SPRING 2019 COURSE DESCRIPTIONS
MALS 70000 – Introduction to Graduate Liberal Studies
The Introduction to Graduate Liberal Studies course is required for all MALS students who do not come into the program with a Master's degree. The course is a topics class. Faculty who teach it choose a subject of study – usually related to their own research interests – and explore that topic through a range of disciplinary lenses. The class is designed to help students understand interdisciplinary work, develop their written, oral, and analytic skills, and create a cohort experience. We encourage students to take this class in their first or second semester in the program.
SECTION 1 of MALS 70000 – Introduction to Graduate Liberal Studies CANCELLED
“Social Media Meets Social Justice”
Wednesday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Joan Greenbaum (JGreenbaum@gc.cuny.edu)
Students will critically examine the social and political economy of the broad range of technologies that today are called social media, and the ways that they are useful as well as potentially disruptive to issues of social justice. To get behind the digital interfaces we will look at some current issues such as: surveillance; data collection; privacy; legal structures and the lack there of, and the ways that data is collected and sold. Of equal importance students will also dig into current issues in activist social justice, which may include, depending on student interest: prisoner rights; immigrant rights; voting rights; black lives matter; environmental justice; and of course current gender concerns. In both our examination of technologies and justice we will read and study historical cases.
In order to better understand the contextual situations and specific places where social media supports and enhances social justice, as well as those areas where it is problematic, the course draws on a mix of readings, images, sites, films, tweets and other digital media. Deepening our understanding we will delve into theoretical perspectives and methods from environmental social science, sociology and political economy that help us place larger issues in perspective. Students will be encouraged to select a topic and develop a small research project which will be reported on in two short and one longer written assignments and one oral presentation.
SECTION 2 of MALS 70000 – Introduction to Graduate Liberal Studies # 59805
Thursday, 4:15 – 6:15 PM, Rm. TBA, 3 Credits, Prof. Elizabeth Wissinger (email@example.com)
What do the Kardashians have to do with contemporary race and gender politics? How do fashionable images play into world power relations? How is today’s explosive availability of images affecting concepts of selfhood, agency, and bodily worth?
This course will explore theories of visualization technologies and bodies, taking students from classic approaches to ways of seeing through an interdisciplinary trajectory encompassing media, feminist, cultural, and sociological studies of how the body is performed and iterated through evolving technological frames. Representation, always a thorny issue, has philosophical, sociological, scientific, and political implications. These implications are urgently in need of interrogation as digital culture has pushed the primacy of the image in social life to the extreme, where a picture can speak a thousand words (or launch a thousand tweets).
Using curated readings to guide our thinking, we will make use of the vibrant visual culture of online and social media, as well as examine key examples of the cultural institutions, built environment, and streets of NYC, to explore how the body is constructed by the gaze of cinema, diced and sliced by the glance of television, and shattered into bits by the digitization of the internet and social media. Throughout, we will consider the role of the malleable body, artifice and authenticity, gender politics, and the rise of self-branding as it feeds into neoliberal values and biopolitical frames.
While building an intellectual framework from which to develop their Master’s thesis, students will have the opportunity to explore this course’s ideas by engaging in critical making, creating their own media or imaging objects. In so doing, students will hone their thinking and analytic abilities through critically examining the
lenses through which we experience our contemporary visual world.
This course requires your active and engaged class participation, required attendance at any field site class activities (outside of the classroom), weekly writing and analysis assignments, weekly student leaders of the class, and a final paper and project.
MALS 70100 – Narratives of New York: Literature and The Visual Arts # 59838
Monday, 4:15 – 6:15 PM, Rm. TBA, 3 Credits, Prof. Tanya Agathocleus (firstname.lastname@example.org)
By the mid-nineteenth century, writers and artists had become fascinated with the subject of the city and the way it seemed to function as a microcosm of the world. How did New York become a global city? How did the city come to stand for the condition of modern life? Is it a place of liberation—home to an unprecedented diversity of peoples—or a mechanistic nightmare of crime and depravity: a sign of the impossibility of social harmony? When did “gentrification” start and how does it change perceptions and experiences of the city? This course will pose these questions through the survey of a wide range of visual and verbal representations of New York from the nineteenth century to the present day.
We will read short stories, novels and poetry by Edgar Allan Poe, Walt Whitman, Nella Larsen, Ralph Ellison and others, watch films such as The Warriors (1979) and Do the Right Thing (1989), and visit New York museums.
