HACU 126p
Women's Lives/Women's Stories
Susan Tracy

In this course we will analyze the lives and work of some women writers and will consider the interrelationship between the writer's life, the historical period in which she lives, and work she produces. We will examine the different paths these women took to become writers, the obstacles they overcame, and the themes which emerge from their work. Among the writers we will consider are Zora Neal Hurston, Tillie Olsen, Maxine Hong Kingston, Adrienne Rich, and Alice Walker. Students will write several short papers and will have the option to write a research paper suitable for consideration as a Division I exam. Reading, writing, and research skills will be emphasized. Class will meet twice each week for one hour and twenty minutes. This course may serve as one of the two courses for completing a Division I in Humanities and Arts.

HACU 148p
{component} Introduction to Media Criticism
TBA

This course will introduce students to critical skills which will enable them to describe, interpret and evaluate the ways in which television and film represent the world around us. Approaches drawn from history, semiotics, genre studies, feminist criticism and cultural studies will be used to analyze how the media create and perpetuate ideological frameworks that influence our perceptions of ourselves, our personal relationships, and our larger society. Students will write and revise numerous critiques using the different methodologies, and there will be extensive class discussion and reading assignments. Class will meet twice each week for one hour and twenty minutes. This course may serve as one of the two courses for completing a Division I in Cultural Studies and Cognitive Science.

HACU 195
Natural and Supernatural: An Introduction to Contemporary Women's Fiction
Mary Russo

This course explores the representation of different and competing experiences of "the real " in contemporary fiction. Drawing examples from writing which uses mixed literary styles and genres to go beyond the conventions of classical realism, we will analyze and discuss works of contemporary fiction as liminal spaces mediating cultural differences in understanding identity, knowledge, and belief. Works to be considered include Toni Morrison's Beloved, Clarise Lispector's Hour of the Star, Angela Carter's Short Works, and Bessie Head's A Question of Power.

HACU/SS 213
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Controversies in U.S. Economic and Social History
Laurie Nisonoff
Susan Tracy

This course addresses the development of the United States economy and society from the colonial period to the present. Focusing on the development of capitalism, it provides students with an introduction to economic and historical analysis. We will study the interrelationship among society, economy and the state, the transformation of agriculture, and the response of workers to capitalism. Issues of gender, race, class, and ethnicity will figure prominently in this course. Concentration in economics, politics, and history. Focus on developing research skills in economics and historical methodologies.

HACU 220
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Theorizing the Image
Sandra Matthews

Since the invention of photography in 1839, machine-made visual images have played an ever-increasing role in U.S. culture. The technologies used to make these images currently include photography, film, video, and digital imaging. In this course we will question the cultural work performed by these images. We will view and discuss works in each modality, while reading key texts in semiotic, psychoanalytic, feminist, Marxist and post-modern thought to gain a historical foundation. We will examine the formal, social, economic and psychological factors that shape the making, distribution and viewing of images.

HACU 225
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John D. Macdonald and The Modern Detective Model
David Kerr

In his Travis McGee novels MacDonald created a worthy successor to Hammett's Sam Spade and Chandler's Philip Marlowe. Among the most widely read adventures in America in the '60's and '70's the Travis McGee novels introduced a hero appropriate for a country driven by acquisitiveness, local corruption, land swindles, despoilers of nature, social fads, and sharp divisions of race, class, and gender. Just as independent as Marlowe or Spade, McGee was far from anti-social. In fact, the direct and indirect social commentary opened up new possibilities for a tired genre. Authors as diverse as Tony Hillerman, Sara Paretsky, Robert Parker, Linda Barnes, and Carl Hiaasen, have acknowledged their debt to MacDonald. In this course we will read a number of novels by MacDonald and his successors plus a substantial body of critical commentary about everything from the fading boundaries between genres to the possibilities for heroes of either sex in the postmodern era.

