Fall 2016 List

undergrads

The following is a semester-specific overview of course offerings across departments, majors, and undergraduate colleges at Notre Dame. The courses listed below vary in the time dedicated to core human and civil rights. A number of courses focus primarily on the human and civil rights fields; others engage interpretations of human and civil rights through the lenses of democracy, gender and sexuality, inequality, and similar themes.

Fall 2016 Human and Civil Rights-Related Undergraduate Courses

 

20th Century US Social and Cultural History

The primary goal of this capstone course is to produce a 25-page research paper in twentieth-century U.S. history. Through this "American Century," the United States became an empire, participated in two world wars, a cold war, and claimed the status of world power. These developments shaped and were shaped by transformations of the U.S. economy and the state, migration patterns, and the demands for rights and recognition by workers, women, African Americans, and a host of other groups. In the first third of the course, students will read and discuss secondary sources that explore how Americans grappled with these broad transformations. We will consider the history of social formations, including class, race, and gender, together with the history of cultural formations—American popular and political culture, intellectual life, and forms of identity. In the following two thirds of the course, students will select a topic for further study, conduct research, and write and re-write a substantial paper. All topics in 20th century U.S. history will be welcome so long as the student engages with the social and/or cultural context of the period. Through the semester, we will use class meetings to explore resources available at the Hesburgh Library and to discuss research and writing strategies.

Rebecca McKenna

HIST 43614 (CRN 20019)

 

Africana Seminar: Black Power

Over the course of the semester, students will examine the dynamic ways people of African descent in the United States have struggled for cultural, economic, and political empowerment within the context of an American society at odds with their full development. Much of the class will focus on the 1960s and the 1970s; however, previous and subsequent periods will also be analyzed. Students will leave this class with not only a broader knowledge of "Black Power" as a cultural, political, and ideological movement, but also with a more nuanced understanding of the research methods and interpretive frameworks utilized by historians interested in Black Power in particular and the Black freedom struggle in general. Students will also have the opportunity to further develop their research skills and techniques through a series of assignments designed to assist them in identifying research topics and questions, interpreting primary and secondary texts, and substantiating arguments with sound evidence.

Richard Pierce

AFST 43206 (CRN 16915)

AMST 30910 (17381)

HIST 40750 (17526)

 

African-American Resistance

Through a close examination of twelve historical events, we will study African American resistance in the United States from the 17th century through the 20th century. We will employ a case study method and seek to categorize and characterize the wide variety of African American resistance. Our study will include the politics of confrontation and civil disobedience, polarization of arts, transformation of race relations, the tragedies and triumphs of Reconstruction, interracial violence, black political and institutional responses to racism and violence, the Harlem Renaissance, Jazz, Blues, and the Civil Rights and Black Power movements. Students will be confronted with conflicting bodies of evidence and challenged to analyze these issues and arrive at conclusions. Music and film will supplement classroom discussions

Richard Pierce

AMST 40326 (CRN 20268)

HIST 40628 (CRN 20017)

 

Captives and Slaves in the New World

This interdisciplinary course will foreground the lives of the enslaved in colonial America and the Caribbean (inc. Haiti). We will consider indigenous Native-American and West African practices pertaining to enslavement and captivity, as well as the development of hereditary slavery in the colonies. Throughout, we will maintain a focus on understanding the lived experience of individuals who were captured/enslaved, with special emphasis on gender and material culture.

Sophie White

GSC 30595 (CRN 20322)

AFST 30075 (CRN 19812)

AMST 30126 (CRN 19445, 19821)

HIST 30605 (CRN 20364)

 

China’s Long 20th Century

The course examines China's modern history from the last decade of the 19th century to the present. It explores the great political, economic, and social transformations with a particular focus on identifying continuities and discontinuities in China's historical development across the 20th century. The course emphasizeS China's global interconnections and develop a framework for assessing the role of nationalism, communism, and capitalism in the making of modern China.

Elisabeth Koll

HIST 30151 (CRN 17055)

ASIA 30151 (CRN 17862)

LLEA 30151 (CRN 17423)

 

 

Confronting Homelessness

The purpose of this course is to examine the conditions of extreme poverty and homelessness within the broader context of American culture and society. In order to confront the nature of these conditions, we will draw upon insights from literature, cultural history, documentary film, creative nonfiction, and ethnography. We'll focus on the degree of permanence and change in our approach to both historical and contemporary forms of the social problem. In addition, the causes of extreme poverty and homelessness will be analyzed, and the various cultural representations that work to organize social perceptions of the situation will be explored. There will be an experiential or community-based learning dimension to the seminar as well. All students are required to make at least 10 weekly visits to the Center for the Homeless in South Bend (30 hours), write documentary accounts of their experience, and complete a final paper.

Ben Giamo

AFST 30237 (CRN 19813)

AMST 30110 (CRN 19443, 19819, 20252)

ANTH 30110 (CRN 20270)

SOC 30022 (CRN 20664)

 

Crime and Deviance in Ideological Perspective

This seminar course will examine selected issues (e.g., white collar crime, interpersonal violence, victimless crimes, etc.) in the study of crime and deviance (issues will change each time the course is offered) and compare responses made by those representing different schools of thought.  We will critique the adequacy of these responses from a sociological viewpoint.