MALS 70600 – Enlightenment and Critique # 59844
Tuesday, 4:15 – 6:15 PM, Rm. TBA, 3 Credits, Prof. Iakovos Vasiliou (email@example.com)
While the Enlightenment played a crucial role in the founding of the United States and other liberal Western democracies, its legacy and even its content remain contested up to the present day. Does the Enlightenment consist in some set of principles or fundamental ideas? Or is it rather (or also?) a certain methodology or type of critical thinking? Concepts central to the Enlightenment, such as freedom, reason, truth, and the individual, have been criticized both from the right as well as from the left. Some have claimed it a self-serving fiction, while others ardently defend it as the best hope for humanity. It has escaped no one that in the roughly three hundred years since Enlightenment ideas in the modern West began to gain currency, the world has also seen the development of the nation state, the violent and exploitive colonialism of almost the entire world by Western powers, the genocide of indigenous populations, "white" supremacy, racism, and centuries years of chattel slavery. While Enlightenment ideas sparked women's rights movements including, crucially, voting rights for women, an examination of the status of women through the world, including in the West, shows that patriarchy is still firmly in place. Moreover, in the twentieth century the West engaged in the most destructive and murderous wars the world has ever known. Now, in the 21st century, we are witnessing the rise of a virulent nationalism and populism in the West, along with xenophobia and racism, and are being, and will continue to be, confronted with the catastrophic ramifications of climate change. The rise of modern science and medicine, with its technological advances, played a major role in all these events, as well as in the many historic and positive developments experienced to varying degrees across the world. This seminar will examine a range of philosophical and theoretical treatments of the Enlightenment from defense to critique. We will consider different views about what the Enlightenment is, as well as what defenders find right and valuable about it, and critics wrong and harmful. Authors may include Descartes, Kant, Wollstonecraft, Hume, Foucault, Marx, Dubois, Douglass, Jefferson, Berlin. We will also read a number of contemporary philosophers and critics.
MALS 70700 – The Shaping of Modernity, 1789-1914 # 59850
Wednesday, 4:15 – 6:15 PM, Rm. TBA, 3 Credits, Prof. Richard Kaye (firstname.lastname@example.org)
This course will explore a wide range of significant intellectual, historical, scientific, political, and creative works of the period as well as recent or contemporary texts considering the era. We will begin with Burke's "Reflections on the Revolution in France," De Toqueville's "Democracy in America," Mary Wollstonecraft's "Vindication of the Rights of Women," and John Stuart Mills's "On Liberty." Turning to fiction, we will examine Jane Austen's "Emma," Gustave Flaubert's "Madame Bovary," Henry James's "The Portrait of a Lady," and Edith Wharton's "The House of Mirth." The class will consider, as well, central poems of the British Romantic movement in the writing of Keats, Shelley, Byron, and Wordsworth. Other texts (or excerpts from texts) include Darwin's "The Origin of Species," William James' "The Varieties of Religious Experience," Freud's The Interpretation of Dreams," Hannah Arendt's "On Revolution," E.P Thompson's "The Making of the English Working Class," T.J. Clark's "The Painting of Modern Life: Paris and the Art of Manet and His Followers," and Charles Rosen's "The Romantic Generation." Class presentations and a final paper.
MALS 70900 – Approaches to Life Writing # 59852
Monday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Annalyn Swan (email@example.com)
Ever since Plutarch brought Alexander the Great blazingly to life in his seminal Lives (2nd century CE), people have loved to read—and write—biographies. Approaches to Life Writing will be an exploration of the art and craft of the genre. What do great biographies and autobiographies have in common--and how do they differ? How are scenes set, facts organized, context provided? How novelistic can a biography be? And is there, finally, such a thing as “truth” in biography or autobiography, or a “definitive” account? From biography as gossipy inside edition (Boswell’s The Life of Samuel Johnson), to biography as irreverent debunking (Lytton Strachey’s Eminent Victorians), to biography as detective story (A.J.A. Symons’ Quest for Corvo), to life-writing at its most personal and poetic (Annie Dillard’s An American Childhood), we will explore the many ways a writer can tease out the “figure UNDER the carpet,” as Leon Edel, the great biographer of Henry James, put it. But this is also a course about practicing the art ourselves. For the final paper, everyone will have the opportunity either to write an autobiographical chapter, or else research and write a chapter of a biography.
