SPRING 2018 COURSE DESCRIPTIONS
MALS 70000 - Introduction to Graduate Liberal Studies CRN #
“’Things Done Changed’: The Crack Era and Its Lasting Impact on the American Nation”
Mondays, 4:15 - 6:15 p.m., Rm. TBA, 3 credits, Prof. Jill Toliver Richardson (firstname.lastname@example.org
This course examines the historical moment of the War on Drugs, from 1986-1992, and the resulting phenomena, which transformed the urban black and Latinx experience in contemporary American society. We will analyze film, fiction, hip hop music and sociological, anthropological and cultural studies that discuss topics such as the culture of surveillance, the desire for upward mobility, youth violence, the culture of resistance, outlaw identity and the impact of policing and incarceration on urban communities of color. Each week we will closely study a topic such as women’s access and mobility during the crack era, the construction of the drug lord persona, trauma, haunting and loss and the question of post-Civil rights era leadership. Students will be required to engage in weekly discussions based on the course readings, give an in-class presentation, complete short analytical writing assignments and one long paper.
MALS 70000 - Introduction to Graduate Liberal Studies CRN #
"Object Lessons: Learning from Waste and Other Matter"
Thursdays, 6:30 - 8:30 p.m., Rm. TBA, 3 credits, Prof. Christopher Schmidt (email@example.com
Why are some objects enchanted, while others are considered “junk” and “trash”? Do you worry about where your garbage travels—and who carries it—as it moves from the realm of private property into public waste management? What happens when human life and object life merge, and whole classes of humans are stigmatized and treated as expendable?
It’s undeniable that waste and pollution have become pressing threats in a world confronting dire ecological damage. However, before demonizing waste, in this class we’ll pause and consider what forms of symbolic value we can unearth in rubbish and other ordinary matter. We’ll survey the fields of “dirt studies” and “new materialisms” through readings across the disciplines, from philosophy and political science (Jane Bennett’s Vibrant Matter
) to anthropology (Arjun Appadurai, Mary Douglas) to ecocriticism and African American studies. My own background is in literature and art, and some writer–artists we’ll consider include Francis Ponge, Clarice Lispector, Robert Smithson, Roland Barthes, Ishmael Reed, Mierle Laderman Ukeles, Eve Kosofsky Sedgwick, Tom McCarthy, Kara Walker, and Sianne Ngai.
For their final projects, students may write about any aspect of waste or waste management. Alternately, students may write a final essay on the “hidden life” and history of an ordinary object (e.g.: the shipping container, the blanket, the remote control, concrete, etc.)—inspired by the Object Lessons book series from Bloomsbury.
MALS 70600 - Enlightenment and Critique CRN#
Mondays, 6:30 – 8:30 p.m., Rm. TBA, 3 credits, Prof. Sarah Danielsson (SDanielsson@qcc.cuny.edu)
Bookended by Kant’s “What is Enlightenment?” (1784) and Foucault’s “What is Enlightenment?” (1984), this course looks at the enlightenment both as a movement seen as responsible for modern democracies, equality and individual rights, and at the same time seen as the origin of many of the ills of modern society, including totalitarianism. After tracing some of the most important thinkers of the enlightenment, the course will then look at both nineteenth century and more contemporary critics. Some critical lenses to be used include feminism, romanticism, Marxism and postmodernism.