Michael Welch

SOC 43730 (CRN 19695)

 

France: Old Regime to Revolution

France in 1700, ruled by the Sun King, Louis XIV, was the most powerful state in Europe, as well as a cultural center that drew the attention of the world. At Versailles, just outside of Paris, Louis created a palace that symbolized his authority and still stands as a masterpiece of art and architecture. Less than a hundred years later, in 1789, the French Revolution challenged and eventually destroyed the monarchy, with Louis XVI dying on the guillotine in 1793. The course will be organized around major political developments, and seeks to understand how the monarchy could grow so powerful during the seventeenth century, and then collapse at the end of the eighteenth. It will open with the establishment of the Bourbon family on the throne in 1589 and conclude with the rise of Napoleon in 1790s, with about one-third of the class concentrating on the revolutionary events that began in 1789. Understanding the political fortunes of France will involve exploring the ways in which the nation was being transformed by a combination of social pressures and cultural conflict, in particular the Enlightenment. In addition to reading a selection of works by historians students will read, view, and listen to some of the great cultural achievements of the time - the plays of Molière, the music of Lully, the novels of Voltaire, the paintings of David, to give just some examples.

Thomas Kselman

HIST 30450 (CRN 17059)

CNST 30605 (CRN 18003)

 

Gender and Popular Culture

This course will explore how popular culture, constructed through as well as against folk and high cultures, operates at the intersection of gender with race, class, sexuality, religion, and nationality in the United States. Approaching gender and popular culture theoretically, historiographically, and ethnographically, we will consider how mass media in its commodified form has helped construct gendered identities, communities, and power structures in the United States since the late nineteenth century. For example, we will consider the media consumption practices of working-women at the turn of the century alongside their political activism and class consciousness. Similarly, we will discuss the popularity of the trilogy The Hunger Games and its feral heroine Katniss in relation to feminism, fandom, and genre adaptation. Along the way, we will consider popular culture's ideological and hegemonic potential in relation to gender justice. Do negative representations harm the cause of women's and/or minority rights? Can mass media spur or prevent violence? What do the rise of the Internet and social media activism mean for the intersections of popular culture and social justice? Assignments include a weekly media journal, two curated multimedia projects, and a final analytical paper.

Perin Gurel

AMST 30106 (CRN 19818, 20251, 16589)

GSC 30541 (CRN 20320)

 

Gender and Sexuality in African History

An indomitable African queen holding court before a host of men on bended knee; a young boy bracing himself to bravely face the initiation knife; a teenage girl possessed by spirits restoring her people's faith; a migrant laborer hundreds of miles from home longing for the girl he left behind; a prostitute selling her body to pay for her children's school fees - these are but a few tales of African men and women whose lives we will explore in this course. Gender, generation, and sexuality are powerful lens through which we can examine the past. We will investigate the new possibilities and challenges that arose between and among men and women during the era of the Atlantic slave trade, imposition of European colonial rule, path to independence, and triumph of globalization. During these critical moments in the history of Africa, we will consider how men and women defined and achieved their masculinity, femininity, and maturity. We will explore these histories by analyzing primary historical sources, interpreting African art at the Snite Museum, and reading novels by African authors and scholarship by the most innovative historians in the discipline.

Paul Ocobock

AFST 30257 (CRN 19814)

GSC 30590 (CRN 19974)

HIST 30051 (CRN 19982)

IDS 30416 (CRN 20050)

 

Genocide in the Modern World

This course investigates modern genocide. We will consider several cases: Armenia, the Jewish Holocaust, Cambodia, Rwanda, and possibly Darfur, and examine the conditions that lead to genocidal violence. We will also examine the uses of humanitarian interventions, trials, and strategies of societal reconciliation, and relevant conceptions of justice, guilt, forgiveness and moral responsibility.

Ernesto Verdeja

POLS 30229 (CRN 19647)

IIPS 30548 (CRN 20381)

 

Global Activism

This course is about transnational networking, mobilizing, and campaigning for or against social change. Equal attention is paid to conceptual and substantive issues. Conceptual issues include framing, strategies, and actors. Among the substantive issues examined are human rights, women’s rights, gay rights and gay marriage, climate change, and global gun control. We are particularly interested in the emergence over the last two decades of a ‘global right wing’ and the globalization of the culture wars.

Luc Reydams

AFST 30694 (CRN 15353)

CSEM 23101 (CRN 11866)

IIPS 30938 (CRN 15489)

IDS 30537 (CRN 15432)

POLS 30351 (CRN 15252)

 

Health, Medicine, and Society

This course is a comprehensive introduction to the sociology of health and of medicine.

First we will examine how sociological variables affect people’s health. Research is rapidly accumulating which shows that sociological variables have a huge impact on people’s susceptibility to various illnesses, on their access to health care, and on their compliance with medical advice. Such variables include people’s neighborhoods, occupations, and lifestyles; their social class, education, race, ethnicity, and gender – and the density of “social networks”, whose importance for health was predicted by one of sociology’s founders over 100 years ago.

Second we will examine medicine, both the practice of medicine by individual health care professionals, viewed sociologically, and the operation of the increasingly large and bureaucratic medical institutions in which health care professionals must work. In addition, we will examine sociological issues that overlap “medicine”, such as radically long shifts; the rapid increase in the proportion of female doctors; and increasing concern with work/family balance among practitioners.

Third, we will examine health and medicine in relation to other dimensions of society, such as the modern economy, the media, law, the internet, government and politics. Health and medicine are intrinsically social and they cannot be isolated from the effects of the rest of society, many of which run counter to strictly “medical” considerations.