MALS 71300 – Special Topics in Fashion Studies # 59857
"Film, Fashion, Cities and Cultural Heritage"
Thursday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Eugenia Paulicelli (firstname.lastname@example.org)
Fashion and Film share a highly interactive quality. As two of the most well=-known and widespread commercial industries to grow out of modernity, cinema and fashion have always had a synergetic relationship insofar as both use the technology of the camera and that of the body and performance. Costume is integral both to the actor’s performance and to the cinematic rendition of visual narratives and experience. Since the birth of cinema in the late nineteenth century, the film scene has constituted a virtual shopping window for clothes, exhibiting and making desirable the newest fashions and goods available at department stores. Film costumes have not just borrowed from fashion and haute couture, but have also inspired the production of the newest fashion. Costumes in cinema have been used as narrative tools for telling stories on screen that emphasize character identity and development while also attracting a larger audience. More recently, the digital genre of “fashion film” has become a widespread advertising and storytelling tool for fashion luxury brands such as Ferragamo, Fendi, Louis Vuitton, and Gucci, among others. The course will be structured in four sections that will explore in depth the historical context of the interaction of film/fashion/costume from the silent era up to the present. Some rare American, Italian, and French films will be shown from the 1920s. The course will also include Hollywood films from the 1930s; films from the 1950s and 1960s; and contemporary production in film, fashion, music video and screen media. The role of women as audience, actors, characters and designers as well as gender representation will be studied as will race, queer and ethnic identities. Many actors, and performers, for instance, were immigrants from Europe and established a high profile in the Hollywood industry from the beginning of the 20th century. Fashion and film are multibillion industries that are nourished by immaterial narratives and emotions and as such play a pivotal role in attracting tourism, business and culture. This is particularly crucial in a global city such as NYC where the creative industries thrive. The course will include guest speakers and visits in NY based sites of studio and costume archives and a “Practice Lab” with a NY based designer.
MALS 71500 – Critical Issues in International Studies # 59858
Thursday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Peter Bratsis (email@example.com)
Critical Issues in International Studies, is designed to broaden the student’s perspectives and deepen their understanding of international studies. The course will examine the production of global political order and the multiple ways that political power shapes the relations and hierarchies within and between political communities. Topics will include imperialism, world-systems and dependency, human rights and ‘just’ wars, political corruption, race and ethnicity, social reproduction, and the transnationalization of classes and states.
MALS 72000 – Thesis Writing Course # 59860
Wednesday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Naomi Stubbs (NStubbs@lagcc.cuny.edu)
Permission by the Department required for registration. Contact firstname.lastname@example.org.
The Thesis Writing Workshop is designed to help students with the process of writing, researching and working towards completing a thesis or capstone project. As indicated by the course's title, the course is primarily run as a workshop with students sharing and commenting on writing in different stages of development. There will also be readings and discussions on the nature of academic discourse and how writing and research methods differ according to academic disciplines, thus replicating the department's interdisciplinary ethos. Students in all stages of their thesis and capstone projects are encouraged to take the course.
MALS 72100 – Feminist Texts and Contexts # 59862
Monday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Linda Grasso (email@example.com)
One hundred years before Chimamanda Ngozi Adichie proclaimed “We should all be feminists” and Beyoncé popularized that decree, the word feminist was first being used in the United States. In the 1910s, feminism as idea, lived practice, and social movement was so novel, it prompted much discussion and a new vocabulary. This course explores the historical, political, and cultural emergence of feminism in the U.S. by studying how a selected group of women expressed feminist activism through written and visual artistic forms. In addition to reading stories, novels, speeches, and essays, we will examine artwork and political cartoons as well as periodicals such as The Forerunner, The Masses, and The Crisis. Students will design and create research projects based on their aesthetic, political, and scholarly interests.
MALS 72200 – Contemporary Feminist Theories # 59863
Wednesday, 6:30 8:30 PM, Rm. TBA, 3 Credits, Prof. Alexandra Juhasz (firstname.lastname@example.org)
The Nowheres and Everywhere of Online Feminism: This class will provide a theoretical and hands-on background for considering, using, and remaking space, race and community within feminist cybercultures. You will write about and also within digital technologies and spaces. You will perform an online ethnography. You will be asked to consider the theoretical and activist stakes of translating academic thinking and writing to digital formats. You will produce your own working definitions of feminism, race, space and politics online. You will be asked to make something better.
