Advanced Courses in
US and Global Pluralism
Identity/US Cultures Studies
Dr. David E. Wilkins uses a comparative
perspective in this course to examine
the consequences of European expansion
(from 1400s forward) for indigenous
nations around the world. Case
studies include: selected indigenous
peoples of Mexico, Central & South
America, Canada & the Arctic, New
Zealand & Australia, as well as
the Saami from Northern Europe and the
Ainu from Japan.
Taught by David Schoem, this sociology
course looks at multi-racial, multi-ethnic,
and multi-faith identities and relationships
as focal points for the exploration
of a wide range of questions on racial,
ethnic and religious identity and intergroup
relations. Frameworks for community
building are discussed, taking into
account issues of conflict and power
and competing social interests.
Team taught by history faculty Janann
Sherman and Beverly Bond, this combined
undergraduate/graduate-level course
traces interrelations among black and
white women through 19th and 20th century
America. In an
essay, Professor Sherman reflects
on the scholarly interactions and insights
leading to the creation of this course,
describes the framework of the course,
and shares the pedagogical tools used
to teach this innovative course on black
and white women's histories.
Taught by Professor Steven Mintz,
this course examines the interaction
of diverse ethnic and religious communities
in the U.S. over a period of four centuries.
Using a multicultural approach to American
history and culture, this course explores
the historical experience of America's
ethnic groups prior to their arrival
in this country; it examines when and
why these groups came to the United
States, their relations with other ethnic
groups, and their contributions to American
culture.
This upper-level division course was
taught by Stephen Sumida in the Winter
Term of 1993 in the Department of English
Language and Literature with the goal
of studying concepts of multiculturalism
and history as narrated or symbolized
and interpreted in American literary
works since 1846.
Taught by Stephen Sumida, this course
is cross-listed for upper-division credit
with the English Department and the
Program in American Culture. This course
asks students to study works published
since the mid-1980s and discuss them
in the context of their literary, historical,
popular, and aesthetic environments
and receptions: a rise of Asian American
literary output and their authors as
"hot properties" and a coming
of age of writers and readers on a wave
of immigration from Asia that began
in 1965.
Pluralism and Social Justice
This course is designed to provide a forum for students
to explore issues of global peace and educational measures
in promoting peace. The course first emphasizes the
development of an understanding on urgent peace issues
facing the humanity. Then the class with study and reflect
on the roots of violence, critically analyzing inequality
and injustices in the world based on racism, classicism,
sexism, and other factors. We explore ways for quelling
violence and building peace broadly. We will examine
how education can be transformed to bring true peace
to the world' we will look at curriculum changes and
collaboration of school and society, and finally, we
will stress the importance of teaching for love in education.
This course is designed to provide students with the knowledge, skills and tools needed to be effective secondary teachers of global and comparative education, and responsible citizens of the US and the world. Students will understand the commonalities, differences, and connections between global and comparative education, and the meaning and significance of globalization in both fields.
The purpose of this course is to create a multi-disciplinary immersion in organizational behavior and human resource management practice and theory related to managing multiculturalism, diversity, and globalization in employing organizations. Globalization and Diversity responds to recent demographic and global changes and anticipates future cultural shifts in the workplace by framing diversity and globalization as a process and a resource to be leveraged rather than as a problem to be solved.
Taught in Spring 1995 by Rene Smith-Maddox
and Amy Stuart Wells, this course analyzes
the role of race in U.S. education.
Using historical, sociological, economic,
and political perspectives, the course
explores how race fuels the public debate
and how racial attitudes and beliefs
interact with access and equity issues.
From these theoretical considerations,
students examined how racial issues
shaped federal, state and local policies.
World Cultural Studies
The processes of globalization has clearly transformed the world that we live in, bringing us the promises, the rewards, and the effects of easy travel, flexible mobility, and a sense of transnationality. The traditional postcolonial analysis of these global transformational forces is to identify their links to the hegemony of late capitalism and Western cultural imperialism. This module seeks to both augment and question this argument by focusing instead on Asian diasporic identities in an attempt to problematize the subject/object cultural relation that has transfixed this traditional analysis.
Long
Night's Journey into Day
Long Night's Journey into Day provides
a dramatic inside look at one of the
most innovative and ambitious attempts
at dialogue and healing in human history South
Africa's Truth and Reconciliation Commission.
The film documents South Africa's quest
for restorative justice as it follows
four dramatically different cases that
come before the commission over the
course of two and a half years. Long
Night's Journey into Day will inspire
American viewers to reexamine their
own approach to racism and social injustice.
A study guide, for teachers and facilitators,
accompanies this film.
PIER, the Programs in International
Educational Resources of the Yale Center
for International and Area Studies,
provides programs and services designed
to broaden understanding of global,
international, and world regional issues.
The web site contains information about
global education and has useful information
for developing multicultural lesson
plans. The site includes such resources
as: summer institutes for educators,
curriculum consultation and development,
online lesson plans, professional development
workshops, PIER Resource Library, review
and evaluation of educational materials,
field study abroad opportunities, a
list of on-line resources for educators,
and school partnerships & collaborations.
UW
Worldwide, University of Washington
UW Worldwide is a new way of structuring
university education that is being devised
by the International Faculty Council
in order to strengthen all aspects of
UW programs through a more effective
internationalization of research/education/service.
Currently, UW Worldwide is conducting
a four-year program called Scientific,
Engineering and Social Challenges to
the Environment in Washington State
and Sichuan Province, a pilot interdisciplinary
project that combines international
collaboration with student research
experience, service learning, and travel,
as part of the University of Washington
- Sichuan University Joint Project on
Higher Education Reform.
Dr. David E. Wilkins uses a comparative
perspective in this course to examine
the consequences of European expansion
(from 1400s forward) for indigenous
nations around the world. Case
studies include: selected indigenous
peoples of Mexico, Central & South
America, Canada & the Arctic, New
Zealand & Australia, as well as
the Saami from Northern Europe and the
Ainu from Japan.
Cultural
Encounters, St. Lawrence University
All courses within the Cultural Encounters
Program follow curricular guidelines
which specify that the courses include
content from cultures commonly understood
as "Western" and "non-Western. "Students
in this program are asked to study other
cultures while simultaneously reflecting
on their own. The Program develops "writing-intensive"
pedagogies, which includes exploring
ways in which journals connect students'
personal experiences with the academic
content of the program, particularly
in relation to study abroad. Courses
in the Cultural Encounters Program include:
- Cultural
Encounters Seminar: Comparative
Studies in Racial and Cultural Identities
- Creating
Colonialism: the Literature of
Exploitation and Cultural Contact
- Religious
Studies 248N: Fundamentalism as
Cultural Encounter
- History
247: The Rise of the New Europe
- Fine
Arts/Cultural Encounters 220:
The Museum as Cultural Crossroads
- Greek
Poetry, Philosophy, and Politics in
a Multicultural Context
This course offers a comparative examination
of the development o f multi-racial
societies in Brazil, South Africa, and
the United States and the impact of
race on the political, social, and economic
cultures of the respective countries.
It was offered as a multicultural/global
studies elective, a history elective,
and as an elective in the African American
Studies and International Studies programs.
Facilitated by Gary Hunter, Department
of History, "Comparative Race Relations"
was designed as a multicultural/global
studies course as one of the few courses
at Rowan University employing the methodologies
of comparative history and sociological
theory to explore the social, economic,
political, and cultural development
of three different societies.
Service Learning and Field
Placement
Taught by Richard Guarasci, this course
requires students to be fully engaged
in a term-long community service project,
working with the biographies of people
within the community as well as being
involved in writing autobiographically
about the effect of that service on
their own lives, their perspectives
on democracy, and their understanding
of democratic citizenship.
Humanities
This Fall Term 2000 course at the
University of Michigan is taught by
David Scobey, Associate Professor of
Architecture and Director of the Arts
of Citizenship Program at the University
of Michigan. Students will work in teams
with community partners in Ann Arbor
and Detroit to create history exhibits,
community-based drama, radio documentaries,
websites, curricula, and other cultural
resources. The seminar is designed to
be interdisciplinary and to include
undergraduates of all levels. No previous
expertise is required, only an interest
in using the arts and humanities to
enrich public life.
Taught by Professor of Philosophy
Bert Koegler this seminar is offered
as an upper division interdisciplinary
honors course. During this seminar students
are introduced to the philosophical
and political debates surrounding multiculturalism.
By discussing ethical, social, and political
issues concerning multiculturalism,
students address questions of identity,
power, and privilege.
This upper-division course taught
at by Anita Silvers, was designed to
fit into a sequence of philosophy courses
on law and social philosophy. It brings
together students with somewhat different
interests in disability: students with
disabilities, students whose family
members are disabled or aging noticeably,
students who have family histories pre-disposing
them to disability, students who are
majoring in fields concerned with disability,
students headed for law school, and
others. |