Finally, we will examine health and medicine globally. We will compare health and medicine in a number of societies to see and explain how they are similar and how they differ—for example, how different societies pay for medical care. And we will examine global trends with implications for health and medicine that require cooperation among societies, such as the way in which global air travel both increases the danger of global pandemics and makes possible “medical tourism.”

Russell Faeges

SOC 20410 (CRN 14882)

STV 20310 (CRN 14944)

 

History of American Education: Race and Politics

American Education mirrors American society with myriad challenges, successes, and ideologies. This course will look at how political struggles over race, language, gender, and class have all played out in the battle over American schools, schools that ultimately hold the literal future of America. This course will explore the History of Education in American from the late 1865 to the present and will have special emphasis on segregated schools in the 19th century and today. The course will also look closely at the very best programs re-shaping American education such as The Alliance for Catholic Education and KIPP. The course will look at education from Kindergarten all the way through graduate programs as we study how our institutions have formed and how they form and transform our society.

Brain Collier

ESS 33611 (CRN 14042)

HESB 30584 (CRN 14484)

HIST 30808 (CRN 16629)

ILS 33042 (CRN 20406)

 

Human Rights and Dissent in Modern Europe and Russia

This capstone research seminar is designed to familiarize history majors with the main categories of primary and secondary sources, major historical interpretations, and historical method through study of selected events and personalities in the history of human rights and political, religious or ethnic dissident movements in Modern Europe and/or Russia. The course is designed for students with or without background in this topic or modern European history more generally. Students are required to write a major research paper based largely on primary sources available in print and in manuscript form in the Rare Books and Special Collections of the Hesburgh Library.

Semion Lyandres

HIST 43578 (CRN 20018)

 

Human Trafficking: Causes, Responses, and Current Debates

The seminar will explore a number of overarching themes necessary to understand the complex dimensions of human trafficking, both in the United States and around the world. By the end of the course, students should expect to have a foundational understanding of human trafficking and modern-day slavery, especially related to: • Various typologies of slave-like exploitation today, along with forces that promote them; • Legal frameworks, policy initiatives and civil society responses to fight modern slavery; and • Current debates over effective strategies to combat human trafficking and support survivors. Students will have an opportunity to engage a range of professionals involved in addressing human trafficking in the Midwest. Teams of students will carry out semester-long community-based research projects on trafficking. This course would be particularly relevant for students who may work with or on behalf of vulnerable populations—e.g., migrants, including refugee camp residents, communities in conflict and postconflict settings, people emerging from natural disasters, those living in extreme poverty.

Christine Cervenak

CSC 33661 (CRN 18270)

GSC 33661 (CRN 20326)        

 

Immigration in Global Perspective

How do people in immigrant-receiving countries shape their attitudes toward immigrants? What are the differences between refugees and other migrants? How is immigration related to urban "immigrant riots"? And what can anthropological studies of borders and national policies tell us about the transnational world in which we live? We will examine these and related questions, and more generally the causes, lived experiences, and consequences of migration. We will acquire a sound understanding of migration in its social, political, legal, and cultural facets. Fieldwork accounts from countries of origin and from the US, Europe, Australia, and Japan will enable us to appreciate both global and US distinctive trends. Rather than merely learning a collection of facts about immigrants, we will address how migration intersects with gender and class; the mass-media; border enforcement; racism; the economy; territory and identity formation, and religion.

Maurizio Albahari

ANTH 33314 (CRN 19459, 19460)

ASIA 30305 (CRN 19540)

IIPS 30927 (CRN 20387)

LAST 30004 (CRN 19623)

 

Immigration Politics and Policy

Immigration is an issue of increasing importance in the United States. Few issues have generated as much debate and emotion as the immigration policy. The goal of this course is to provide students with an overview of the critical normative and academic questions in political science regarding immigration in the U.S. What factors have affected contemporary and historical immigration policy in the United States? In particular how have economics, demographics, politics, religion, culture, environmental concerns, and ethnic and nationalist interests impacted the nature of immigration politics and policy? How have groups leveraged political influence for desired immigration policy outcomes? We will study the impact of worldwide immigration and population trends on the formulation of American policy. The emphasis will be on an academic understanding of how immigration policy has been affected by domestic and international demographic and political factors.

Ricardo Ramirez

POLS 30134 (CRN 20103)

HESB 30300 (CRN 20008)

ILS 30509 (CRN 20035)

 

Integration in American Culture and Society

How has “integration”—racial, ethnic, gender, sexual, and political—changed life stories and national narratives? How can a “nation of nations” remember, retell and shape life-changing—and often acrimonious—histories and experiences of inclusion and exclusion in times of social crises? What can we learn from the fact that George Washington’s late eighteenth century policy aiming for the “acculturation” of American Indians following negotiations with First Nations peoples led to the Indian Removal Act of 1830? The story of the United States is built on faith in the establishment of a representative democracy that would eventually expand to account for all of its citizens, regardless of race, sex, or class by 1965. This course brings debates over the possibilities and limits of integration and assimilation to the center of U.S. history. Moving from 1830 to the eve of the court-ordered desegregation of the Boston Public Schools in 1974, we will discuss these overlapping histories of inclusion and exclusion in terms of their visibility and invisibility, addressing questions of representation and the haunting functions of both the American Dream and traumatic experience. In our attempt to trace a long history of popular writing and scholarship on the nation’s “racial issues” and equal rights claims more broadly, we will read excerpts from texts such as C. Vann Woodward’s The Strange Career of Jim Crow (1955), Lillian Smith’s Strange Fruit (1944), James Weldon Johnson’s The Autobiography of an Ex-Colored Man(1912), Christine Stansell’s City of Women: Sex and Class in New York, 1789 – 1860 (1986), and Chad Heap’s Slumming: Sexual and Racial Encounters in American Nightlife (2009). In addition to a field trip and three in-class writing assignments connecting two or more course readings, students will develop a final research paper over the semester.