MALS 72600 – Social Impacts of Science and Technology: Case Studies # 59865
Tuesday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Al Coppola (email@example.com)
This course will examine some of the great discoveries in science and inventions of technology that have changed the course of human history, with a view to assessing their origins, impact, and eventual consequences, both foreseen and unintended. Our concern will be to trace the complex traffic between “science” and “society” an untenable binary if there ever was one, by exploring the material, social and intellectual grounds of scientific innovation, what Andrew Pickering has termed the “mangle of practice.” After a survey of some influential science studies theories, such as Bruno Latour, Karen Barad, Donna Haraway, and Pamela Smith, we will dig into a handful of exemplary case studies, which are oriented around a major scientific figure and the innovation ascribed to them, but which radiate out into the social world out of which they emerge and which they in turn remake:
Galileo, the experimental verification of a new cosmology, and the negotiation of political and religious resistance.
Newton, the mathematization of the nature, and the enterprise of applied technology.
Franklin, the discovery of electricity, and the radical politics of ”the fire of life.”
Pasteur, the discovery of microbes, and the reorganization of health and society around invisible agents.
The Santa Fe Institute, complexity science, and a new theology for the information age.
Expect to write a couple of papers, research a presentation or two, and read deeply in fascinatingly human story of what we will come to call, “science in the making.”
MALS 72800 – Topics in Environmental Social Justice # 59867
Tuesday, 4:15 – 6:15 PM, Rm. TBA, 3 Credits, Prof. Susan Saegert (SSaegert@gc.cuny.edu)
Cross-listed with PSYC 79102
Theories of how people and environments mutually shape each other are important in helping us think about how research can contribute to more just and sustainable relationships of people to their habitats and societies. This course focuses on the psychological level of analysis. The theories explored lend themselves to accounts of psychology that can mesh with other levels of analysis. The empirical readings illustrate how the theories can be used to address issues of environmental justice and sustainability.
The overall objective of the course is for each student to develop a reasoned and reasonably satisfying answer to the following question: How is the psychologically experienced self related to the social and physical context?
Achieving this objective requires answering another question: What is the unit of analysis of psychology? Some of the positions prominent in psychology assume the answer would be either particular psychological processes or the biological substrate/determinants of experience and behavior. This course introduces an alternative approach in which we see selves as socially and materially contingent. In the latter approach a student must develop an answer to the question “Contingent in what way?”
The second learning objective is to come to an understanding for yourself of the goals of psychological knowledge. There are many contenders for this crown in psychology including: prediction and control, valid description, consciousness raising, mental and physical health improvement, resolution of social problems, and social justice to name a few. This course explores the contingency of the goals of psychology as well as of psychological processes.
A third learning objective is for you to build on the knowledge you are developing in your methods and ethics course to understand how these goals are best achieved.
A final learning objective is to help you develop your scholarly craft. The steps in this involve learning the following:
1. How to read theoretical material (somewhat quickly);
2. How to paraphrase an argument in a non-distorting way;
3. How to critique an argument;
4. How to make an argument;
5. How to use theory in the development of your own empirical research and practice;
6. How to improve your writing
MALS 73200 – American Social Institutions # 59869
"The Rise and Fall of the American Prison"
Tuesday, 4:15 – 6:15 PM, Rm. TBA, 3 Credits, Prof. Lucia Trimbur (firstname.lastname@example.org)
Today in the United States, seven million adults are under custodial supervision–in prisons and jails or on probation and parole. More African American adults are under this system of control than were enslaved in 1850. In some postindustrial cities, young black men are more likely to be in prison than are able to access wage labor or enroll in high school and higher education. And the US currently incarcerates more people than any country in the world. Though some argue that crime, or what Nils Christie called, “unwanted social acts,” is responsible for this expansion of imprisonment, crime rates fell as uses of forced confinement rose. How do we explain this contradiction? The expansion of jails and prisons is often referred to as the “prison industrial complex,” and increasingly scholars locate its foundations in the long-standing anti-black racism of plantation slavery that continued through Jim Crow, urban segregation, and deindustrialization. This course analyzes configurations of the prison from its roots in slavery through to our contemporary moment. We consider the relationship of the prison to other US social institutions as well as whether or not our current patterns of forced confinement are a new expression of older systems of racial capitalism or something different altogether.
MALS 73500 – Africana Studies # 59872
"Existence in Black"
Thursday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Nathalie Etoke (email@example.com)
Cross-listed with AFCP 70400
This course examines problems of existence and freedom posed by black life. We will explore how the racialization of people of African descent through the means of violence and oppression translates into an existential predicament addressing the human confrontation with hope and hopelessness, freedom and human degradation, being and non-being. We will discuss the existentialist implications, challenges and possibilities of blackness in Africana literature, film and music. How do cultural expressions of black people simultaneously engage being acted upon by the external forces of enslavement and racism, while acting against those forces? Through critical analyses of music, film, fiction, and contemporary events, this class will generate theoretical interventions embedded in the poetics and politics of (self) representation, freedom, and social constructions of black existence.
MALS 73800 – Internship Couse # 59875
TBA, TBA, Rm. TBA, 3 Credits, Prof. Elizabeth Macaulay-Lewis (firstname.lastname@example.org)
Restricted - please contact the instructor for permission.
MALS 74400 – Special Topics in the Archeology of the Classical, Late Antique, and Islamic Worlds # 59876
Wednesday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Erin Thompson (email@example.com)
This course examines current debates in the acquisition, display, and repatriation of cultural heritage. We will begin by looking at the historical development of various motivations for the movements of cultural property, including war-time looting, aesthetic appreciation, and political action. We will then consider the current wide range of ethical dilemmas faced by those who must make decisions about the fate of cultural heritage, including its preservation, presentation, and interpretation, using case studies ranging from calls to dismantle Confederate monuments, to sales of looted antiquities, to digital recreations of destroyed heritage. We will see these debates in practice during trips to New York museums, and students will be expected to contribute to an ongoing debate by conducting original research.
MALS 75300 – Data Visualization Methods # 59880
Tuesday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Andrea Silva (firstname.lastname@example.org)
See description for MALS 75500.
MALS 75500 - Digital Humanities Methods and Practices # 59896
Tuesday, 6:30 - 8:30 PM, 3 Credits, Rm. TBA, Prof. Andrea Silva (email@example.com)
During the Fall 2018 semester, students explored the landscape of the digital humanities, considering a range of ways to approach DH work and proposing potential DH projects. In the spring, we will put that thinking into action by refining and producing a small number of those projects. This praxis-oriented course will ask students to organize into teams and, by the end of the semester, produce a project prototype. Upon completion of the course, students will have gained hands-on experience in the conceptualizing, planning, production, and dissemination of a digital humanities project. Student work for this course will demonstrate a variety of technical, project management, and rhetorical skills. One of our goals is to produce well-conceived, long-term projects that have the potential to extend beyond the Spring 2019 semester. A range of advisors will be matched to support the needs of each individual project. Successful completion of the class will require a rigorous commitment to meeting deadlines and benchmarks established at the beginning of the course.
The class will hold a public event at the end of the semester where students will launch their projects and receive feedback from the DH academic community.
MALS 78300 – Introduction to US Latino Studies # 59898
Wednesday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Alyshia Galvez (firstname.lastname@example.org)
In this course, students will become familiar with the major themes relevant to the study of Latinxs in the United States including historical Latinx communities, migration patterns, push and pull factors for migration to the United States from Latin America and the Caribbean and the challenges faced by Latinx immigrants and U.S. born Latinxs in the United States. Students will develop a working knowledge of social theoretical concepts such as racialization, assimilation, agency, structure, cultural shift, and more. They will read materials from various disciplines and practice a range of qualitative, quantitative and mixed research methods. Students will explore and practice interview techniques, narrative and visual analysis, fieldwork, archival work, and how to frame research questions. Participatory Action Research, collaborative research, and other methods for decolonized or subject-centered research will be discussed.
MALS 78500 – Diversity: The American Experience # 59920
Wednesday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Deborah Vietze (email@example.com)
This course is designed to demonstrate the depth and breadth of diversity in the United States. This diversity has dramatically increased along sexual identity, political, and race and ethnic dimensions since the 1960s. If an expanding taxonomy of diversity is properly understood and managed, it strengthens our security, economic prosperity, and innovation. The second goal of this course is to describe how diversity is reflected in people, groups, institutions, and cultures, and how and why we react to these forms of diversity in the ways that we do. Prejudice and discrimination result not only from the actions of bigots but also from the unexamined actions and attitudes of those of us who consider ourselves “unprejudiced.” The course will show that prejudice is “normal” in that it is rooted in basic human cognitive, neurological, and emotional processes. As a consequence, we must overcome powerful and ordinary predispositions in order to reduce prejudices. The course reviews research-based strategies and methods for overcoming some of these prejudices to create a more favorable social and institutional environment for diversity to flourish. The course may empower students to actualize goals regarding equity and democracy. The course also reviews some of the problems, challenges, and differing perspectives on diversity, including its benefits.
MALS 78500 – Quantitative Methods Course # 59923
Monday, 6:30 – 8:30 PM, Rm. TBA, 3 Credits, Prof. Juan Battle (JBattle@gc.cuny.edu)
Cross-listed with U ED 74100
MALS 78500 – Film Theory: Documenting the Self: Performance in Nonfiction Media # 59927
Wednesday, 4:15 – 8:15 PM, Rm. TBA, 3 Credits, Prof. Edward Miller (Edward.Miller@csi.cuny.edu)
Cross-listed with FSCP 81000, THEA 81600
This seminar examines theories of nonfiction media and performances of the self. We begin by looking at depictions of the self in cinéma vérité and direct cinema in the 1960s. Filmmakers such as D.A. Pennebaker, the Maysles Brothers, and Fred Wiseman eliminated the artifice of voice-over, interviews, archival footage, and incidental music and made use of new lightweight equipment to create a new mode of documentary. They were especially drawn to capturing backstage views of rock stars (such as Bob Dylan, The Rolling Stones, David Bowie) as well as gaining access to interactions of ordinary people in extraordinary situations (such as in mental institutions, on the road selling bibles, working in political campaigns). In their attempt at recording life as it occurs, an unintended consequence emerged as an aspect of these films--theatricality. This theatricality arises not from the staging of situations per se, but in the freedom the filmmaker gives subjects to act out and to pretend as if the filmmaker was not there. Indeed this contradiction generates riveting performances of self as the presence of the camera motivates and frames conscious and unconscious techniques of playing a role.
MALS 78500 - Seminar in Historical Anthropology and Archaeology # 59925
Thursday, 4:15 - 6:15 PM, Rm. TBA, 3 Credits, Prof. Matthew Reilly (firstname.lastname@example.org)
Cross-listed with ANTH 83900
MALS 78500 - Mind the Gap: Technologies, trends, and policies that will shape the future of work #65706
Wednesday, 4:15 - 6:15 PM, Rm. TBA, 3 Credits, Prof. Ann Kirschner (email@example.com)
Cross-listed with IDS 81670
Mind the Gap will study the future of work. We will address this question: As we think about the range of possibilities for the future of work -- from the utopian to the dystopian -- what are the policies, technologies, and social systems that should be anticipated today to ensure positive outcomes? We will take an interdisciplinary approach to developing our skills as analysts and policy-makers, looking at trends in technology, globalization, and demographics, and evaluating alternative interventions by government, industry, educators, and other stakeholders. The course will also bring in distinguished speakers to share their experience and ideas.
MALS 78900 – Childhood and Youth Studies: Approaches and Methods # 59899
Thursday, 4:15 – 6:15 PM, Rm. TBA, 3 Credits, Prof. Colette Daiute (firstname.lastname@example.org)
Cross-listed with PSYC 80103
This course in Childhood and Youth Studies involves in-depth focus on the interaction of problem, theory and method, with sustained attention to the ways in which researchers frame their investigations, develop research inquiries, and thereby contribute to understandings of human development broadly. Students engage with the history and contemporary study of children, childhood and adolescence as defined and supported in collectives of human cultural development (education, family, social welfare, community organizations, children’s rights, museums, etc.), public media (broadcast, digital media), and everyday life environments (barbershop culture, playgrounds). The course encompasses sociocultural approaches to childhood/youth, field-based studies with young people growing up amidst various kinds of challenges, educational opportunities, community interventions, and policies. Methods and measures addressed include ethnography/participant observation, narrative, interactive digital storytelling, conversations with and among children, archive studies, participatory-action research, and play across global as well as domestic settings. Course activities involve reading research articles, discussing the articles with a focus on method, applying practices and insights to students’ research interests, and writing scholarly essays. No prerequisites.