MALS 70700 - The Shaping of Modernity, 1780-1914 CRN#
Wednesdays, 4:15 - 6:15 p.m., Rm. TBA, 3 credits, Prof. Richard Kaye (firstname.lastname@example.org
This course explores the intellectual and cultural phenomenon of modernism and postmodernism as it considers the relation between both of these protean movements in Europe and America. We will begin with the brilliant experimental outpouring of modernist work in the literary achievement of T.S. Eliot, Virginia Woolf, D.H. Lawrence, and Henry James, the visual innovations of Picasso and Matisse, the discordant music of Igor Stravinsky Richard Strauss, and Arnold Schoenberg, the philosophical writings of Henri Bergson and the psychological breakthroughs of Sigmund Freud. Suddenly “difficulty,” fragmentation, and a heightened anti-realist subjectivity are given a high premium in all of the arts. After exploring the aestheticist and decadent movements at the fin-de siècle, we will consider the impact of the First World War in generating new modes of thought and expression as well as in reviving older traditions, beliefs, and models (in the return to classicism in the arts, for example, and the popularity of spiritualism as a way of communicating with the dead.) In the aftermath of World War II, we will trace the avant-garde’s shift from Paris and London to New York, as Abstract Expressionism becomes dominant. With a reading of the political philosopher Hannah Arendt’s “Eichmann in Jerusalem,” we will examine how moral and political certainties have been upturned by totalitarianism, as the “banality” of bureaucrats supplants an earlier epoch’s “radical evil.” As the class turns to the anti-humanist challenge of postmodernism to modernism’s claims of universality and radical breakthrough, we will investigate the writings of such diverse thinkers as Theodor Adorno, Walter Benjamin, Michel Foucault, and Rosalind Krauss. Finally, we will consider the recent fiction of novelists such as Will Self and Cynthia Ozick for their revisionary attempts at questioning the conventions of narrative. We will consider two films—Jean-Luc Godard’s “Contempt,” which contrasts contemporary despair, mass culture, and personal betrayal with an exalted epic Homeric past, and Bernardo Bertolucci’s “The Conformist,” which offers a psychological rationale for fascism. Among the works we will read: Oscar Wilde, “The Picture of Dorian Gray,” T.S. Eliot, “The Waste Land,” Virginia Woolf, “Jacob’s Room,” D.H. Lawrence, “Selected Stories,” Henry James, “The Ambassadors,” Henri Bergson, “Matter and Memory,” Sigmund Freud, “Civilization and Its Discontents,” Walter Benjamin, “The Work of Art in the Age of Mechanical Reproduction,” Meyer Schapiro, “Modern Art,” Charles Rosen, “Arnold Schoenberg,” Harold Rosenberg, “The American Action Painters,” Susan Sontag, “On Photography,” Rosalind Krauss, “The Myth of the Avant-Garde,” Michel Foucault, “The History of Sexuality,” Robert Venturi, “Learning from Las Vegas,” Will Self, “Dorian,” Cynthia Ozick, “Foreign Bodies.”
MALS 70900 – Approaches to Life Writing CRN#
Mondays, 6:30 - 8:30 p.m., Rm. TBA, 3 credits, Prof. Annalyn Swan (email@example.com
Ever since Plutarch brought Alexander the Great blazingly to life in his seminal Lives
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 in 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 71200 - The Culture of Fashion: Theories and Practices CRN#
Wednesdays, 6:30 - 8:30 p.m., Rm. TBA, 3 credits, Prof. Eugenia Paulicelli (firstname.lastname@example.org
MALS 71500 - Critical Issues in International Studies CRN#
Thursdays, 6:30 – 8:30 p.m., Rm. TBA, 3 credits, Prof. Peter Bratsis (email@example.com
This course is designed to broaden the student’s perspectives and deepen her/his 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, the financialization of capitalism, and the transnationalization of classes and states.
MALS 72200 – Contemporary Feminist Theories CRN#
Tuesdays, 6:30 - 8:30 p.m., Rm. TBA, 3 credits, Prof. Jean Halley (firstname.lastname@example.org
This course explores Contemporary Feminist Theories through feminist work about “bodies with gender,” and about what it means to have gender and to “be female” with a focus on the United States. We consider contemporary feminist thought on differences and similarities in the experiences of women and other gendered bodies across lines of class, race and sexuality. We examine how gender defines human experiences and how feminists resist these definitions. Sigmund Freud once called work and love the central arenas of human life. We examine contemporary feminist thought on what it means to have gender in love and to be gendered at work, along with an examination of the representation of women and gender in the larger culture, and of violence in the lives of gendered bodies particularly those gendered female. We make use of a variety of texts in exploring feminist thinking on the “nature” of gender, love and sexuality, so-called women’s work, the expectations “experts” have of diversely gendered bodies, and the representation of gender in the mass media.
MALS 72800 - Topics in Environmental Social Science CRN#
Wednesdays, 2:00 - 4:00 p.m., 3 credits, Prof. Susan Saegert (email@example.com
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:
- How to read theoretical material (somewhat quickly);
- How to paraphrase an argument in a non-distorting way;
- How to critique an argument;
- How to make an argument;
- How to use theory in the development of your own empirical research and practice;
- How to improve your writing
ASSIGNMENTS AND GRADING: Written assignments will include almost weekly responses or group presentations (40% of grade) and longer assignments (20% of grade) and a final paper (20% of grade). Unless it is noted that there is a larger assignment or a group presentation, written responses are required each week. Responses must be sent in by midnight the Sunday before the class meets on Tuesday. Responses should be three to four double spaced pages. You do not need to prepare a response for the days when longer assignments are due or when you have a group presentation. Note that longer assignments are due on the date they are listed–You should come to class with a draft of your paper. Longer assignments should be between 10 and 12 pages. If you have questions, raise them in class and revise the draft to submit by Friday 5 pm after the Tuesday class. Class participation will count as 20% of your grade. Please come to class prepared to ask questions about the readings and converse with other students about the content. Final papers will be due by 5 pm on Friday May 19. Final papers may be up to 20 double spaced pages.
The assignments should be considered essays and composed accordingly. Please consider the structure of the essay and allow yourself time for revisions for clarity, completeness and coherence.
MALS 73100 - American Culture and Values CRN#
Wednesdays, 4:15 - 6:15 p.m., Rm. TBA, 3 credits, Prof. Natalie Havlin (firstname.lastname@example.org)
MALS 73200 - American Social Institutions CRN#
“(Re)Fashioning Boundaries and Borders”
Fridays, 4:15 - 6:15 p.m., Rm. TBA, 3 credits, Prof. David Humphries (DHumphries@qcc.cuny.edu)
Using our current vantage, we will 1) examine the origins and development of American Studies in terms of its institutional settings, key methodologies, and relationship with nationalism and the Cold War; 2) consider the ways in which popular culture serves as a testing- and battle-ground for conceptions of race, class, and gender, with a special focus on popular music culture, from minstrelsy to Run the Jewels’ reflections on “the protest album”; 3) debate the productive evolution of “borderlands” and transnational perspectives in American Studies in light of resurgent nationalism and border enforcement; 4) and consider how our own institutional experiences and circumstances shape our interests, scholarship, and impact, paying particular attention to the “academy” itself and debates about how higher education is valued as a site of social replication and transformation. Key texts, which we will read in their entirety, are likely to include Eric Lott’s Love and Theft: Blackface Minstrelsy & the American Working Class (20th Annniversary Edition); Gloria Anzaldua’s Borderlands/La Frontera: The New Mestiza (Fourth Edition); and Michal Fabricant and Stephen Brier’s Austerity Blues: Fighting for the Soul of Public Higher. In addition, we will read excerpts from The Machine in the Garden by Leo Marx, The Origins of American Literature Studies: An Institutional History by Elizabeth Renker, The Black Atlantic: Modernity and Double-Consciousness by Paul Gilroy, The Reorder of Things: The University and Its Pedagogies of Minority Difference by Roderick A. Ferguson, and Haunted by Hitler: Liberals, the Left, and the Fight against Fascism in the United States by Christopher Vials, as well as numerous pieces from recent editions of American Quarterly. It is impossible to consider “American Social Institutions” without considering identify formation as well, and we will look together at three novels that address this relationship in suggestive ways, while also providing us with the opportunity to build and apply a common set of keywords: Willa Cather’s The Professor’s House, Louise Erdrich’s Plague of Doves, and Caryl Phillips’ Dancing in the Dark. Writing for the course will take place throughout the term in a workshop setting and will include multiple genres and shorter pieces, from life writing, to a book review, conference proposal, annotated bibliography and capstone proposal and reflection; students more advanced in their research will have the opportunity to substitute a more traditional seminar paper for some of the shorter assignments.
MALS 73500 - Africana Studies: Global Perspectives CRN#
"Race and Racism of Interior Worlds"
Wednesdays, 6:30 – 8:30 p.m., Rm. TBA, 3 credits, Prof. Jessie Daniels (email@example.com)
Cross-listed with AFCP 72000
MALS 73800 - Internship Course CRN#
Wednesdays, 6:30 – 8:30 p.m., 3 credits, Prof. Elizabeth Macaulay-Lewis (firstname.lastname@example.org)
The aim of the internship course is for students to gain valuable work experience through an internship in their chosen field and to afford students an opportunity to apply their academic knowledge in a professional environment. This course is composed of an internship (140 hours over the course of the semester) with weekly class meetings (predominately in person and several online). Students will be expected to relate their internship to their course of study and career goals through a series of assignments and presentations. Students will also work on their professional development, with workshops on career planning, resumes and cover letters, hosted by the Office of Career Planning and Professional Development. Alumni from the MALS program and speakers from non-academic sectors will discuss the role of internships in their careers. This course is restricted and students must apply via the online form before the semester starts. All questions about this course should be directed to Prof. Macaulay-Lewis (email@example.com).
MALS 74400 - Special Topics in Archaeology CRN#
“Debates in Cultural Heritage”
Tuesdays, 6:30 – 8:30 p.m., Rm. TBA, 3 credits, Prof. Erin Thompson (firstname.lastname@example.org)
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 CRN#
Mondays, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Lev Manovich (email@example.com)
MALS 75500 - Digital Humanities: Methods and Practices CRN#
Wednesdays, 4:15 - 6:15 p.m., Rm. TBA, 3 credits, Prof. Andrea Silva (firstname.lastname@example.org)
Cross-listed with IDS 81670
During the Fall 2017 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 2018 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 77300 - History of the Cinema II, 1930-Present CRN#
Tuesdays, 4:15 - 8:15 p.m., Rm. TBA, 3 credits, Prof. Elizabeth Alsop (email@example.com)
This course will explore the international development of film as an art form, industry, and medium of communication from approximately 1930 to the present. That is to say, it will survey the evolution of film culture from the advent of sound, to an era in which modes of production and reception are once more undergoing transformation as a result of digital technologies, globalization, and media convergence.
Through weekly screenings and readings, students will gain familiarity with key traditions and trends in U.S. and global cinema. Subjects will include early sound film; French Poetic Realism; Italian Neorealism; postwar Japanese cinema; film noir and other classical Hollywood genres; the rise of international “new waves”; the impact of European art cinema; American independent film; emergent non-Western cinemas (including filmmakers from Latin America, Iran, and New Zealand); and the global blockbuster.
Several topics will recur throughout the semester: the trajectory of realism as a cinematic aesthetic; the persistence and global transformation of Hollywood genres; the historical contributions of female directors to world cinema; and the ways international filmmakers have responded to and challenged Hollywood modes of production. We will pay particular interest to the challenges of historiography, and discuss the ethics, politics, and logistics of “doing” film history, as well the role critics and scholars play in consolidating (or revising) dominant film historical narratives.
Students will be asked to engage in close analyses of individual films, while also examining the various contexts from which these films emerged. Films to be screened might include: M (Fritz Lang, 1931), The Rules of the Game (Jean Renoir, 1939), To Be or Not to Be (Ernst Lubitsh, 1942), Paisà (Roberto Rossellini, 1946), Rashomon (Akira Kurosawa, 1950), In a Lonely Place (Nicholas Ray, 1950), Breathless (Jean-Luc Godard, 1960), Daisies (Věra Chytilová, 1966), Blow-Up (Michelangelo Antonioni, 1966), Black Girl (Ousmane Sembene, 1966), Ali: Fear Eats the Soul (Rainer Werner Fassbinder, 1974), Taxi Driver (Martin Scorcese, 1976), Do the Right Thing (Spike Lee, 1988), Close Up (Abbas Kiarostami, 1990), The Piano (Jane Campion, 1993), Children of Men (Alfonso Cuaròn, 2006), and Zama (Lucrecia Martel, 2017). In-class screenings will be supplemented with clips and occasional at-home viewings.
Readings will be drawn from a number of sources and posted to our course site on the CUNY Academic Commons; in addition, students will also be asked to purchase Robert Sklar’s Movie-Made America. (David Bordwell and Kristin Thompson’s Film History (3e) is recommended, but not required.)
Students will complete a 15-page paper on a topic of their choosing, which engages with the concerns of the course; a formal proposal will be due midway through the semester. In addition, they are also expected to actively contribute to class discussions; to submit weekly blog posts in response to that week’s screening and reading/s; and to make at least one presentation.
MALS 77500 - Global Cities CRN#
Tuesdays, 2:00 - 4:00 p.m., Rm. TBA, 3 credits, Prof. Margaret Chin (firstname.lastname@example.org)
MALS 78200 - Politics of Urban Education CRN#
Tuesdays, 4:15-6:15 p.m., Rm. TBA, 3 credits, Prof. Susan Semel (email@example.com)
The Politics of Urban Education investigates the social, economic and political forces that shape contemporary urban education. Readings and discussions focus on school reform as a political, rather than technical, construct. We will consider historical and contemporary efforts to reform urban public schooling by locating them within a wider political arena. The class will examine how both local and national political dynamics have helped shape and drive varying school reform strategies, including market-based choice models, state and federal accountability programs, changes to school funding mechanisms, and mayoral control. Particular attention will be paid to issues of race and class as frames for understanding the politics of urban education.
MALS 78300 - Introduction to US Latino Studies CRN#
Thursdays, 4:15 – 6:15 p.m., Rm. TBA, 3 credits, Prof. Vanessa Perez Rosario (firstname.lastname@example.org)
Cross-listed with SPAN 87200
What is “latinidad"? How has "the Latino" been constructed in U.S. culture? What has been the importance of "latinidad" in the social and political history of people of Latin American descent in this country? What place does "latinidad" occupy within the North American academy? This seminar examines the complex history of the multiple Latino communities across the United States present in the country’s history from its emergence to the present day. Students will explore the history, politics and culture of the diverse social groups linked to the greater legacy of Latin American societies in the United States. The seminar will employ a strong interdisciplinary approach to analyzing issues ranging from race, class and gender relations, cultural productions, linguistic differences, identity politics, civil rights, and the rise of Latino communities in current political struggles and debates. The seminar will combine methodologies of research from the fields of literary studies, linguistics, history, political science, sociology and anthropology. The course will study the history of the field of Latinx studies, literary and cultural studies, community activism, feminism, sexuality, migration and the emergence of pan-Latino culture. We will focus on the development of the field of Latinx Studies over the past 60 years, its critical and intellectual genealogies and its theoretical contributions to cultural studies, the understanding of race, gender and sexuality, performance studies, and migration. Some readings will include Black Behind the Ears by Ginetta Candelario, Loosing My Espanish by H.G. Carrillo, Undocumented Dominican Migration by Frank Graziano, The Trouble with Unity by Cristina Beltrán, The Latino Body by Lazaro Lima, Performing Queer Latinidad:Dance, Sexuality, Politics by Ramón Rivera-Servera, among others.
