History, Theories, and Representations. This course examines the debates among authors, politicians, religious leaders, social scientists, and artists in Africa, the African Americas, and Afro-Europe about the very existence of same-sex desire and relationships—any non-normative sexualities, in general—throughout the African world. While the class analyzes histories of sexualities, legal documents, manifestos by dissident organizations, anthropological and sociological treatises, it focuses primarily on textual and cinematic representations, and it proposes methods of reading cultural productions at the intersection of sexualities, race, ethnicities, and gender. New course beginning Winter
The Monsters Within Us: What makes us human? Monsters such as werewolves and vampires have persisted from medieval and gothic literature into today's pop culture, establishing, reinforcing, and reworking monster archetypes.
This will construct the foundation for the final semester project in wh ich students will select a type of monster for which they will research the history and analyze the function of this monster in a particular text. The monster can be interpreted as a nonhuman beast, a shadowy apparition or a man who is psychologically deranged.
The monster narrative creates a foundation for terror and fear -- a being that is not part of society and who becomes a cultural "other. In this class we will explore literature, art, and film that portrays monsters.
We will focus on the most popular monsters in our own culture, such as vampires, werewolves, Frankenstein's monster and many others.
We will look at Ichabod Crane's mad dash through the woods that he never escapes to Marian Crane's fateful stop at the Bates Hotel.
Along the way we will identify how the monster is constantly changing and moving through popular culture. This course will examine female figures who adopted these roles and allow students to explore the ways in which these roles shaped the place of women in medieval culture as well as identify reflections of these roles in the modern world.
We will investigate how the women in these texts are represented in their respective roles and shape their identities, discuss the larger meaning of those functions in medieval culture, and work to recognize the persistence of these roles into our modern society.
Comics and the Sponsorship of Multimodal Literacy, Dale Jacobs explains that in comic books meaning is created through the combination of written text and visual illustrations to achieve effects and meanings that would not be possible in either a strictly print or strictly visual text.
In this English class, students will read comic books and graphic novels, discuss the way the stories are constructed, and rhetorically analyze the effects created by the combination of visual and written elements. Students will also develop their own graphic narratives by writing scripts, storyboarding pages, and illustrating to the best of their ability the final drafts.
In studying comic books and graphic novels--and the way the written text and illustrations support one another--students will put the genre in the larger context of multimodal literacy. Therefore, the study of comic books will help students rhetorically analyze and understand videos, podcasts, websites, brochures, board games, and various other kinds of multimodal projects.
Discussion will be centered on how these five novels use the genre of the Western in order to debunk and expose the myths of the Wild West and how the violence that accompanied Westward Expansion in the s has affected our contemporary politics and the way in which we've shaped an American identity.
We will also watch some of the early films of John Wayne and Gary Cooper and will follow the progression of the genre through to the Spaghetti Westerns and to Clint Eastwood's masterpiece, "Unforgiven. Unattainable Myth or Reality?
Presently, the term and the vast idea it represents is used in media, education and in discussions about literature, film and various other mediums of art. As the country has evolved throughout the last century, the dream should have theoretically evolved as well. The question is; what has it become?
Does it really exist anymore, or is just an unattainable goal we continue to strive for? In this course we will explore the question of if and how the dream has evolved, focusing on how it has experienced and withstood changing economic situations, increasingly diversified populations, changing education standards, and the influence of Hollywood.
We will read five primary texts, The Great Gatsby, by F. These texts will give us the opportunity to read about and understand the American Dream from different perspectives. We will encounter characters that have recently immigrated, characters that fall into different social and economic classes and characters of both genders.
However, one quality that all of these characters share is their struggle to accomplish the American Dream, or create their own. We will also determine what the American Dream means to us as individuals; does it still exist, is it a primary motivator, is it as important as it once was?
Reading examples of American Dream literature and developing your own understanding of the idea will adequately prepare you to write your personal American Experience; integrating common thematic elements and your own personal perspective on the reality or lack thereof of the American Dream.
The coursework will include: Building off of John Berger's Ways of Seeing, we will take a non-formalist approach to viewing visual art, theater, music and hybrid artforms.
We will focus instead on contexts such as the poetic, the personal and the regional, as well as race, indigenaity, gender and sexuality. The assignments include a literary analysis of Ways of Seeing, a review of a local exhibition or performance, and a research paper ce ntered on students' areas of interest.
This latter assignment may focus on developing the theoretical underpinnings of a studio practice, for example, or center on the work or works of a particular artist.
We will also determine together if we want this meeting to be in person or online.
Albuquerque itself provides many opportunities to experience unique urban narratives, from the Petroglyph National Monument to the rainbow dripping down from the Anasazi Building at Sixth and Central.
We will read essays and literature about the city in addition to reading the city itself as it is written on walls graffitibillboards, street signs, cardboard signs, help wanted signs, monuments, people tattoosetc. The words and images in the city, wherever they may be found, tell a story. Ideally, we will leave the class with a more profound sense of our relationship to the city, the social issues that define the city, and a vital competence in reading, composing, and participating in the urban public sphere.
Such confusion exists around food-related topics, particularly ones related to our American culture, like genetically modified food, obesity, organic vs.Deborah Barnum (email: [email protected]) is a former law librarian, now a bookseller of fine and collectible books, the Regional Coordinator for the JASNA Vermont Region, and an inveterate reader and collector of bibliographies.
Since that time, black feminist critics have succeeded in calling attention to the works of contemporary black women writers, unearthed the writings of earlier artists, constructed and dismantled literary traditions, and provided a method of reading that centers an analysis based on the intersection of race, class, and gender.
Jul 17, · Whilst risk analysis is an important aspect of risk research, especially for ranking risk, prioritizing intervention and evaluating campaigns, risk-reduction requires changing the attitudes and behaviours of participants in risky activities.
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Go to: Offshore Rene trotted, reselling it very gently. 3 A New Vision of Masculinity / Cooper Thompson 4 Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change / Andrea Ayvazian 5 Rethinking Volunteerism in America / Gavin Leonard.
This page contains monthly lists of new print books received by the Science Library in