slavery; fault lines in indigenous African societies; the colonial subjugation of Africa; the emergence of neo-colonial nation-states in Africa; post-colonial anxieties and disillusionment, and the evolution of gender relations. For the English major, this course satisfies the requirement of a course emphasizing literature written after 1800, or a course emphasizing cultural context.
[English 311. Afro-Asian Intersections]— This seminar examines Asian American and African American literary and cultural production comparatively. We will look at primary texts, supplemented by theoretical and historical readings from various fields, including performance studies, literary studies, psychoanalytic theory, cultural studies, gender studies, legal studies, and post-colonial studies, in order to critique representations of racial formations relationally rather than as strictly defined categories of identity that have, traditionally, been studied in segregated disciplines (such as Black studies, whiteness studies, Asian and Asian American studies). Along these lines, we will also account for the ways in which race intersects with other categories of identity, such as sexuality, gender, nation, and class. Texts will include works by Ann Cheng, WEB Du Bois, Christina Garcia, Moon-Ha Jung, Bill Mullen, Mira Nair, Patricia Powell, Gary Okihiro, Vijay Prashad, and Anna Deveare Smith. For English majors, this course satisfies the requirement of a course emphasizing cultural contexts.
[Art History 207. The Arts of China]— This course will focus on the arts of China from the Neolithic period through the Qing Dynasty (ca. 6000 B.C.E.-1850 C.E.) We will study art produced for burial, Buddhist temples, the imperial court, and the scholar elite. We will consider architecture, sculpture, painting, bronze, jade lacquer, and ceramics, placing the art within its historical context and identifying what makes it uniquely Chinese. This 200-level lecture survey course will require a paper, a mid-term, and a final examination. (May be counted towards International Studies/Asian Studies)
Art History 294. The Arts of Africa— View course description in department listing on p. 471. -Gilbert
[History 223. Japan into the Modern World, 1840-1945]— Counts as one of the survey courses for the two-semester history sequence for the Asian Studies major. This course examines the social, economic, and cultural transformations that occurred in Japan from its initial encounter with Western modernity through its rise to military superpower status in the first half of the 20th century. Students will gain a greater understanding of the problems that have shaped Japan, by exploring the challenges, conflicts, triumphs, and tragedies of modernization, industrialization, and nation-building as the Japanese experienced them in the 19th and 20th centuries. The course concludes with a detailed exploration of the road to the Pacific War and the social, political, and cultural effects of mobilization for total war followed by total defeat.
History 229. Middle East Since 1517— View course description in department listing on p. 529. -Antrim
History 242. History of China, Qing to Present— View course description in department listing on p. 530. -Lestz
[History 283. African Diaspora in Latin American and the Caribbean]— Of the approximately 12 million African slaves brought to the Americas, more than 11 million were taken to Brazil, the Caribbean and other parts of Latin America. This course examines the origins of the African slave trade and slavery; the evolution of racial ideologies; forms of resistance, including the successful Haitian Revolution (1791-1804); and the century-long struggle to end slavery (1783-1888). We will also study how African, Afro-Latin American, and Afro-Caribbean peoples forged distinctive but inter-related Diasporic cultures (in religion, music, art, literature) and political movements for racial justice. Almost every Latin American & Caribbean country will be examined, including Brazil, Cuba, Jamaica, Colombia, Argentina, and others. Throughout the course comparisons will be made with African-American history in the USA.
[History 318. Gender and Sexuality in Middle Eastern History]— This course takes constructions of femininity and masculinity and related representations of male and female sexuality in both the pre-modern and modern Middle East, with an emphasis on the Arab world, as its focus. Through theoretical readings and primary sources, both written and visual, we will explore the ways in which gender and sexuality have shaped political, economic, and cultural life in the Middle East.
History 319. Mapping the Middle East— View course description in department listing on p. 533. -Antrim
[History 375. Egypt from Alexander to Amr. The Nile and Desert Under the Greeks and Romans]— From the advent of Alexander the Great to the Muslim conquest in 640 CE by the then governor of Palestine, Egypt was under the rule of Greeks and Romans. Thanks to the dry climate, a bounty of texts have been preserved that permit a far more detailed look into life than can typically be achieved elsewhere in the Greco-Roman world. In this course, students will attain a firm background in the history of Egypt during these centuries; become familiar with the source material on which that history is based; and explore the evidence for daily life. Prerequisite: C- or better in History 115 or History 116, or permission of instructor.