HACU 243
The First Woman
Robert Meagher

"Only one woman exists in the world," writes Nikos Kazantzakis, "one woman with countless faces." One woman, we might add, with many names, among them Gaia, Inanna, Pandora, Helen, and Eve. Their stories tell the story of woman as first imagined in ancient literature and rt and as handed down, more or less intact and in force, to the present day. The truth about the past is that it is not past. It lives in the present. So too, the oldest myths of women continue to tell familiar stories, lived out daily in our homes and hearts. To know the past is to recognize the present. This course will inquire into, consider, and compare several of the earliest images and ideas of woman, as found in ancient texts and artifacts. The aim will be to follow the story of woman in ancient Mediterranean and Near East from its prehistoric roots to its fateful fruition in Greek myth and the Hebrew Bible. Needless to say, the story of woman is inseparable from the story of man, one man with many names--Dumuzi, Epimetheus, Paris, Adam--whose faces we see still next to us or in the mirror.

HACU 245
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The American Transcendentalists
Alan Hodder

Even in its heyday in the 1830's and 40's, the Transcendentalist Movement never included more than a few dozen vocal supporters, but it fostered several significant cultural precedents, including a couple of America's first utopian communities (Brook Farm and Fruitlands), an early women's rights manifesto (Fuller's Woman in the Nineteenth Century), the first enthusiastic appropriation of Asian religious ideas, and, in the travel writings of Thoreau, the nation's earliest influential environmentalism. The Transcendentalists also produced some of the richest and most original literature of the nineteenth century. In depth exploration of the principal writings of the Transcendentalists in their distinctive literary, religious, and historical settings; and to examine these texts reflexively for what they may say to us today. Focus in the work of three premier literary and cultural figures: Ralph Waldo Emerson, Margaret Fuller, and Henry David Thoreau.

HACU 258
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Colonialism and the Visual Arts
Sura Levine

Explore aspects of the visual and cultural representations of colonialism and expansionism in the arts of western Europe and the United States. Topics will include: Napoleon's Egyptian Campaign of 1798-1799; 19th-century travel literature; Japonisme and the introduction of a Japanese esthetic into western art; manifest destiny in the U. S. and the changing image of the Native American; propaganda imagery of colonialism; the gendering of expansionist imagery; primitivism in modern art; cinematic and popular culture representations of Africa and the Middle East. Throughout, our goal will be to trace the ways that, over the past two centuries, Western cultures have represented themselves in depicting their colonial others. Background in art history is essential.

HACU 288
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Shakespeare and Woolf
L. Brown Kennedy

"Lovers and mad men have such shaping phantasies, that apprehend more than cool reason ever comprehends." (A Midsummer Night's Dream) In the first part of the course we will read Shakespeare (five plays) and in the latter part Virginia Woolf (four novels and selected essays). Our main focus will be on the texts, reading them from several perspectives and with some attention to their widely different literary and cultural assumptions. However, one thread tying together our work on these two authors will be their common interest in the ways human beings lose their frames of reference and their sense of themselves in madness, lose and find themselves in love or in sexuality, and find or make both self and world in the shaping act of the imagination.

CS/NS 198
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Ever Since Darwin
Lynn Miller

"Getting tired of being human is a very human habit." R. Dubois. In the last few years, a number of authors have attempted to reduce human history to genetic principles or biologically fixed sexual differences in human behavior which keep men and women in separate groups. These simplistic arguments were invented over one hundred years ago by those who misread or misinterpreted Darwin's ideas. To think about these arguments, we will read and discuss a small sample of the literature of the past 120 years on the explanations of the behavior of Homo sapiens . We will read essays by Stephen J. Gould and papers about our close relatives, the primates.

IA 204
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The Female Playmakers: Women Playwrights in Eighteenth and 19th Century London
Ellen Donkin

This course will use the plays and correspondence of a small group of women playwrights in the late eighteenth and nineteenth century as its primary source of evidence for both theatrical practice and expectations around gender. Students in the class will participate in informal staged readings of both plays and letters as a way to extrapolate the technologies of staging and the social contract between actors and audience. Readings will include the commentary of eighteenth century critics and selected twentieth century critical theorists. As part of the final project, students will collaborate on the writing and performance of a one-act play based on their own creative efforts, their research, and surviving fragments from the period.

IA/SS 206
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Psychological Dynamics in Drama
Ellen Donkin
Lourdes Mattei

This course is designed for students interested in both psychology and theatre, who may have had some background in either area, though not necessarily in both. Psychology students have an opportunity to examine the ways in which certain psychological phenomena manifest themselves in dramatic character, dramatic structure, and in rehearsal process. Theatre students, including those interested primarily in directing, design, acting or dramatic literature, will have an opportunity to re-think their approach, both to the analysis of dramatic texts and to the way those texts get produced. Readings will include fundamental concepts of psyche, both Freudian and Jungian, with a particular emphasis on the functions of the unconscious. In addition to papers, each student will participate in one in-class presentation of a scene from any of the plays we study in class.

IA 216
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Black Literature and Drama in the Twentieth Century
Robert Coles
Kym Moore

This course examines various forms of Black Literature from a twentieth century perspective, particularly the ways in which the "story" is transformed as it moves from one medium to another. What is lost, misrepresented, de-emphasized or reinforced in the translation? What is the impact on the audience? Literary works by James Baldwin, Richard Wright, Ntozake Shange, Adrienne Kennedy, August Wilson, Pearl Cleage, Paul Carter Harrison and Lorraine Hansberry will be included. In addition, we will also take a brief look at the Black Exploitation film and its impact on contemporary literary production.

SS 105p
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The United States in World War II
Aaron Berman

The second World War was the pivotal event in twentieth century U.S. history. Between 1939 and 1945, Americans experienced tumultuous change in their politics, society and culture. Among the issues we will explore are why the United States entered the war, the experiences of men and women in the military and on the home-front and the origins of the Civil Rights Movement and the beginning of the Cold War. We will use movies, novels and other material to measure the war's cultural and social impact. As a proseminar, we will be particularly concerned with the historian's craft. Students, as individuals and groups, will participate in an array of research projects which will involve the use of a wide variety of primary sources.

SS 116p
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Revolution and Modernization in China
Kay Johnson

This course will study the Chinese revolution, emphasizing the role of the peasantry and the impact of socialist development and modernization on peasant village life. The general theme of the course will attempt to evaluate the Chinese revolution by tracing the major lines of continuity and change in Chinese peasant society, considering the potential and limits that peasant life and aspirations create for revolutionary change, modernization, and democracy. A major focus throughout will be on the relationship between the traditional Confucian family and revolution, and the impact of national crisis, revolution, and socialist economic development on peasant women's roles and status. The course will be organized into informal lectures (which will present general background, comparisons with other societies and some material gathered in recent visits to a Chinese village) and student-led workshops.

SS 119p
Third World, Second Sex: Does Economic Development Enrich Or Impoverish Women's Lives?
Laurie Nisonoff

What happens to women when societies "modernize" and industrialize their economies? Is capitalist economic development a step forward or a step backward for women in industrialized and developing countries? Examine debates about how some trends in worldwide capitalist development affect women's status, roles, and access to resources, and locate the debates in historical context. In the "global assembly line" debate we look at women's changing work roles. We ask whether women workers in textile and electronics factories gain valuable skills, power and resources through these jobs, or whether they are super-exploited by multinational corporations. In the population control debate, we ask whether population policies improve the health and living standards of women and their families or whether the main effect of these policies is to control women, reinforcing their subordinate positions in society. Other topics include the effects of economic change on family forms, the nature of women's work in the so-called "informal sector," and what's happening to women in the current worldwide economic crisis.

SS 141
Third World Development: Grassroots Perspectives
Frank Holmquist

Twentieth-century trends indicate a profound process of development going on in most of the Third World. But in many places and for millions of people poverty and insecurity are growing. We will look at this uneven and contradictory process of development with one eye on general explanations and the other on male, female, group, and community strategies of coping with poverty and everyday life in cities and in the countryside. Our approach will be historically grounded and situationally specific. We will deal with material from Africa, Asia and Latin America, and all the social science disciplines. We will also use first-person accounts.

SS 158
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Psychology and Culture
Lourdes Mattei

Introduces the student to the main questions, issues, and controversies in psychology through the exploration of the relationship between the individual and her culture. Our inquiry will explore debates such as universality vs. relativism, modernity vs. postmodernism, nature vs. nurture, and science vs. social constructivism. In addition, the course will examine the discipline of psychology from cross-cultural, political, and historical perspectives.

SS 209
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Topics in Urban Studies
Myrna Breitbart

This course draws on both historical and contemporary sources to address critical issues and problems facing cities. Topics are organized around the following questions: How have cities come to take their shape and character over time? How are economic and social inequalities mapped onto the urban landscape? How are differences of race, class and gender negotiated through urban institutions and community struggles? Assignments for the course will utilize real data to explore conflict and change in a local city through different historical periods. This course will be taught simultaneously on two campuses, Hampshire and Mt. Holyoke.

SS 212
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Postwar America
Penina Glazer

After World War II the United States emerged as the dominant world power. In the next two decades the society was shaken by major domestic and international changes. We will look at some of the major dimensions of U.S. society between 1945 and 1968: the onset of the Cold War, the emergence of McCarthyism, the beginning of the civil rights movement, the emergence of the New Left, and the birth of modern feminism.

SS 245
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Contemporary Legal Theory: Race, Gender and Sexuality
F. Risech-Ozeguera
Marlene Fried

During the past decade, critical legal theorists of race, gender, and sexuality have challenged prevailing jurisprudential paradigms and presented new models for legal thought. They have raised such fundamental questions as: How is oppression best conceptualized within the law? What is the potential and what are the limits of the role of law in addressing oppression? What is appropriate legal discourse? In this reading and discussion seminar, we will examine these questions through the writings of key authors in Critical Legal Studies, Critical Race Theory, Feminist and Queer Theory. Students should have some prior background in legal or feminist studies.

SS 272
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Critical Race Theory
Michael Ford
E. Frances White

The diversity of voices that have emerged around race in recent years as been stunning. Particularly exciting have been the dialogues among serious scholars and artists who take racism seriously as a threat to the well-being of peoples of color but they also challenge and disrupt the ways we look at race. This discourse views race as socially constructed and intertwined with other structures of dominance, such as gender and class. We call this approach critical race theory. Much of this discourse takes place in the international context that some have come to call postcolonialism. We will look at postcolonial theory as it as emerged among South Asians in the U.S. and Britain. We also explore British Black Cultural Studies, with a heavy emphasis on Stuart Hall. Finally we turn to race and popular culture to weave together material from the U.S. and abroad.

SS 305
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Historians Write History:
Readings On The United States
Mitziko Sawada

The course will focus on interpretations of history, examining works that have informed how people view the United States' past. Is history objective? How do Americans learn about their history? What do they learn about their history? The early part of the semester will focus on historiographic literature. This will be followed by in-depth presentations and group critiques of student work.

NS 236
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The Southwest
Debra L. Martin
Lauret Savoy

An interdisciplinary approach for examining the Greater Southwest, a large region spanning from southern Colorado and Utah into northern Mexico. Because this is a part of the U.S. and Mexico that is culturally, linguistically, environmentally, and economically diverse, it provides a dramatic arena within which to study the intersection of histories, ethnicity, political economics, gender and local ecology. Taught by an anthropologist and a geologist, the course examines issues and problems in the Southwest through lectures, workshops, discussions, guest speakers, and films. We will study major problems that confront groups in this region. These include environmental marginality and degradation; land, water, and mineral rights; the pros and cons of tourism and gambling; ownership of archaeological materials and wilderness areas; health issues and access to health care; and stereotypes and racism.

NS 246
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Teaching Science In Middle School
Merle Bruno

Middle school students are at turning points in their lives--socially, biologically, cognitively. Among other things, students at this age often lose interest in science and math or lose confidence in their ability to pursue these subjects; many studies show this is particularly true for female and minority students. Few science classes are designed to make the most of the energy and curiosity of students with a range of interests and learning styles. Through active science investigations, readings, and class discussions, students in this class will work with approaches to teaching science classes designed to challenge and interest all students. They will also identify factors that discourage middle school students from pursuing science and math. Recent national standards for science teaching point to the importance of using math across the curriculum and for students to be comfortable using computers. Will devise ways to use math and technology creatively in inquiry-based science classes. and carry out small lab investigations on questions they develop from existing curriculum materials and will work in teams to develop these investigations into activities to teach during several class periods to local middle school students and in our Day in the Lab.