2014-2015 Catalog

CRES 20005. Colonial African History. 100 Units.

In the late nineteenth century, European powers embarked on an ambitious effort to conquer and occupy the African continent. This course considers the conditions that enabled the European “Scramble for Africa” and the long-lasting consequences of that project. Primary sources, secondary texts, and fiction will present students with various perspectives on the experiences and effects of colonialism. Case studies will be drawn from French West Africa, Nigeria, South Africa, and Kenya.

Instructor(s): E. Osborn     Terms Offered: Autumn

CRES 20206. Women in Modern Africa. 100 Units.

This course surveys key themes and debates in twentieth century colonial and post-colonial African women's history. Exploring both women's history and the history of gender, this course examines shifting conceptualizations of "woman" in diverse case studies and historical contexts across the continent. Topics to be explored include sexuality, reproduction, and health; public activism and political roles; work and economic activity; religion; and policy and the law. Course material will include analyzing historical monographs, fiction, and material culture, as well as a service-learning component with Chicago-based community organizations that focus on advocacy in Africa.

Instructor(s): R. Jean-Baptiste     Terms Offered: Autumn
Equivalent Course(s): HIST 20206,GNSE 23503,GNSE 32603,HIST 30206

CRES 20701-20702. Introduction to African Civilization I-II.

Completion of the general education requirement in social sciences recommended. Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. African Civilization introduces students to African history and cultures in a two-quarter sequence.

CRES 22205. Slavery and Unfree Labor. 100 Units.

This course offers a concise overview of institutions of dependency, servitude, and coerced labor in Europe and Africa, from Roman times to the onset of the Atlantic slave trade, and compares their further development (or decline) in the context of the emergence of New World plantation economies based on racial slavery. We discuss the role of several forms of unfreedom and coerced labor in the making of the "modern world" and reflect on the manner in which ideologies and practices associated with the idea of a free labor market supersede, or merely mask, relations of exploitation and restricted choice.

Instructor(s): S. Palmié     Terms Offered: Not offered 2014-15; will be offered 2015-16
Equivalent Course(s): ANTH 22205,ANTH 31700,LACS 22205,LACS 31700

CRES 24201. Cinema in Africa. 100 Units.

This course examines cinema in Africa and films produced in Africa. It places cinema in Sub-Saharan Africa in its social, cultural, and aesthetic contexts ranging from neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, and art cinema to TV. We begin with La Noire de... (1966), a groundbreaking film by the "father" of African cinema, Ousmane Sembene. We compare this film to a South African film, The Magic Garden (1960), that more closely resembles African American musical film. Other films discussed in the first part of the course include anti-colonial and anti-apartheid films from Lionel Rogosin's Come Back Africa (1959) to Sarah Maldoror's Sambizanga, Ousmane Sembene's Camp de Thiaroye (1984), and Jean Marie Teno's Afrique, Je te Plumerai (1995). We then examine cinematic representations of tensions between urban and rural, traditional and modern life, and the different implications of these tensions for men and women, Western and Southern Africa, in fiction, documentary, and ethnographic film.

Instructor(s): L. Kruger
Prerequisite(s): Prior college-level course in either African studies or film studies
Equivalent Course(s): ENGL 27600,AFAM 21900,CMLT 22900,CMLT 42900,CMST 24201,CMST 34201,CRES 34201,ENGL 48601

CRES 25701. North Africa, Late Antiquity to Islam. 100 Units.

Examination of topics in continuity and change from the third through ninth centuries CE, including changes in Roman, Vandalic, Byzantine, and early Islamic Africa. Topics include the waning of paganism and the respective spread and waning of Christianity, the dynamics of the seventh-century Muslim conquest and Byzantine collapse. Transformation of late antique North Africa into a component of Islamic civilization. Topography and issues of the autochthonous populations will receive some analysis. Most of the required reading will be on reserve, for there is no standard textbook. Readings in translated primary sources as well as the latest modern scholarship. Final examination and ten-page course paper.

Instructor(s): W. Kaegi     Terms Offered: Autumn
Equivalent Course(s): HIST 25701,CLAS 30200,CLCV 20200,CMES 30634,HIST 35701,NEHC 20634,NEHC 30634

CRES 20104. Urban Structure and Process. 100 Units.

This course reviews competing theories of urban development, especially their ability to explain the changing nature of cities under the impact of advanced industrialism. Analysis includes a consideration of emerging metropolitan regions, the microstructure of local neighborhoods, and the limitations of the past U.S. experience as a way of developing worldwide urban policy.

Instructor(s): F. Stuart     Terms Offered: Winter
Equivalent Course(s): SOCI 20104,GEOG 22700,GEOG 32700,SOCI 30104,SOSC 25100

CRES 21201. Intensive Study of a Culture: Chicago Blues. 100 Units.

This course is an anthropological and historical exploration of one of the most original and influential American musical genres in its social and cultural context. We examine transformations in the cultural meaning of the blues and its place within broader American cultural currents, the social and economic situation of blues musicians, and the political economy of blues within the wider music industry.

Instructor(s): M. Dietler     Terms Offered: Spring
Equivalent Course(s): ANTH 21201

CRES 21806. Race at Work: African Americans in the Labor Movement 1865-1989. 100 Units.

This course explores African American labor, reaching from slave emancipation through the Reagan era. Engaging historical and filmic texts, this course examines various themes in African American labor history and class formation. Beginning with an interrogation of African American labor history as a field of historical study, this course moves along chronological and thematic axes to investigate changes in wage and labor structure, agricultural and industrial production, domestic work, and service work. It will consider African American migration, community building and organizing, labor unions, policy, and legal culture. The Civil Rights Movement and the Fair Employment Movement will be critical to this course as they best highlight the strategies and patterns of black labor organizations, protests, and negotiation since emancipation.

Instructor(s): Traci Parker     Terms Offered: Spring

CRES 21808. The Strange Career of the New Jim Crow. 100 Units.

Drawing on the legacy of C. Vann Woodward’s landmark study, The Strange Career of Jim Crow, this discussion-based class will historicize the political, economic, and social circumstances that have given rise to “the New Jim Crow.” We will do so through the writings of historians, sociologists, philosophers, prisoners, and legal scholars from the Reconstruction era to the present moment.

Instructor(s): Toussaint Losier     Terms Offered: Spring

CRES 22150. Contemporary African American Politics. 100 Units.

This course explores the issues, actions, and arguments that comprise black politics today. Our specific task is to explore the question of how do African Americans currently engage in politics and political struggles in the United States. This analysis is rooted in a discussion of contemporary issues, including the 2008 presidential election, the response to Hurricane Katrina, debates surrounding the topic of immigration, the exponential incarceration of black people, and the role of rap music and hip-hop among black youth. We situate the politics of African Americans into the larger design we call American politics. Is there such a thing as black politics? If there is, what does it tell us more generally about American politics? (B)

Instructor(s): C. Cohen     Terms Offered: Winter
Equivalent Course(s): PLSC 22150,LLSO 25902

CRES 24601. Martin and Malcolm: Life and Belief. 100 Units.

This course examines the religious, social, cultural, political, and personal factors behind the two most prominent public leaders and public intellectuals emerging from the African American community in the 1950s and 1960s: Malcolm X and Martin Luther King Jr. We review their autobiographies, domestic trends within the United States, and larger international forces operating during their times. Their life stories provide the contexts for the sharp differences and surprising commonalities in their political thought and religious beliefs. The operative question is: what can Malcolm and Martin tell us about America during one of the most dynamic periods in the nation's personality metamorphosis? We use documentary videos of each man's speeches and of the social contexts in which they lived. (B)

Instructor(s): D. Hopkins     Terms Offered: Spring
Equivalent Course(s): RLST 24601,AFAM 24601

CRES 25102. The Politics of Blackness in the Americas. 100 Units.

The aim of this course is to examine the politics of blackness and black mobilization in historical context and across a number of countries in the Americas. The course begins with an analysis of the structural and ideological conditions that gave rise to particular kinds of expressions of black politics in countries like the United States, Cuba, Panama, Colombia, and Brazil. In this, we focus on the early part of the 20th century and analyze the very different ways black populations and African culture were incorporated into, or excluded from, nationalist projects. This laid the context for complex processes of identity formation that would both facilitate and constrain black mobilization in these countries. We then move to the second half of the 20th century where we examine the emergence of nation-based black political movements alongside a number of attempts to build a broader Pan-African movement of the Americas. In so doing, we pay special attention to the crosspollination of ideologies, strategies, and aesthetics among black activists in ways that complicate simple North to South flows of influence. Throughout the course we explore contestation between black activists over the meanings and boundaries around blackness itself, as well as the nature of their racial utopias, both within and across national contexts. (C)

Instructor(s): T. Paschel     Terms Offered: Spring

CRES 25405. Child Poverty and Chicago Schools. 100 Units.

This discussion- and debate-based course begins with a sociological and historical examination of child poverty, focusing on its origin, experience, and perpetuation in disadvantaged Chicago communities. Class meetings will involve debating school reform efforts, such as “turnaround” schools, charter schools, Promise Neighborhoods, and stepped-up teacher evaluations. Further, the barriers that have contributed to the failure of previous reform initiatives—barriers that include social isolation, violence, and the educational system itself—will be identified and analyzed in-depth.

Instructor(s): C. Broughton     Terms Offered: Spring
Prerequisite(s): 2nd year standing required; attendance on the first day of class is required
Equivalent Course(s): PBPL 25405

CRES 27301. Introduction to Black Chicago, 1895-2005. 100 Units.

This course surveys the history of African Americans in Chicago, from before the 20th century to the near-present. In referring to the history, we treat a variety of themes, including; migration and its impact, origins and effects of class stratification, relation of culture and cultural endeavor to collective consciousness, rise of institutionalized religions, facts and fictions of political empowerment, and the correspondence of Black lives and living to indices of city wellness (services, schools, safety, general civic feeling). This is a history class that situates itself within a robust interdisciplinary conversation. Students can expect to engage works of autobiography and poetry, sociology, documentary photography, and political science as well as more straightforward historical analysis. By the end of the class, students should have grounding in Black Chicago's history, as well as an appreciation of how this history outlines and anticipates Black life and racial politics in the modern United States.

Instructor(s): A. Green     Terms Offered: Spring
Equivalent Course(s): AFAM 27305,HIST 27301

CRES 27403. African American Lives and Times. 100 Units.

This colloquium will examine selected topics and issues in African American history during a dynamic and critical decade, 1893 and 1903, that witnessed the redefinition of American national and sectional identities, social and labor relations, and race and gender relations. A principal premise of the course is that African American life and work was at the nexus of the birth of modern America, as reflected in labor and consumption, in transnational relations (especially Africa), in cultural expression (especially music and literature), and in the resistance or contestation to many of these developments. The course will focus on the Chicago World's Fair and the publication of Du Bois's Souls of Black Folk as seminal moments in the era. Our discussions will be framed by diverse primary materials, including visual and aural sources, juxtaposed with interpretations of the era by various historians. A principal goal of the course is that students gain a greater appreciation for interpreting historical processes through in-depth examination of the complex and multiple currents of an defined era—a slice of time—as well as skills in interpreting diverse primary sources.

Instructor(s): T. Holt     Terms Offered: Winter
Equivalent Course(s): HIST 27403,CRES 37403,HIST 37403

CRES 27705. Introduction to Black Chicago, 1893 to 2008. 100 Units.

This course surveys the history of African Americans in Chicago, from before the 20th century to the present. In referring to that history, we treat a variety of themes, including: migration and its impact, origins and effects of class stratification; relation of culture and cultural endeavor to collective consciousness, rise of institutionalized religions, facts and fictions of political empowerment, and the correspondence of Black lives and living to indices of city wellness (service, schools, safety, general civic feeling). This is a history class that situates itself within a robust interdisciplinary conversation. Students can expect to engage works of autobiography and poetry, sociology, documentary photography, and political science as well as more straightforward historical analysis. By the end of the class, students should have grounding in Black Chicago's history, as well as an appreciation of how this history outlines and anticipates Black life and racial politics in the modern United States.

Instructor(s): A. Green     Terms Offered: Spring
Equivalent Course(s): HIST 27705,HIST 37705,LLSO 22210

CRES 10800-10900-11000. Introduction to the Civilizations of East Asia I-II-III.

This sequence meets the general education requirement in civilization studies. This is a sequence on the civilizations of China, Japan, and Korea, with emphasis on major transformation in these cultures and societies from the Middle Ages to the present.

CRES 14400. Japan and the West: 19th Century. 100 Units.

This course explores the cultural interactions between Japanese and Westerners in the second half of the nineteenth century, the first period of sustained contact and the time in which enduring modes of perception and misperception were formed. We will examine travelogues, memoirs, guidebooks, histories, and other works written about Japan by Americans and Europeans, as well as works by Japanese authored for Western readership. Requirements: one short midterm paper (5-6 pages) and a longer final paper (15-16 pages).

Instructor(s): S. Burns     Terms Offered: Autumn
Equivalent Course(s): HIST 14400,JAPN 14405

CRES 17602. Introduction to Asian/Pacific Islander American History. 100 Units.

Looking through a broad interdisciplinary lens, this course examines the trajectory of Asians and Pacific Islanders in America. How did nineteenth- and early–twentieth-century "sojourners" become "citizens?" What constituted the public's shift in perception of Asians from unassimilable alien to ostensible "model minority?" We interrogate not only what it means to have been and to be an Asian in America but also what role Asian Americans have played in striving for a multiracial democracy. Conscious of the tendency to homogenize all Asians in the historical imagination, the course is explicitly comparative, incorporating the diverse and disparate experiences of East, Southeast, and South Asians, as well as Pacific Islanders in America. We also investigate and compare the histories of African Americans, Native Americans, ethnic whites, Latinas/os, and Arab Americans to highlight the Asian American experience.

Instructor(s): M. Briones     Terms Offered: Winter
Equivalent Course(s): HIST 17602

CRES 21264. Intensive Study of a Culture: Political Struggles of Highland Asia. 100 Units.

As Edmund Leach noted in a later edition of The Political Systems of Highland Burma, massive changes largely occasioned by outside forces reshaped political relations in the later twentieth century. And not just in Highland Burma. This course compares political trajectories of societies across the arc of the Himalayan Highlands, from Burma to Afghanistan. From World War II, through decolonization and the cold war, and via many and disparate counterinsurgency campaigns, conflict and violence has marked the region, big states and small, old states and new. This course compares the recent political regimes, struggles and fortunes of Burma, Northeast India, Nepal, Tibet, and Afghanistan.

Instructor(s): J. Kelly     Terms Offered: Not offered 2014-15; will be offered 2015-16
Equivalent Course(s): ANTH 21264

CRES 24255. Everyday Maoism: Work, Daily Life, and Material Culture in Socialist China. 100 Units.

The history of Maoist China is usually told as a sequence of political campaigns: land and marriage reform, nationalization of industry, anti-rightist campaign, Great Leap Forward, Cultural Revolution, etc. Yet for the majority of the Chinese population, socialism was as much about material changes as about politics: about the two-story brick houses, electric lights and telephones (loushang louxia, diandeng dianhua) that the revolution had promised; about new work regimes and new consumption patterns—or, to the contrary, about the absence of such change. If we want to understand what socialism meant for different groups of people, we have to look at the "new objects" of  socialist modernity, at changes in dress codes and apartment layouts, at electrification and city planning. We have to analyze workplaces and labor processes in order to understand how socialism changed the way people worked. We also have to look at the rationing of consumer goods and its effects on people's daily lives. The course has a strong comparative dimension: we will look at the literature on socialism in the Soviet Union and Eastern Europe, to see how Chinese socialism differed from its cousins. Another aim is methodological. How can we understand the lives of people who wrote little and were rarely written about? To which extent can we read people's life experiences out of material objects?

Instructor(s): J. Eyferth     Terms Offered: Spring
Equivalent Course(s): EALC 24255,EALC 34255,HIST 24507,HIST 34507

CRES 24706. Edo/Tokyo: Society and the City in Japan. 100 Units.

This course will explore the cultural and cultural history of Edo/Tokyo form its origins in the early 17th century through c. 1945. Issues to be explored include the configuration of urban space and its transformation over time in relation to issues of status, class, and political authority, the formation of "city person" as a form of identity, and the tensions between the real city of lived experience and the imagined city of art and literature. We will pay particular attention to two periods of transformation, the 1870s when the modernizing state made Tokyo its capital and the period of reconstruction after the devastating earthquake of 1923. Assignments include the writing of a final research paper of approximately 15–18 pages.

Instructor(s): S. Burns     Terms Offered: Spring
Equivalent Course(s): EALC 24706,HIST 24706

CRES 27900. Asian Wars of the 20th Century. 100 Units.

This course examines the political, economic, social, cultural, racial, and military aspects of the major Asian wars of the 20th century: the Pacific War, the Korean War, and the Vietnam War. At the beginning of the course we pay particular attention to just war doctrines, and then use two to three books for each war(along with several films) to examine alternative approaches to understanding the origins of wars, their conduct and their consequences.

Instructor(s): B. Cumings     Terms Offered: Spring
Equivalent Course(s): HIST 27900,EALC 27907,EALC 37907,HIST 37900

CRES 16101-16102-16103. Introduction to Latin American Civilization I-II-III.

Taking these courses in sequence is not required. This sequence meets the general education requirement in civilization studies. This sequence is offered every year. This course introduces the history and cultures of Latin America (e.g., Mexico, Central and South America, and the Caribbean Islands).

CRES 20400. Intensive Study of a Culture: Lowland Maya History and Ethnography. 100 Units.

The survey encompasses the dynamics of first contact; long-term cultural accommodations achieved during colonial rule; disruptions introduced by state and market forces during the early postcolonial period; the status of indigenous communities in the twentieth century; and new social, economic, and political challenges being faced by the contemporary peoples of the area. We stress a variety of traditional theoretical concerns of the broader Mesoamerican region stressed (e.g., the validity of reconstructive ethnography; theories of agrarian community structure; religious revitalization movements; the constitution of such identity categories as indigenous, Mayan, and Yucatecan). In this respect, the course can serve as a general introduction to the anthropology of the region. The relevance of these area patterns for general anthropological debates about the nature of culture, history, identity, and social change are considered.

Instructor(s): J. Lucy     Terms Offered: Autumn
Note(s): This Course will not be offered 2014-15
Equivalent Course(s): LACS 20400,ANTH 21230,ANTH 30705,CHDV 20400,CHDV 30401,LACS 30401

CRES 21903. Introducción a las literaturas hispánicas: textos hispanoamericanos desde la colonia a la independencia. 100 Units.

This course examines an array of representative texts written in Spanish America from the colonial period to the late nineteenth century, underscoring not only their aesthetic qualities but also the historical conditions that made their production possible. Among authors studied are Christopher Columbus, Hernán Cortés, Sor Juana Inés de la Cruz, Simón Bolívar, and José Martí.

Instructor(s): A. Lugo-Ortiz     Terms Offered: Winter
Prerequisite(s): SPAN 20300 or consent of instructor
Equivalent Course(s): SPAN 21903,LACS 21903

CRES 22401. U.S. Latino Literary and Intellectual History: Subject to Citizen. 100 Units.

How does one go from being a subject of the king to becoming a citizen? From where does one acquire the language to think of equality? In the late eighteenth century, many revolutionary Spaniards and Spanish Americans travelled throughout the Atlantic world seeking to make the philosophy of equality a reality and gain independence of the Spanish colonies. They travelled to and from Europe and Spanish America; and on to New Orleans, Charleston, Washington DC, Philadelphia, and New York. Through their voyages, these individuals would bring this new political language of rights to the places they visited, imbibing of this political philosophy by reading and through conversations and discussions. They produced, as well, a plethora of publications and writings that circulated throughout the Atlantic world. Through lecture and discussion, students in this interdisciplinary course learn of these individuals, their circuits of travel, and their desire to create a modern world. Our focus is on the communities, individuals, and texts that were published and circulated in what is today the United States. We begin with the late eighteenth century and work our way through the nineteenth century. Classes conducted in English; most texts in English.

Instructor(s): R. Coronado     Terms Offered: Autumn
Note(s): Reading knowledge of Spanish and French helpful.
Equivalent Course(s): ENGL 22815,GNSE 22802,LACS 22815,SPAN 22815

CRES 24901. Trade, Development, and Poverty in Mexico. 100 Units.

Taking the past twenty years as its primary focus, this course examines the impact of economic globalization across Mexico with particular emphasis on the border region and the rural South. We explore the impact of NAFTA and the shift to neoliberal policies in Mexico. In particular, we examine the human dimension of these broad changes as related to social development, immigration, indigenous populations, and poverty. While primarily critical, the primary objective of the course is to engage in an interdisciplinary exploration of the question: Is trade liberalization an effective development strategy for poor Mexicans?

Instructor(s): C. Broughton     Terms Offered: Winter
Note(s): This course is offered in alternate years.
Equivalent Course(s): PBPL 24901,LACS 24901

CRES 25102. The Politics of Blackness in the Americas. 100 Units.

The aim of this course is to examine the politics of blackness and black mobilization in historical context and across a number of countries in the Americas. The course begins with an analysis of the structural and ideological conditions that gave rise to particular kinds of expressions of black politics in countries like the United States, Cuba, Panama, Colombia, and Brazil. In this, we focus on the early part of the 20th century and analyze the very different ways black populations and African culture were incorporated into, or excluded from, nationalist projects. This laid the context for complex processes of identity formation that would both facilitate and constrain black mobilization in these countries. We then move to the second half of the 20th century where we examine the emergence of nation-based black political movements alongside a number of attempts to build a broader Pan-African movement of the Americas. In so doing, we pay special attention to the crosspollination of ideologies, strategies, and aesthetics among black activists in ways that complicate simple North to South flows of influence. Throughout the course we explore contestation between black activists over the meanings and boundaries around blackness itself, as well as the nature of their racial utopias, both within and across national contexts. (C)

Instructor(s): T. Paschel     Terms Offered: Spring

CRES 27101. Introduction to Brazilian Culture: Essay, Fiction, Cinema, and Music. 100 Units.

During the twentieth century, literature, social thought, music and cinema were completely intertwined in Brazil. This class is an introduction to Brazilian culture through these four types of cultural production and their interaction. We will read authors such as Euclides da Cunha, Gilberto Freyre, Mario de Andrade, Clarice Lispector, and listen to samba, bossa nova, and tropicalismo.

Instructor(s): A. Melo     Terms Offered: Spring

CRES 28000. United States Latinos: Origins and Histories. 100 Units.

An examination of the diverse social, economic, political, and cultural histories of those who are now commonly identified as Latinos in the United States. Particular emphasis will be placed on the formative historical experiences of Mexican Americans and mainland Puerto Ricans, although some consideration will also be given to the histories of other Latino groups, i.e., Cubans, Central Americans, and Dominicans. Topics include cultural and geographic origins and ties; imperialism and colonization; the economics of migration and employment; legal status; work, women, and the family; racism and other forms of discrimination; the politics of national identity; language and popular culture; and the place of Latinos in US society.

Instructor(s): R. Gutiérrez     Terms Offered: Spring
Equivalent Course(s): HIST 28000,HIST 38000,AMER 28001,GNSE 28202,LACS 28000,LACS 38000

CRES 29000. Latin American Religions, New and Old. 100 Units.

This course will consider select pre-twentieth-century issues, such as the transformations of Christianity in colonial society and the Catholic Church as a state institution. It will emphasize twentieth-century developments: religious rebellions; conversion to evangelical Protestant churches; Afro-diasporan religions; reformist and revolutionary Catholicism; new and New-Age religions.

Instructor(s): D. Borges     Terms Offered: Spring

CRES 31900. ¿Cuerpos Desechables? Estéticas de la No-Vida en las Literaturas Hispanoamericanas (de la Conquista al siglo XXI) 100 Units.

In this seminar we will conduct a theoretical exploration of the aesthetic procedures through which human life has been represented as expendable in Spanish-American literature from the Conquest to the twenty-first century, as well as an examination of the historical and philosophical contexts within which such figurations emerged. The course will focus on case studies that correspond to four key moments in the history of the region: conquest and colonization, slavery and the formation of national states in the nineteenth century, the triumph of a capitalist export economy at the turn of the twentieth, and the violent challenges posed by globalization and narcotráfico in the contemporary context. Among the issues and texts we may engage are Fray Bartolomé de las Casas and Francisco de Vitoria’s sixteenth-century dispute on the right of conquest and the Brevísima relación de la destrucción de las Indias, Esteban Echevarría’s El matadero, Lucio Mansilla’s Una excursión a los indios ranqueles, Juan F. Manzano’s Autobiografía de un esclavo, Manuel Zeno Gandía’s La charca, and Fernando Vallejo’s La virgen de los sicarios.

Instructor(s): A. Lugo-Ortiz     Terms Offered: Spring

CRES 36500. History of Mexico, 1876 to Present. 100 Units.

From the Porfiriato and the Revolution to the present, a survey of Mexican society and politics, with emphasis on the connections between economic developments, social justice, and political organization. Topics include fin de siècle modernization and the agrarian problem; causes and consequences of the Revolution of 1910; the making of the modern Mexican state; relations with the United States; industrialism and land reform; urbanization and migration; ethnicity, culture and nationalism; economic crises, neoliberalism and social inequality; political reforms and electoral democracy; the zapatista rebellion in Chiapas; and the end of PRI rule.

Instructor(s): E. Kouri & M. Tenorio     Terms Offered: Winter
Equivalent Course(s): HIST 26500,CRES 26500,HIST 36500,LACS 26500,LACS 36500,LLSO 26500

CRES 31800. Religious Movements in Native North America. 100 Units.

Religious beliefs and practices are assumed to be primordial, eternal, and invariable. However a closer examination reveals that Native American religions are highly dynamic and adaptive, ever reactive to internal pressure and external circumstances. Perhaps the most dramatic forms of religious change are the transformations that anthropologists recognize as nativistic or revitalization movements. These movements on one level represent conscious breaks with an immediate negative past, and they anticipate a positive future in which present sources of oppression are overcome. Many contemporary Native American movements, political and/or religious, can be understood as sharing similar dynamics to past movements. We examine classic accounts of the Ghost Dance, often considered to be the prototypical Native American religious movement; the analysis of the Handsome Lake religion among the Senecas; and other Native American religious movements.

Instructor(s): R. Fogelson
Prerequisite(s): Advanced standing and consent of instructor

CRES 34501-34502. Anthropology of Museums I-II.

This sequence examines museums from a variety of perspectives. We consider the World’s Columbian Exposition of 1893, the Native American Graves Protection and Repatriation Act, the image and imagination of African American culture as presented in local museums, and museums as memorials, as exemplified by Holocaust exhibitions. Several visits to area museums required.

CRES 10200. Introduction to World Music. 100 Units.

This course is a selected survey of classical, popular, and folk music traditions from around the world. The goals are not only to expand our skills as listeners but also to redefine what we consider music to be and, in the process, stimulate a fresh approach to our own diverse musical traditions. In addition, the role of music as ritual, aesthetic experience, mode of communication, and artistic expression is explored.

Instructor(s): M. King     Terms Offered: Autumn, Winter, Spring
Note(s): Background in music not required. Students must confirm enrollment by attending one of the first two sessions of class. This course meets the general education requirement in the dramatic, musical, and visual arts.
Equivalent Course(s): MUSI 10200

CRES 20001-20002. Jewish History and Society I-II.

Taking these courses in sequence is not required. This sequence meets the general education requirement in civilization studies. Students explore the ancient, medieval, and modern phases of Jewish culture(s) by means of documents and artifacts that illuminate the rhythms of daily life in changing economic, social, and political contexts. Texts in English.

CRES 20104. Urban Structure and Process. 100 Units.

This course reviews competing theories of urban development, especially their ability to explain the changing nature of cities under the impact of advanced industrialism. Analysis includes a consideration of emerging metropolitan regions, the microstructure of local neighborhoods, and the limitations of the past U.S. experience as a way of developing worldwide urban policy.

Instructor(s): F. Stuart     Terms Offered: Winter
Equivalent Course(s): SOCI 20104,GEOG 22700,GEOG 32700,SOCI 30104,SOSC 25100

CRES 20140. Qualitative Field Methods. 100 Units.

This course introduces techniques of, and approaches to, ethnographic field research. We emphasize quality of attention and awareness of perspective as foundational aspects of the craft. Students conduct research at a site, compose and share field notes, and produce a final paper distilling sociological insight from the fieldwork.

Instructor(s): O. McRoberts     Terms Offered: Spring
Equivalent Course(s): SOCI 20140

CRES 20173. Inequality in American Society. 100 Units.

This course is intended as a complement to SOCI 20103 for first- and second-year students who are majoring in sociology, but is open to other students who have had little exposure to current research in inequality. We cover the basic approaches sociologists have employed to understand the causes and consequences of inequality in the United States, with a focus on class, race, gender, and neighborhood. We begin by briefly discussing the main theoretical perspectives on inequality, which were born of nineteenth century efforts by sociologists to understand modernization in Europe. Then, turning to contemporary American society, we examine whether different forms of inequality are persisting, increasing, or decreasing—and why. Topics include culture, skills, discrimination, preferences, the family, and institutional processes, addressing both the logic behind existing theories and the evidence (or lack thereof) in support of them.

Instructor(s): M. Small     Terms Offered: Spring
Equivalent Course(s): SOCI 20173,CRES 30173,SOCI 30173

CRES 20207. Race, Ethnicity, and Human Development. 100 Units.

Twenty-first century practices of relevance to education, social services, health care and public policy deserve buttressing by cultural and context linked perspectives about human development as experienced by diverse groups. Although generally unacknowledged as such post-Brown v. 1954, the conditions purported to support human development for diverse citizens remain problematic. The consequent interpretative shortcomings serve to increase human vulnerability. Specifically, given the problem of evident unacknowledged privilege for some as well as the insufficient access to resources experienced by others, the dilemma skews our interpretation of behavior, design of research, choice of theory, and determination of policy and practice. The course is based upon the premise that the study of human development is enhanced by examining the experiences of diverse groups, without one group standing as the “standard” against which others are compared and evaluated. Accordingly, the course provides an encompassing theoretical framework for examining the processes of human development for diverse humans while also highlighting the critical role of context and culture.

Instructor(s): M. Spencer     Terms Offered: Autumn
Prerequisite(s): Students should have one course in either Human Development or Psychology.
Equivalent Course(s): CHDV 20207

CRES 21807. Nationalism and Ethnicity: A Comparative Perspective. 100 Units.

This course introduces major cross-disciplinary theories on nationalism and ethnic formation. It also leads students to develop a comparative interest in studying ethnic problems in a contextualized and historicized manner.

Instructor(s): Liping Wang     Terms Offered: Spring

CRES 21903. Introducción a las literaturas hispánicas: textos hispanoamericanos desde la colonia a la independencia. 100 Units.

This course examines an array of representative texts written in Spanish America from the colonial period to the late nineteenth century, underscoring not only their aesthetic qualities but also the historical conditions that made their production possible. Among authors studied are Christopher Columbus, Hernán Cortés, Sor Juana Inés de la Cruz, Simón Bolívar, and José Martí.

Instructor(s): A. Lugo-Ortiz     Terms Offered: Winter
Prerequisite(s): SPAN 20300 or consent of instructor
Equivalent Course(s): SPAN 21903,LACS 21903

CRES 22205. Slavery and Unfree Labor. 100 Units.

This course offers a concise overview of institutions of dependency, servitude, and coerced labor in Europe and Africa, from Roman times to the onset of the Atlantic slave trade, and compares their further development (or decline) in the context of the emergence of New World plantation economies based on racial slavery. We discuss the role of several forms of unfreedom and coerced labor in the making of the "modern world" and reflect on the manner in which ideologies and practices associated with the idea of a free labor market supersede, or merely mask, relations of exploitation and restricted choice.

Instructor(s): S. Palmié     Terms Offered: Not offered 2014-15; will be offered 2015-16
Equivalent Course(s): ANTH 22205,ANTH 31700,LACS 22205,LACS 31700

CRES 23410. What Is Literary History? 100 Units.

This course involves first and foremost a sustained look at literary history—an aspect of our field that we often take for granted, deem to be narrow and outmoded as a way of thinking about literature, or displace in favor of theorizing about or historicizing texts. But what is literary history a history of? Master works? The development of national literatures? The coming to voice of subordinated groups? The evolution, emergence, and obsolescence of genres? Or perhaps an account of the effect of broader socioeconomic forces on literary production? Does literary history have a theory? And what is the relation of literary history to practical criticism? As we consider these questions we will pay particular attention to 20th-century African American literature. Students will be expected to give an in-class presentation and to write two 10-page essays or one 20-page essay.

Instructor(s): K. Warren     Terms Offered: Winter
Equivalent Course(s): ENGL 23410

CRES 23833. Improvisational Dramaturgy. 100 Units.

Team-taught by Catherine Sullivan and visiting composers Sean Griffin and George Lewis, Improvisational Dramaturgy explores interdisciplinary and improvisational strategies for performance. Course work will be integrated with the development of a staging of an operatic composition by Lewis. Tentatively titled "Afterword," the piece explores the ecology of Lewis's 2008 award-winning book, A Power Stronger Than Itself: The A.A.C.M. and American Experimental Music. Issues of public assembly, spatial language, music as social text, documentation, collaboration, and the dynamics of improvisation will be explored in theory, history, and practice. The class will work as an ensemble, contributing original material and working with various groups both on and off campus. Students working in all disciplines are welcome. This course is sponsored by a Mellon Fellowship for Arts Practice and Scholarship at the Gray Center for Arts and Inquiry.

Instructor(s): C. Sullivan, S. Griffin, G. Lewis     Terms Offered: Spring
Equivalent Course(s): ARTV 23833,ARTV 33833,CRES 38333,MUSI 26114,MUSI 38214,TAPS 28429

CRES 24001-24002-24003. Colonizations I-II-III.

This sequence meets the general education requirement in civilization studies. This three-quarter sequence approaches the concept of civilization from an emphasis on cross-cultural/societal connection and exchange. We explore the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with concepts such as resistance, freedom, and independence, with an eye toward understanding their interlocking role in the making of the modern world.

CRES 24913. Marginalized Theologies. 100 Units.

This course considers texts from 20th century authors who represent paradigms of "marginalized theologies," roughly organized around the categories of class, race, and gender: Gustavo Gutiérrez, James Cone, and Mary Daly. We will consider the constructive and normative claims that these authors make about responsibility, liberation, and religious (or areligious) self-understanding, as well as their appropriation of traditions and resources that have often been used to marginalize them. We will be equally concerned, though, to come to a cultural and analytical understanding of the topics involved, such as the forms of connection between one's social location and theological self-understanding.

Instructor(s): R. Elgendy     Terms Offered: Spring
Equivalent Course(s): LACS 24913,RLST 24913

CRES 26201. New Media and Politics. 100 Units.

Throughout history “new media,” for better or worse, have on occasion transformed politics. The use of radio to share Roosevelt’s fireside chats and of television to broadcast the Civil Rights Movement are recognized as landmark moments when “new media,” intersecting with political life, changed the course of political engagement. Today’s “new media” (the Internet, digital media production, and computer games) may also radically change how we think about and engage in politics. This course will explore the historical and potential impact of new media on politics. (B)

Instructor(s): C. Cohen     Terms Offered: Winter
Equivalent Course(s): PLSC 26201,AFAM 26201

CRES 26801. Race Policy. 100 Units.

Relations among groups seeing themselves as fundamentally different generates private and public policies to channel association. Public policies intended to maintain and strengthen traditional racial relationships have included forced relocation, apartheid, extermination, walls, institutionalization, incarceration, segregation, ethnic cleansing, and legislated discrimination. Public policies intended to upset such traditions have included forced busing, affirmative action, the reservation of opportunities and political positions for specific castes/religions/ethnicities, and the legislated illegality of discrimination in housing and employment. Most recently in the United States, through distraction, hopelessness, indifference, neglect, the absence of good ideas, and/or the inability of advocates to compete effectively in the policy landscape, public policy has little to say about race. Even an African American president has declined to offer policy initiatives in this area. This course will examine public policy attempts to address issues of race, explore why so many seem to contain the seeds of their own failure, and formulate potential race policies that could jump start the contemporary policy conversation in this area. The course will include a research component exploring the current status of race policy in Chicago and Hyde Park.

Instructor(s): W. Carter     Terms Offered: Spring
Equivalent Course(s): PBPL 26801

CRES 27317. America's White Ethnics: Contemporary Italian- and Jewish-American Ethnic Identities. 100 Units.

Using American Italians and Jews as case studies, this course investigates what it means to be a white “ethnic” in the contemporary American context and examines what constitutes an ethnic identity. In the mid-20th century, the long-standing ideal of an American melting-pot began to recede. The rise of racial pride, ushered in by the Civil Rights era, made way for the emergence of ethnic identity/pride movements, and multiculturalisms, more broadly, became privileged. To some extent, in the latter half of the 20th century America became a post-assimilationist society and culture, where many still strived to “fit-in,” but it was no longer necessarily the ideal to “blend-in” or lose one’s ethnic trappings. In this context, it has become not only possible, but often desirable, to be at the same time American, white, and an ethnic. Through the investigation of the Jewish and Italian examples, this discussion-style course will look at how ethnicity is manifested in, for example, class, religion, gender, nostalgia, and place, as well as how each of these categories is in turn constitutive of ethnic identity. The course will illustrate that there is no fixed endpoint of assimilation or acculturation, after which a given individual is fully “American,” but that ethnic identity, and its various constituent elements, persists and perpetually evolves, impacting individual identities and experience, and both local/group specific and larger cultural narratives even many generations after immigration.

Instructor(s): L. Shapiro     Terms Offered: Autumn
Equivalent Course(s): JWSC 24500,CHDV 27317

CRES 27400. Race and Racism in American History. 100 Units.

This lecture course examines selected topics in the development of racism, drawing on both cross-national (the United States, Latin America, and the Caribbean) and multiethnic (African American, Asian American, Mexican American, and Native American) perspectives. Beginning with the premise that people of color in the Americas have both a common history of dispossession, discrimination, and oppression as well as strikingly different historical experiences, I hope to probe a number of assumptions and theories about race and racism in academic and popular thought. Two quizzes, midterm and final essay examinations required.

Instructor(s): T. Holt     Terms Offered: Spring
Equivalent Course(s): HIST 27400,AFAM 27403,CRES 37400,HIST 37400,LLSO 28711

CRES 27600. Comparative Race Studies in Context: Service Learning/Internship Credit. 100 Units.

Open to Comparative Race and Ethnic Studies students accepted into an internship program or placement at a nonprofit organization, government agency, or other community-based context. Enrollment is limited to fifteen students. Students must make arrangements with the director of undergraduate studies before beginning the internship and submit a College Reading and Research Course Form. For summer internships, students must submit this paperwork by the end of Spring Quarter and register for the course the following Autumn Quarter. For internships during the academic year, students should meet with the director of undergraduate studies as soon as possible before the beginning of the internship and before the beginning of the quarter when credit is to be earned.This course provides students with the opportunity to reflect on their experiences working within a community context, especially in relation to structures of racial inequality in American society or in a broader global context.

Terms Offered: Autumn, Winter, Spring
Prerequisite(s): Consent of director of undergraduate studies required.

CRES 27605. U.S. Legal History. 100 Units.

This course focuses on the connections between law and society in modern America. It explores how legal doctrines and constitutional rules have defined individual rights and social relations in both the public and private spheres. It also examines political struggles that have transformed American law. Topics to be addressed include the meaning of rights; the regulation of property, work, race, and sexual relations; civil disobedience; and legal theory as cultural history. Readings include legal cases, judicial rulings, short stories, and legal and historical scholarship.

Instructor(s): A. Stanley     Terms Offered: Autumn
Equivalent Course(s): AMER 27605,GNSE 27605,HMRT 27061,LLSO 28010,HIST 27605

CRES 28703. Baseball and American Culture, 1840 to Present. 100 Units.

This course will examine the rise and fall of baseball as America's national pastime. We will trace the relationship between baseball and American society from the development of the game in the mid-nineteenth century to its enormous popularity in the first half of the twentieth century to its more recent problems and declining status in our culture. The focus will be on baseball as a professional sport, with more attention devoted to the early history of the game than to the recent era. Emphasis will be on using baseball as a historical lens through which we will analyze the development of American society rather than on the celebration of individuals or teams. Crucial elements of racialization, ethnicity, class, gender, nationalism, sexuality, and masculinity will be in play, as we consider the Negro Leagues, women's leagues, internment-era baseball, the Latinization and globalization of the game, and more.

Instructor(s): M. Briones     Terms Offered: Winter
Equivalent Course(s): HIST 28703

CRES 28807. Race and American Consumer Culture. 100 Units.

Race was central to the emergence of American consumer culture, and, conversely, consumer culture significantly affected race and the experiences of diverse groups, including African Americans, Asian Americans, Mexican Americans, Native Americans, and white ethnic groups. This course will explore the juncture between race and American consumer culture from slavery to the late twentieth century. Engaging historical and literary texts, film, advertisements, and music, it will investigate the racialized commodification of groups and cultures; efforts to create a classless, racially exclusive consumer culture; the fragmentation of the mass market; consumer activism; the process of Americanization; and the civil rights movement. This course will pay special attention to the ways consumer culture shaped interracial encounters, various freedom movements, and racial, ethnic, gender, and class identities.

Instructor(s): T. Parker     Terms Offered: Spring
Equivalent Course(s): HIST 28807,AMER 28807

CRES 29302. Human Rights II: History and Theory. 100 Units.

This course is concerned with the theory and the historical evolution of the modern human rights regime. It discusses the emergence of a modern “human rights” culture as a product of the formation and expansion of the system of nation-states and the concurrent rise of value-driven social mobilizations. It proceeds to discuss human rights in two prevailing modalities. First, it explores rights as protection of the body and personhood and the modern, Western notion of individualism. Second, it inquires into rights as they affect groups (e.g., ethnicities and, potentially, transnational corporations) or states.

Instructor(s): M. Geyer and J. Sparrow     Terms Offered: Winter 2015
Equivalent Course(s): HMRT 20200,HIST 29302,HIST 39302,HMRT 30200,INRE 31700,LAWS 41301,LLSO 27100

CRES 29626. History Colloquium: Sex and the City in International History. 100 Units.

This course explores the theories, methods, and sources to write a transnational history of “the erotic city.” Focusing on Africa and Latin America, this course examines comparative histories of sexuality, gender, and urban geography. The late nineteenth and twentieth centuries witnessed the phenomenal growth of cities across the globe. As women and men created urban spaces, societies debated how sexual mores were to be experienced, regulated, and spatialized. The course explores urbanization in this historical moment as intersecting with colonialism, the expansion of capitalism, and decolonization. Topics to be explored include: miscegenation and race; prostitution; marriage and the law; labor and class; the body, sexual, and reproductive health; and homosexuality. Materials will include theoretical and empirical texts, fiction, legislation and court records, newspaper articles, and visual sources. Course readings encompass social, cultural, economic, and legal history. Students will produce an original research paper based on course themes.

Instructor(s): R. Jean-Baptiste     Terms Offered: Autumn
Note(s): Reading knowledge of French, Spanish, or Portuguese is useful, but not required.
Equivalent Course(s): HIST 29626

CRES 29800. BA Colloquium: Theory and Methods in Comparative Race and Ethnic Studies. 100 Units.

This course is designed to introduce students to a range of qualitative research methods and to help determine which method would fit a research project of their own design in the field of race and ethnic studies. It functions as a research workshop in which students identify a research topic, develop a research question, and explore a range of methods that may or may not be appropriate for the research project. Students read each other's work and work through ideas that can serve as the proposal for a BA project.

Instructor(s): Staff     Terms Offered: Autumn, Winter, Spring
Prerequisite(s): Consent of instructor and director of undergraduate studies
Note(s): Students are required to register for CRES 29800 in Spring Quarter of their third year.

CRES 29900. Preparation for the BA Essay. 100 Units.

Terms Offered: Autumn, Winter, Spring
Prerequisite(s): CRES 29800; consent of the faculty supervisor and director of undergraduate studies
Note(s): Students are required to submit the College Reading and Research Course Form. Must be taken for a quality grade.

CRES 30173. Inequality in American Society. 100 Units.

This course is intended as a complement to SOCI 20103 for first- and second-year students who are majoring in sociology, but is open to other students who have had little exposure to current research in inequality. We cover the basic approaches sociologists have employed to understand the causes and consequences of inequality in the United States, with a focus on class, race, gender, and neighborhood. We begin by briefly discussing the main theoretical perspectives on inequality, which were born of nineteenth century efforts by sociologists to understand modernization in Europe. Then, turning to contemporary American society, we examine whether different forms of inequality are persisting, increasing, or decreasing—and why. Topics include culture, skills, discrimination, preferences, the family, and institutional processes, addressing both the logic behind existing theories and the evidence (or lack thereof) in support of them.

Instructor(s): M. Small     Terms Offered: Spring
Equivalent Course(s): SOCI 20173,CRES 20173,SOCI 30173

CRES 37400. Race and Racism in American History. 100 Units.

This lecture course examines selected topics in the development of racism, drawing on both cross-national (the United States, Latin America, and the Caribbean) and multiethnic (African American, Asian American, Mexican American, and Native American) perspectives. Beginning with the premise that people of color in the Americas have both a common history of dispossession, discrimination, and oppression as well as strikingly different historical experiences, I hope to probe a number of assumptions and theories about race and racism in academic and popular thought. Two quizzes, midterm and final essay examinations required.

Instructor(s): T. Holt     Terms Offered: Spring
Equivalent Course(s): HIST 27400,AFAM 27403,CRES 27400,HIST 37400,LLSO 28711

CRES 40110. Color, Ethnicity, Cultural Context, and Human Vulnerability. 100 Units.

The specific level of vulnerability may vary across the life course; nevertheless, all humans are vulnerable and, thus, unavoidably possess both risks and protective factors. The level and character of human vulnerability matters and has implications for physical health, psychological well being, the character of culture, and mental health status. The balance between the two (i.e., risks and protective factors) can be influenced by ethnic group membership and identifiability (e.g., skin color). The cultural contexts where growth and development take place play a significant role in life course human development. As a globally admired cultural context with a particular national identity, one of America’s foundational tenets is that citizenship promises the privilege of freedom, allows access to social benefits, and holds sacred the defense of rights. Our centuries-old cultural context and national identity as a liberty-guaranteeing democracy also presents challenges. The implied identity frequently makes it difficult to acknowledge that the depth of experience and its determinative nature may be but skin deep.  In America, there continues to be an uneasiness and palpable personal discomfort whenever discussions concerning ethnic diversity, race, color and the Constitutional promise and actual practice of equal opportunity occur. Other nations are populated with vulnerable humans, as well, and experience parallel dissonance concerning the social tolerance of human diversity.
,Given the shared status of human vulnerability, the course unpacks and analyzes how differences in ethnicity, skin color and other indicators of group membership impact vulnerability and opportunity for diverse groups. Specifically, the course analyzes the balance between risk level and protective factor presence and examines the consequent physical health status, psychological well-being, and mental health outcomes for its dissimilar citizens. The course especially emphasizes the American cultural context but, in addition, highlights the unique experiences of ethnically varied individuals developing in multiple cultural contexts around the globe.

Instructor(s): M. Spencer     Terms Offered: Autumn
Prerequisite(s): Undergraduates require permission from instructor.
Equivalent Course(s): CHDV 40110