Chinese 415. Advanced Chinese IV— View course description in department listing on p. 620. Prerequisite: Chinese 413 or equivalent. -Wang
Chinese 440. Chinese Speaking and Writing II— View course description in department listing on p. 621. Prerequisite: Chinese 202 or equivalent. -Wang
[Philosophy 223. African Philosophy]— What is African philosophy? Currently, among the scholars addressing this question, no single answer prevails. Some hold that philosophy, by its nature, transcends race, ethnicity, and region and hence that terms such as “African philosophy,” “European philosophy,”and “Asian philosophy,” are all rooted in misunderstanding what philosophy fundamentally is. Some argue that prior to the very recent work of African scholars trained in formal (often European) departments of philosophy, African philosophy did not (and could not) exist. Others argue that while (many of) the peoples of Africa have little or no tradition of formal (written) philosophizing, the differing worldviews embodied in the myths, religions, rituals, and other cultural practices of ethnic Africans constitute genuine African philosophy. Yet others find African philosophy in the critical musings of indigenous African (so-called) wise men or sages. In this course we will critically examine the variety of possibilities, forms, and practices in Africa and elsewhere that might be referred to appropriately as “African philosophy” and attempt to understand why the notion of “African philosophy” is so especially contentious. (May be counted toward African studies.)
Political Science 103. Introduction to Comparative Politics— View course description in department listing on p. 749. Not open to seniors. -Bourbeau, Matsuzaki
Political Science 104. Introduction to International Relations— View course description in department listing on p. 749. Not open to seniors. -Flibbert
Political Science 310. Politics of Developing Countries— View course description in department listing on p. 751. Prerequisite: C- or better in Political Science 103 or 104. -Schulz
Political Science 322. International Political Economy— View course description in department listing on p. 752. Prerequisite: C- or better in Political Science 104. -Schulz
Religion 186. Islam in America— View course description in department listing on p. 798. -Ziad
Religion 283. Readings in Islamic Ethics— View course description in department listing on p. 800. -Ziad
Urban Studies 210. Sustainable Urban Development— With the era in which city dwellers comprise a majority of the world’s population has come a new urgency for understanding the balance between urban development and the environment. This course introduces students to the sub-field of urban studies which deals with sustainable development, including exploration of the debates on the meanings of sustainability and development in cities. Taking a comparative approach and a global perspective, topics to be examined may include the ecological footprint of cities, urban programs for sustainable urban planning, urban transportation and service delivery, energy issues, and the critical geopolitics of urban sustainability around the world. May be counted toward INTS major requirements. -Myers
Coordinator: Assistant Professor Markle (History and International Studies); Affiliated Faculty: Leslie Desmangles (Religion and International Studies), Eric Galm (Music), Michelle Gilbert (Fine Arts), Shafqat Hussain (Anthropology), Seth Markle (History and International Studies), Garth Myers (International Studies), Okey Ndibe (English), Diana Paulin (English and American Studies), Maurice Wade (Philosophy and International Studies), Johnny Williams (Sociology), James Prakash Younger (English).
The African studies concentration introduces students to the second-largest continent on the planet, which comprises over 50 independent nations and houses just short of a billion people. Culturally and ethnically diverse, Africa nonetheless is united by several social processes, including colonialism, transnationalism, and globalization. We tend to these formative social processes through an array of courses across disciplines (from history to literature, from art to politics).
Requirements for the concentration:
The concentration consists of 15 courses, distributed as follows:
Coordinator: Assistant Professor Shen (Language and Culture Studies and International Studies); Affiliated Faculty: Janet Bauer (International Studies), Jeffrey Bayliss (History), Xiangming Chen (International Studies and Sociology), Ellison Findly (Religion and International Studies), Alice Hyland (Fine Arts), Michael Lestz (History), Beth Notar (Anthropology), Vijay Prashad (International Studies), Yipeng Shen (Languages and Culture Studies and International Studies), Rieko Wagoner (Languages and Culture Studies and International Studies), James Wen (Economics and International Studies).
A concentration in Asian studies offers an interdisciplinary framework for the examination of the societies and cultures of Asia. Students may focus on East Asia, South Asia, or a comparative theme linking these two regions. The goal of the concentration is a comprehensive understanding of the region of choice from historical, social, and cultural perspectives. Nevertheless, a thorough grasp of the interrelations among regions is crucial to this concentration.
Requirements for the concentration:
The concentration consists of 15 courses, distributed as follows:
Coordinator: Professor Euraque (History and International Studies); Affiliated Faculty: Sonia Cardenas (Political Science), Pablo Delano (Studio Arts), Leslie Desmangles (Religion and International Studies), Andrea Dyrness (Educational Studies), Professor Darío Euraque (History and International Studies), Luis Figueroa (History), Eric Galm (Music), Hebe Guardiola-Díaz (Biology), Thomas Harrington (Language and Culture Studies), Anne Lambright (Language and Culture Studies), Seth Markle (International Studies and History), M. Silvina Persino (Language and Culture Studies), Miguel Ramírez (Economics), Gustavo Remedi (Language and Culture Studies), Milla Riggio (English), Dan Román (Music), Kristin Triff (Fine Arts), Yipeng Shen (Language and Culture Studies).
The Latin American and Caribbean region is home to close to 600 million people. It includes six of the thirty largest metropolitan regions in the world (Mexico City, Sao Paulo, Buenos Aires, Rio de Janeiro, Lima, and Bogotá). Home to a diverse population it comprises indigenous peoples and groups that trace their origin to Europe, Africa, Asia, and the Middle East.