TBA

AMST 30102 (CRN 20250, 20249)

ESS 30593 (CRN 20661)

 

International Migration and Human Rights

This course is an extension from the mini-course to a full term, with a wider coverage of international migration experiences in the world with an emphasis on human rights. It starts with a historical approach to various immigration waves to the United States, from the years of the Industrial Revolution to the present. It focuses on the current debate on the impact of the undocumented immigration from Mexico and Central America, with a discussion of the gap between public perceptions and research findings. Differences between Mexico and the United States' migration policies, and its social and economic implications, are discussed. The recent developments within the context of the United Nations' Commission of Human Rights on the relationship between migration and human rights are also covered.

Jorge Bustamante

AFST 43751 (CRN 14045, 15173)

CST 43479 (13538, 15260)

CNST 43400 (15377, 18265)

HESB 43540 (CRN 13282, 15219)

IIPS 40903 (CRN 12617)

IDS 43603 (CRN 14485, 14562)

LAST 40551 (CRN 11786, 14563)

ILS 40707 (CRN 11787, 15224)

SOC 43479 (CRN 11785, 13891)

 

International Relations

This course provides an introduction to the study of international relations and will cover several theoretical approaches to and empirical issues in the field of IR. Readings have been selected to highlight both traditional approaches to and more recent developments in world politics. The first half of the course focuses on contending theories of IR, while the second half of the course deals with more substantive issues. Empirical topics and subjects covered include: international security (nuclear weapons, ethnic conflict, and terrorism) - international political economy (trade, international finance, and globalization) - and 20th Century History (WWI, WWII, and the Cold War). In addition, we will examine several contemporary topics in international organization and law, including the environment, nongovernmental organizations, and human rights. We conclude by discussing the future of international relations in the 21st Century.

Susan Rosato

IIPS 20501 (CRN 12612)

POLS 20200 (CRN 11797)

 

Intro to International Development

An introduction to the field of international development, with particular focus on the various disciplines that have contributed to and shaped the development discourse. Readings, lectures, and discussions will draw from various disciplines, including economics, political science, sociology, anthropology, environmental and technological sciences, public health, law, and gender studies, among others. We will examine debates on the meaning and measurement of development; alternative approaches to, and methods in, the study of development; and attempts to address some of the main development challenges facing the world today. There will be a central focus on understanding "what works" in development. Working together in teams, students will conceptualize and design an international development project using "real world" constraints.

Edward Beatty

IDS 20500 (CRN 20408)

POLS 30363 (CRN 20494)

 

Introduction to Criminology

As in introduction to the topic of criminology, this course examines crime as a social problem within American society. Particular attention is given to the nature and function of law in society, theoretical perspectives on crime, victimology, sources of crime data, the social meaning of criminological data and the various societal responses to crime. These topics are addressed through specialized readings, discussion, and analysis.

Mim Thomas

SOC 20732 (CRN 13121)

STV 20331 (CRN 14945)

 

Introduction to Social Problems

Today's society is beset by many serious social problems, for example, crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? In what ways does one's own social background and role in society affect his/her views of these problems? In this course, students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in taking a critical look at their own perceptions of the problems.

Justin Van Ness

SOC 10033 (CRN 12663)

SOC 20033 (CRN 12664)

AFST 20703 (CRN 16440)

 

Islam and America

According to President Obama, "The United States is not now nor has ever been at war with Islam," instead, "we are at war with people who have perverted Islam." The United States, however, has expanded its military power over multiple Muslim-majority countries and regions under the president's watch. It held congressional hearings on "Muslim radicalism" within the country. The United States is also posited as a land where Islam can be safely practiced by many Muslim leaders, and the country hosts the most ethnically diverse Muslim community in the world. Obviously, the formulation U.S. vs Islam is too simplistic. What, then, are the connections, confluences, and frictions between the United States and Islam and how have they changed through the centuries? The students are also expected to participate in a day trip to Chicago, IL and an overnight trip to Dearborn, MI, "the Middle East in the Midwest."

Perin Gurel

AMST 30151 (CRN 16923, 19822)

CNST 30229 (CRN 20483)

IIPS 30947 ( CRN 17922)

 

Justice Seminar

This course is the required core seminar for the concentration in Philosophy, Politics and Economics (P.P.E). It is an intensive seminar, limited to 16 students. The Justice Seminar undertakes a critical examination of major theories of justice, using both contemporary works (e.g., John Rawls' A Theory of Justice and Kenneth Arrow's seminal papers on voting theory) and historical classics (e.g., Aristotle's Politics and the Lincoln Douglas debates). The course aims at tight critical analysis, both written and oral, of key problems arising out of the ongoing search for an adequate theory of justice. This is a course for students who relish intellectual interchange on such questions and for this reason it is run as a true seminar, focusing on student work. Each day the seminar will discuss a six page critical analysis of the day's reading prepared and antecedently distributed by a student. Other students will write short critical commentaries on the student paper. The course is team taught by Professor Keys and Professor Abbey. Instructor's permission is required to enroll.

Ruth Abbey and Mary Keys

ECON 33250 (CRN 17369)

PHIL 43404 (CRN 11799)

POLS 43640 (CRN 11798)

 

Laboring Women

What did shopping, tavern-keeping, and midwifery have in common in early America? They could all be considered legitimate forms of women’s and girls' labors both inside and outside of the home. We will consider 3 work that was skilled or unskilled, free or enslaved, and paid or unpaid, and how changing definitions of “women’s work” helped to shape boundaries of race and class. Servants were restricted from marrying and procreating while the value of enslaved women resided in both their work and their reproductive potential. Hence this course will also consider the dual facets of women's labor in work and their laboring in childbirth.

Sophie White

AMST 30170 (CRN 19447, 19824)

GSC 30582 (CRN 19587)

HIST 30652 (CRN 20369)

 

Media, Memory and History

From Invasion of the Body Snatchers to Red Dawn, this course explores the popular media of the Cold War. The course explores the interconnections between film and television, popular music, foreign and domestic policy, and US social movements. Topics include anti-communism, the Red Scare, invasion films, sub-urbanization and domestic "containment culture", anxieties about the nuclear bomb, Beats and the counter-culture, the civil rights and women's movements, and youth culture. The course centers on the ways in which the Cold War was experienced culturally, with particular attention to its impact on everyday cultural practices and identities.

Michael Kackman

FTT 30469 (CRN 17020)

AMST 30711 (CRN 20261)

 

Mexican Immigration: A South Bend Case Study

Mexican immigrants are the fastest growing immigrant group in South Bend. This course combines experiential learning, research and service to understand and assist the Mexican immigrant community in South Bend. The course aims to understand and share information about who these new immigrants are, why they have come to the Midwest, and Chicago and South Bend, in particular, and how they are adapting and contributing to South Bend economic and social life. Students will contribute to documentation of the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homelands. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly sent home about $23 billion in 2007. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a borderless nation. Understanding the relationship between Mexicans' immigrant integration and transnational allegiance is a key goal of the course. The course begins with a visit to the Mexican immigrant enclave of South Bend. Documentary film screenings, guest lectures and campus-wide events on immigration will complement readings about Mexican-U.S. migration and the history and sociology of the local community. Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations while learning ethical fieldwork methods in preparation for community research. Working collaboratively, students will design research plans to gather data on issues of their choosing including history of Mexican settlement in South Bend, immigrants' local and transnational households, political involvement, youth, gender, employment and business, health care, education, cultural beliefs and practices and religious life. The products of the experiential research will be published in Volume Four of the Latino Studies Student Research Series and shared with local residents, agencies and the community at large.

Karen Richman

AMST 40402 (CRN 14486)

ANTH 43305 (CRN 17317)

ESS 45652 (CRN 13734)

GSC 43103 (CRN 17476)

ILS 43103 (CRN 17554)

LAST 40650 (CRN 13209)

 

Mexico-U.S. Border Immersion Seminar

This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion - especially Catholic Social Teachings?and border and immigration issues. To be eligible, students must complete an application, linked here: http://socialconcerns.nd.edu/academic/fall/BorderIssues.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (also see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966/SOC 33066/ILS 30804/THEO 33966) cannot take this course.]

Kraig Beyerlein

CSC 33458 (CRN 19900)

CST 33458 (CRN 20146)

ILS 33701 (CRN 20036)

SOC 33458 (CRN 20145)

 

Native American Studies

America is Indian Country! Our identity is tied to both real American Indian people and romanticized ideas about them. Anglo Americans liked to play Indian but they also claimed a right to places, land, and water. All of this presented a variety of problems for Native Americans over time. This course examines Native Americans and their constant adaptation and survival from European contact through the 20th century, as well as Anglo America's cooption of Native resources, traditions, and images. It explores themes of Native American creation, treaties, education, sovereignty, culture, literature, humor, art, and activism. We will address national issues but also recognize there are over 500 distinct cultural and linguistic groups who are the indigenous people of the modern United States. Questions we will explore include why Native people are sovereign but also U.S. Citizens, why Indian mascots are such a hot issue, and how Native people have come to run so many Casinos. This course is the history and culture course that brings the first Americans together with the rest of America.

Brian Collier

AMST 30180 (CRN 19449, 19827)

HIST 30623 (CRN 20366)

 

Political Economy of Globalization

This course will explore the concept of globalization and its consequences. In particular, we will focus on several key debates that have arisen regarding the effects and management of globalization. Students will also have the opportunity to research a topic within the study of globalization of their own choosing for their final project in the course. The course is divided into three parts. The first part of the course focuses on understanding what is meant by ‘globalization’ as well as an introduction to several contending theories of globalization. The second part of the course will focus on managing globalization, and will evaluate different options available to states, institutions, and other actors. The final section of the class will be devoted to empirical issues associated with globalization. Topics discussed include: the environment, corruption, terrorism, human rights, non-governmental organizations, democratization, and regional trading blocs.

Susan Pratt Rosato

POLS 43001 03 (CRN 13263)

 

Political Sociology

A survey of the major theoretical traditions in the field, followed by a special focus on issues such as the process of state formation, sequences and forms of political development, the social bases of parties and their formation, the characteristics of party systems, the origins and characteristics of democratic and authoritarian regimes, the relationships between labor movements and politics, etc.  Examples and case studies will be drawn from Europe and the Americas.

Samuel Valenzuela

SOC 43515 (CRN 19694)

 

Race and Representation in American Politics

This course is an introduction to the issues which have arisen around race and representation in American politics and introduces students to the contexts from which these questions evolved. The course focuses on African Americans, but also examines the distinctive sets of factors shaping political participation associated with Mexican Americans, Native Americans and Asian Americans and which therefore affect their relation to the American polity. The course introduces historical patterns predating the founding of the republic which have shaped American political institutions throughout their history, and compares statutory discrimination against and the evolution of citizenship rights for Blacks and for other racial and ethnic groups. More contemporary developments of legal protection for voting rights, debates over electoral redistricting, the impact of the intersection of race and gender on political representation will be examined. The development of political philosophy as well as party and electoral dynamics, and racial attitudes are also considered. Since the 2008 presidential campaign will be underway, we will also explore the implications of developments in the primary and general elections. Approaches to these questions will be considered from the contrasting intellectual traditions incorporated within the political and social sciences, reflecting distinctive methodologies and perspectives.

Dianne Pinderhughes

AFST 40602 (CRN 20247)

POLS 60038 (19664)

 

Racial and Ethnic Educational Inequality

This course examines the educational experiences and struggles of racial/ethnic minority students in US public schools. Students will study educational stratification by race/ethnicity, as well as how racial/ethnic minorities experience this stratification. We will explore legal, political, historical and social perspectives regarding educational policies and practices. Additionally, this course focuses on the potential of education as an agent for social justice and change for linguistically and culturally diverse groups.

Amy Langenkamp

AFST 43709 (CRN 20248)

ESS 43204 (CRN 16675)

HESB 43895 (CRN 17503)

SOC 43281 (16525)

 

Research Seminar: The Holocaust

This course explores one of the most significant catastrophes of the twentieth century: the Holocaust. There are four driving questions that students will answer over the course of the semester: what are the antecedents of the Holocaust? What conditions made its occurrence possible? What events comprised the Holocaust? Why is it important to learn about the Holocaust today? Subjects we will explore include antisemitism in Europe; the rise of Hitler and Nazism in Germany; legalized discrimination against Jews; the outbreak of World War II; deportation and ghettoization; the evolution of the "final solution"; the relationship between war and the genocide of Europe's Jews; the "end" of the Holocaust; and repercussions for European Jews, Germans, and the broader world. In this seminar, students will learn about the history of the Holocaust using a variety of tools, including historical texts, documents, photos, maps, personal testimony, memoirs, newspaper clippings and video. Assignments will focus on knowledge acquisition and critical thinking and include short papers, oral presentations, group work, and a final research paper.

Michael Westrate

HIST 33408 (CRN 17913)

HIST 43408 (CRN 17070)

 

Rethinking Crime and Justice

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? Inside-Out brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives.

This course follows the Inside-Out model of prison exchange now well established across the United States (www.insideoutcenter.org). It provides an opportunity for “inside students” at the Westville Correctional Facility and “outside students” from the Notre Dame campus to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.

AMST 30812 (CRN 16721)

CSC 33997 (CRN 15003)

CST 33997 (CRN 15022)

HESB 30302 (CRN 20352)

IIPS 33905 (CRN 15041)

PSY 33691 (CRN 15029)

 
Rhetorics of Gender and Poverty

This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time from Dorothea Lange’s 1936 documentary photograph of the “Migrant Mother” to Ronald Regan’s 1976 reference to the “Welfare Queen” to the 2008 film Slumdog Millionaire. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? These questions will be grounded in theories and research on the intersection of gender, poverty, and rhetoric. They will also be framed by students’ original community-based research supported by local community partners whose social service addresses gender and poverty. Final projects can be expressed as traditional research or creative works.

Connie Mick

AFST 33706 (CRN 16803)

ENGL 20171 (CRN 15365)

GSC 33656 (CRN 15367)

PS 33400 (CRN 15360)

 

Self, Society, and Environment

This course focuses on social psychological aspects of relationships between humans and the natural environment.  Issues include how humans interact with different environments, symbolic transformations of environments, and competing accounts or claims concerning human-environment relationships.  The course is framed in a sociology knowledge perspective and touches on alternative ways of envisioning and valuing individual and institutional perspectives on human-environment relationships with an eye toward implications for social change.

Andrew J. Weigert

CST 43719 (CRN 14981)

SOC 43719 (CRN 14883)

STV 40319 (CRN 14947)

SUS 43719 (CRN 16559)

 

Slavery in the Lands of Islam

Slavery existed in most societies and its eradication from our contemporary society is our challenge and responsibility. This course is targeted at examining and understanding the institution of slavery in Islamic societies. It offers strong foundations to discuss slavery in the two main sources of law in Islam: Qur’an and Sunna. Then it offers a survey of the most important aspects of slavery, including the geographical origins of the slave population, their numbers and demographics in Islamic lands, labor conditions, as well as production and reproduction characteristics. Through a thematic examination, the course will present some of the most distinctive types of slavery that existed in different part of Islamic lands: military slavery, harem slavery, eunuchs, etc. Also this course examines debates on the abolition of the institution of slavery; the colonial context in which it emerged and was imposed; and how Muslim intellectuals adopted abolitionist ideas. By the end of the semester, the focus will be on the diaspora and the structural inequalities inherited from slavery and perpetuated to these days. It will also touch on the contemporary forms of slavery in the lands of Islam.

Yacine Daddi Addoun

AFST 30258 (CRN 19815)

HIST 30090 (CRN 17509)

MI 30293 (CRN 20425)

 

Social Inequality and American Education

Many have claimed that the American educational system is the "great equalizer among men." In other words, the educational system gives everyone a chance to prosper in American society regardless of their social origins. In this course, we will explore the validity of this claim. Do schools help make American society more equal by reducing the importance of class, race, and gender as sources of inequality, or do schools simply reinforce existing inequalities and reproduce pre-existing social relations? Topics covered in the course include: unequal resources among schools, sorting practices of students within schools, parents' role in determining student outcomes, the role of schooling in determining labor market outcomes for individuals, and the use of educational programs as a remedy for poverty.

Amy Langenkamp

AFST 30704 (CRN 16441)

AMST 30519 (CRN 19832)

ESS 20202 (CRN 16580)

HESB 20219 (CRN 20343)

ILS 20704 (CRN 20033)

SOC 20228 (CRN 16522)

 

Social Movements

How is social change possible? This is one of the central questions for the study of social movements, as well as the organizing theme of this course. In this course we will consider how sociology has contributed to our understandings of social movements. We address questions about the forces that shape social movement emergence and that affect their possibilities for impacting social change at local as well as national and global levels. While movements may have limited impact on specific policies, there are many other ways they can affect individuals as well as the larger cultural contexts. We therefore will also consider the effects of social movements and the organizations they generate on collective identities, networks, and larger public discourses and culture.

Peter A. Ryan

AFST 30605 (CRN 20243)

IIPS 30902 (CRN 20696)

SOC 30514 (CRN 19692)

 

Sociology of Violence

Violence is an unfortunate fact of life, but sociologically it poses a quandary, for to initiate violence is to invite it in turn, so one would think that people would do everything possible to avoid it. This course will cover sociological (and to a lesser extent psychological) research on the causes of violence, the dynamics of violence once it has started, the experience of being in a violent situation, and the consequences of violence. We will also talk about attempts to prevent and curtail violence. Topics will include criminal violence, ethnic violence, domestic violence, gang violence, military violence, police violence, and school violence. We will alternate between lectures and readings about basic scientific research with discussion of journalistic and historical accounts of violent episodes and associated video recordings. Requirements will include examinations, reading quizzes, attendance/participation, and at least one paper.

David Gibson

AFST 33707 (CRN 20246)

IIPS 33907 (CRN 16581)

SOC 33750 (CRN 16524)

 

Telling About Society

How do we see the world? How do these modes of representation determine our social reality? How can we use media to create social change? This rigorous seminar interrogates the lenses through which we see, and more importantly, make our world. We open with an interrogation of theories of media, representation, and the sociology of knowledge so as to develop a critical eye towards how these lenses shape our everyday reality. From there we discuss particular modes of representation: photography, ethnography, statistics, journalism, maps, and more. We consider the inherent biases within these ways of seeing, and debate the appropriate uses of these technologies. From this starting point, the course turns its eye to particular historical periods and phenomena: the Great Depression, Vietnam War, the era of HIV/AIDS, and the growing surveillance society. We compare across different media representations of each event to evaluate how different media tell very different kinds of stories about that moment.

Ultimately, this class presses students to consider the capacities of these media for encouraging mobilization and change—to redesign the world. To work through these issues, students will engage in fieldwork on a local topic of their choosing. Their final project will consider how different media have shaped our knowledge of a local issue, and in response students will create a final multimedia campaign designed to alter people’s “ways of seeing” that topic. In this project, students will persuade their audience using a variety of "lenses" to make their case: from ethnography to documentary film to radio journalism to new media and more.

Terry McDonnell

IIPS 43703 (CRN 17532)

SOC 43101 (CRN 17154)

STV 43101 (CRN 18025)

 
The Palestinian-Israel Conflict: Political and Psychological Underpinnings

This course will expose students to the complex issues that underlie one of the world’s most intractable conflicts, that between the Palestinians and the Israelis. The core of the class will be built around literature that addresses the underlying causes and consequences of this enduring conflict; this intellectual background will form the foundation for discussions and group interactions. The course will help students to develop an understanding of this particular conflict as well to develop a vehicle for thinking about other social conflicts. The juxtaposition of political and psychological explanations will provide a multidisciplinary, multi-faceted understanding of the conflict and give students many tools and frameworks with which they can conceptualize their community engagement. Examples of course topics may include: the intergenerational effects of trauma on children, the structural conditions that ensure recurring conflict, the enduring economic costs, the power relationships among the actors, and the competing roles for international actors. NOTE: Enrollment in this course is by application only. The course includes a full-class field experience in Jerusalem during the mid-term break week, based at Notre Dame’s Jerusalem Global Gateway and the Tantur Ecumenical Institute. Accepted students will be asked to contribute a non-refundable deposit of $500 before being approved to register in NOVO. This deposit will be applied toward the cost of travel. (Please note that as part of the application process, demonstrated financial need will be taken into account and in some cases, the nonrefundable deposit may be reduced or waived.) Students might also responsible for their own meals while traveling. For access to the online application form, please contact the assistant director of undergraduate studies at the Kroc Institute.

Laura Miller and Patrick Regan

IIPS 30413 (CRN 20380)

POLS 30327 (CRN 20493)

PSY 30611 (CRN 20504)

 

The Roots of Human Trafficking

This course explores human trafficking in the modern world. It will examine labor exploitation and commercialization in European and Islamic empires in a historical perspective. We will discuss how imperialism led to the expansion of human trafficking and how women, men and children experienced labor exploitation in different ways. We will examine how forced labor was behind the car and bicycle industries and chocolate consumption. . Today more than 27 million people are held, sold, and trafficked as slaves around the world. This course will discuss similarities and differences between contemporary and historical slavery and analyze why and how it persists nowadays. Readings will include accounts of people held in bondage, case studies and reports.

Mariana Candido

HIST 30060 (CRN 17052)

AFST 30292 (CRN 17842)

IDS 30415 (CRN 17936)

GSC 30635 (CRN 20324)

IIPS 30808 (CRN 17920)

 

Torture, Traumatic Memories, and Testimonio: Literary (Re)presentations of Dictatorship

While “memory” has been a theme that has appeared in literature for hundreds of years, manifesting itself in many literary genres such as oral histories, autobiography, diaries, memoirs, and confessions, we have seen an explosion of this topic of scholarly discussion and critical debate since the 1980s. Under the relatively new field of “memory studies,” interdisciplinary approaches have been integrated into the academy in order to bring about a conversation on the topic of memory and its intersections with fields such as literature, cultural studies, political science, gender studies, the social sciences, and peace studies. With rapidly fluctuating political and social climates on a global scale throughout the 20th century, there is an abundance of memories – individual, collective, historical – and a great debate about what to do with them. In post-authoritarian societies, the subject of memory has especially been linked to the process of social and political reorganization in the aftermath of the dictatorships of the 20th century and the general shift toward the establishment of democracies in these former authoritarian regimes. In fact, a great deal of the theoretical work that drove the growth of memory studies as a field was conducted in the aftermath of the Holocaust, notably with the establishment of institutions such as the U.S. Holocaust Museum and the expansive growth of the video archive for Holocaust Studies at Yale. Indeed, traumatic memories are some of the most difficult to grapple with, especially when we speak of such memories on a collective scale in post-conflict societies. The collective trauma experienced by societies who were profoundly affected by state violence has been a central focus and locus of discussion. Indeed, nearly every country in Latin America existed under an authoritarian regime during the 20th century at one moment, and it is no surprise that a contentious debate about whether it is better to “remember” or “forget” what happened during the dictatorships has been an issue which has not disappeared with the restoration of democracy to most of Latin America. In particular, during the latter third of the 20th century, the majority of South America was governed by cooperating military juntas which were part of a larger operation of political repression, state terrorism, and surveillance called “Operation Condor,” including Argentina, Bolivia, Brazil, Paraguay, and Uruguay – with the collaboration of the U.S. – to eradicate sectors of society deemed “Marxist” and therefore, “subversive,” from the late 1960s through the 1980s. During the “Condor Years,” thousands of individuals were systematically taken as political prisoners, most were also tortured, and many also were disappeared. There is no doubt that gross human rights violations took place with the countless numbers of individuals still missing to this day, and thousands more who went into exile. In the aftermath of state violence, human rights organizations, government institutions, and even the Catholic Church have had a place in establishing a continued conversation on historical memory and human rights, as well as the search for “justice” and “truth.” Literary expressions from survivors and citizens in exile, monuments and memorials, films and artistic interpretations, are all ways in which the Southern Cone’s collective trauma have been (re)presented and manifested in seeking ways to negotiate the memories of the dictatorships. This course will be organized around literary and textual (re)presentations of dictatorships which will help us reflect upon, illustrate, interrogate, critique, and describe how memory, trauma, and testimony intersect with one another in the Southern Cone during the Condor Years.

Catherine Brix

LIT 20912 (CRN 20411)

 

Transitional Justice in Latin America

At the end of a long period of authoritarian rule or a protracted civil war, societies and governments are confronted with the question of whether to ignore past human rights violations and move on or to expose and punish perpetrators of violence by seeking truth and justice. This course is an introduction to three of the most widely used transitional justice mechanisms: Truth commissions, trials and amnesties. We assess the adoption of these mechanisms through the historical experience of six Latin American countries: Guatemala, Peru, Chile, Argentina, Colombia and Mexico. Our goal is to understand what these mechanisms are, how they work, and the long-term impact they can have on building peaceful societies – with low human rights’ violations and low criminal violence – and on developing a democratic rule of law. In this course we adopt a social-scientific approach, combining history, political science, sociology and law. Besides covering academic works (both quantitative and qualitative), we will discuss Truth Commission reports and reports by international institutions and NGOs.

Guillermo Trejo

POLS 53001 01 (CRN 11899)

 

U.S. Labor History, 1775-1945: People, Places, and Political Economy

This course explores how Americans asked and answered “the labor question”—who did the work, under what terms, and who reaped the rewards? – from the American Revolution to the end of World War II. We will study the diversity of the working-class experience in the US by exploring the past from multiple perspectives, as well the relationship between work and the wider culture as the U.S. emerged, first, as the world’s first democratic republic, followed by its rise as the dominant industrial power. The workers, workplaces, communities, institutions, and issues will range widely over the semester, but we will investigate some core themes for the duration: issues of power, structure, and agency, from the workplace to Washington, DC; workers’ wideranging efforts to forge organizations, namely labor unions, to represent their collective interests; intersections between class, race, and gender at work, at home, at play, and in politics; and tensions between capitalism, industrialization, and democracy in U.S. History.

Dan Graff

HIST 30618 (CRN 19990)

AMST 30380 (CRN 20256)

HESB 30406 (CRN 20356)

IIPS 30916 (CRN 20708)

GSC 30561 (CRN 19991)