MALS 78500 – World Fairs: 1851-1964 CRN#
Mondays, 4:15 – 6:15 p.m., Rm. TBA, 3 credits, Prof. Romy Golan (RGolan@gc.cuny.edu)
Described as “phantasmagoria of Capital” by Walter Benjamin, World Fairs—exhibits of machines, manufactured goods, high and applied arts in architecturally fanciful pavilions--rank among the great spectacles of the last two centuries. Some drew as many as 50 million visitors. The main argument advanced by this course is that while world fairs were based on a similar format, they have a morphology: each is a picture of a society and its imaginary at a given moment in history. The course begins in 1851 with the Great Exhibition at the Crystal Palace in London, the site of the first international fair, and ends with the 1964 New York World’s Fair in Flushing Meadow Park, Queens. The fairs spread outward, from the “center” to the “periphery,” from Paris and Vienna to Calcutta, Osaka, and Tasmania. The fairs allowed host countries, supposedly, to enter the community of modern world powers.
Any attempt to study such events must reckon with the imbalance between their massive scale and the surviving documentation. As “non-places”--in the phrase of the sociologist Marc Augé—or spaces conceived as nodes or points of exchange of people, merchandise, and vehicles, where everybody and everything is on the move, they left few traces. While reviewers repeatedly lamented the use of ersatz materials and what they called the “isolated,” “exiled,” and “homeless” art “made expressly for exhibitions,” this was the very nature of such time-based events, as architects and artists both recognized. Among these materials it is especially the artworks--murals, paintings, sculptures, and decorative arts—that survive.
Although ephemeral, each world fair had its own temporality. Predicated on progress, the 1889 Paris Word Fair and the 1893 Columbian fair in Chicago celebrated the centennials of very different historical events: a class revolution and a colonial conquest. The 1900 Paris World Fair was Janus-faced: viewers viewed ornate historicist buildings while walking on swift-moving electric platforms. The 1931 Paris Colonial Exposition was intentionally anachronistic, oriented to 19th-century imperial grandeur. With the Molochs of its Nazi and Soviet pavilions facing one another across the Champs de Mars, the Paris 1937 World Fair was dramatically anchored in the present. Later, Salvador Dali’s Dream of Venus Pavilion, the Perisphere, and General Motors’s Futurama, the three blockbusters of the 1939 New York World’s Fair reflected a mentality obstinately tuned, only a few months before World War II, to “the bright tomorrows.” The 1958 Brussels Word Fair, dominated by the Atomium (an iron crystal magnified 165 billion times) professed a humanist and ecumenical message in the midst of the Cold War.
With the advent of mass communication and mass travel, and the loss of interest on the part of artists and architects in the concept of the “Synthesis of the Arts” the 1964 New York World Fair set (again) in Queens was, arguably, already passé.
MALS 78800 – Introduction to Childhood and Youth Studies CRN#
Thursdays, 4:15 - 6:15 p.m., Rm. TBA, 3 credits, Prof. Colette Daiute (email@example.com)
This course in Childhood and Youth Studies allows for an in-depth focus on the interaction of problem, theory, and method, with attention to how researchers in the field critically and creatively frame research investigations, develop research questions, design, implement, and report their studies. Students engage with the history and contemporary study of children, childhood, and adolescence as defined and supported in organizations and collectives of human development (education, family, social welfare, community organizations, children’s rights), public media (children’s literature, broadcast, digital media), and research settings. The course encompasses sociocultural approaches to childhood/youth through field-based studies with young people encountering various kinds of challenges, opportunities, interventions (educational, community, civic, etc.), and policies. Methods and measures addressed include ethnography/participant observation, narrative inquiry, interactive digital storytelling, conversations with and among children, participatory-action research, play- and arts- based approaches, and archival research across a variety of global settings. Course activities involve reading research articles, discussing the articles with a focus on method, and applying course materials to students’ research projects and interests. The readings introduce diverse perspectives on learning about and with young people, challenges to their participation and development, interventions, research purposes, and approaches.
Weekly guiding questions integrate the readings toward scholarly and activist research. Several guest speakers who are experts in specific areas of child/youth research will present their work and join us to discuss readings, ideas, and issues.