The Caribbean and Latin American Studies concentration allows students to explore this vast region from a variety of perspectives, including history, literature, music, religion, economics, and educational studies. Faculty expertise ranges across South America, Central America, Mexico, and the Caribbean. In addition, Hartford itself represents an excellent window into the Latin American and Caribbean world, thanks to its immigrant communities from the cultures of Puerto Rico, the West Indies (including Trinidad and Jamaica), Brazil, and Peru, among others.
Students are strongly encouraged to study abroad, and Trinity students can explore the region by spending a semester at the Trinity-in-Trinidad Global Learning Site, or at Trinity-in-Buenos Aires. Courses taken at these sites can be applied toward sections 3, 4, and 5 of the concentration. These experiences can also serve to develop preliminary research toward the Senior Exercise.
Requirements for the concentration:
Coordinator: Associate Professor Bauer (International Studies); Affiliated Faculty: Raymond Baker (International Studies), Janet Bauer (International Studies), Sonia Cardenas (Political Science), Xiangming Chen (International Studies and Sociology), Leslie Desmangles (Religion and International Studies), Andrea Dyrness (Education Studies), Leslie Farlow (Theatre and Dance), Andrew Flibbert (Political Science), Shafqat Hussain (Anthropology), Anthony Messina (Political Science), Garth Myers (International Studies), Beth Notar (Anthropology), Vijay Prashad (International Studies), Brigitte Schulz (Political Science), James Trostle (Anthropology), James Wen (Economics and International Studies), James Prakash Younger (English)
Global studies encourages students to grapple with the fundamental dynamics of our time through an interdisciplinary framework. We are interested in the social processes that cut across regions, the global flows that have local impacts, and the local initiatives that have global resonances. The concentration has three tracks, (1) one which deals with the realm of consciousness (gender, race, and class), (2) another which deals with the contradictions of the material world (sustainable development), and (3) a third which allows students to compare two regions of the world (comparative regions).
Requirements for the concentration:
The concentration consists of 15 courses, distributed as follows:
Track 1. Gender, race, and class
Social formations are both divided and united based on the central axes of race, gender, and class. We tend to the ways in which people understand society, how they form social linkages, and how these are rent with inequities and injustices.
Track 2. Sustainable development
Massive productive forces that once slumbered in our societies are now awakened. As they produce enormous amounts of, and new types of, goods, they run up against environmental and human limits. It is this explosion over the past 200 years, and the fallout from this expansion, that is the theme studied by this track. We define sustainable development along the lines of the United Nation’s Brundtland Commission (1987), as development that meets “the needs of the present without compromising the ability of future generates to meet their own needs.”
Track 3. Comparative Regions
Since the 1980s, South-South cooperation has been a leitmotif of the development agenda. Countries outside the advanced industrial states have sought to develop linkages with their peers for cultural, economic, political, and social benefits. Latin America now looks to Asia, and Africa looks to the Middle East. Such linkages are not as new as they seem. In this track, students are urged to pick two regions and to study them in concert with each other. We recommend that once students pick their regions, they work with their adviser/the director to craft a set of courses that will give them a sense of the interactions and the linkages. Students should study at least three classes from each of the regions that they have selected (five of the classes will be under the track designation, and the sixth class will be the area class).
Coordinator: Assistant Professor Zayde Antrim (History and International Studies); Affiliated Faculty: Michal Ayalon (Language and Culture Studies), Raymond Baker (International Studies), Janet Bauer (International Studies), Andrew Flibbert (Political Science), Kifah Hanna (Languages and Culture Studies), Shafqat Hussain (Anthropology), Ronald Kiener (Religion and Jewish Studies), Gary Reger (History), Seth Sanders (Religion), Homayra Ziad (Religion)
This concentration studies the region extending from Morocco to Kazahkstan. Through an interdisciplinary approach, we acquaint students with the complex hopes and struggles that animate the diverse peoples and cultures of this vast territory. Students may take courses in disciplines such as anthropology, economics, religion, history, language and culture studies, and international studies.
Requirements for the concentration:
The concentration consists of 15 credits, distributed as follows:
Coordinator: Associate Professor Any (Language and Culture Studies); Affiliated Faculty: Carol Any (Language and Culture Studies), Carol Clark (Economics), Fakhmiddin Miradilovich Fazilov (CUGS), Samuel Kassow (History), Katherine Lahti (Language and Culture Studies), Mitchell Polin (Theatre and Dance), Arthur Schneider (Economics), Brigitte Schulz (Political Science)
From the borders of Germany to the eastern coastline of Russia, from the North Pole to the border of Afghanistan, the vast area and diverse peoples of Russia and Eastern Europe are central to an understanding of the 21st century. Energy and geopolitics clash in this crucible of modern literature and theater. We engage this enormous area culturally, socially, economically, and politically.
Requirements for the concentration:
The concentration consists of 15 courses, distributed as follows: