ADDITIONAL COURSES TO BE OFFERED
Spring 2005	AMST 223.00			Race, Gender and Nation Building: Rethinking US History	0.50	Kaplan, Sara
What stories do we tell ourselves to create a sense of national community?  On what notions of belonging do projects of nation-building rely? And in these processes of building and narrating ‘America,’ whose history gets recorded, and whose, erased? Using these questions as a launching pad, this class revisits 19^th and 20^th century United States history to consider how raced and gendered narratives of belonging and exclusion have been deployed in the building of the US nation state.  By comparing different methods of recording and transmitting a national past—literature, music, film, festival—we will explore how the telling of history is shaped both by what is included, and by how it is shared.  Using both mainstream and less traditional sources—histories of domestic and international events, personal narratives, legal cases, mass media and other elements of pop culture—we will explore how abiding US political concerns such as immigration, welfare, territorial expansion, and the birth and growth of the military and prison industrial complexes are both symptoms of and vehicles for racialized and gendered definitions of the ‘proper’ American citizen.
Spring 2005	CLAS 207.00			Special Topic: Sincerely Yours. Letters and Letter Writing in Ancient Rome	0.50	Scaife, Amber
Spring 2005	DRAM 356.00			Contemporary American Drama	0.50	Sheppard, Julian
Contemporary American Drama will focus on plays of the last 20 years by American playwrights.  The class will include work by Tony Kushner, Lanford Wilson, Anna Deveare Smith, Paula Vogel, Stephen Adly Guirgis, David Lindsay-Abaire, and others.  Many of the plays will deal with interpretations of and ideas about life in America, specifically the American Dream.  In addition to the plays we will study, the class will also incorporate some discussion of the basic structure of the American theater, the theaters involved with producing the plays read in the class, and some additional readings.  The work for the class will include papers, quizzes, presenting scenes from the assigned plays, and an active class presence.  Prerequisite: sophomore standing.  Enrollment limited.
Spring 2005	ENGL 104.07			Moments, Memories, Momentos	0.50	Heidt, Sarah
What imaginative and creative work do we do when we remember a thing, a place, a time, or a person? What roles do material objects, physical spaces, and bodily senses play in creating and maintaining memories? What ethical responsibilities do we have to recall (or forget) particular events, whether personal, familial, cultural, or historical? How does recollection (or its failure, amnesia) affect our senses of time, place, and self? In this course, we will examine a range of cultural productions (including poems, essays, fictions, autobiographical writings, and films) that have theorized the operations and purposes of memory and remembrance; we will pay particular attention to how literatures of memory help us explore individuals’ interactions with cultural and historical settings. Authors under consideration may include Augustine, Shakespeare, William and Dorothy Wordsworth, De Quincey, Dickens, George Eliot, Henry James, Freud, Woolf, Nabokov, Sebald, and Brkic. Time and interest permitting, we will also make forays into neuroscientific understandings of how the brain processes experiences and memories. Students will develop oral communication skills by making presentations and conducting class discussions and will write frequently, producing several short essays and a longer final essay.
Spring 2005	ENGL 104.08			Women on the Edge: The Drama of Gender	0.50	Campana, Joe
This course will explore the roles we play--consciously or not--when we announce ourselves to be men or women. With the help of the history of drama, fiction, poetry, and film, we'll explore how traditional representations of women have come to represent how we think about gender more generally. What kinds of behavior do we expect of ourselves (and of others) as men or women?  If gender is a role one plays, willingly or not, what do the roles men and women play in literary and artistic works have to say about the history of "playing" gender? Are women culturally marginal or culturally central? How is the status of women reflected in or contradicted by the roles they play?  What happens when women act out instead of acting the roles they are assigned? Can playing an assigned role perfectly be more disturbing than going off script? How do we understand the motives of male authors and artists who depict women? Do masculine and feminine roles depend on the bodies that enact them? Authors to be considered may include: Sophocles, Euripides, Shakespeare, Ibsen, Chekhov, Tennessee Williams, Edward Albee, Robinson Jeffers, Jane Smiley, Pedro Almodóvar.  This course is not open to juniors and seniors without permission of the department chair. Enrollment limited.
Spring 2005	ENGL 201.02			Introduction to Poetry Writing	0.50	Campana, Joe
This course will introduce the student to the writing of poetry, with a special emphasis on poetic forms. Work will consist of (1) the examination of literary models, (2) writing exercises, (3) writing workshops, and (4) conferences with the instructor about the student’s own work. Requirements will include outside reading, participation in class discussion, and submission of a final portfolio. Prerequisites: submission of writing sample in March 2004 and permission of the instructor. Check with the English department administrative assistant for submission deadlines. Enrollment limited.
Spring 2005	ENGL 211.00			Selves, Lives, and Stories: Autobiographical Theory and Practice	0.50	Heidt, Sarah
When writers undertake autobiographical projects, they create selves—past, lived selves; present, writing selves; and future, readable selves. But these acts of self-creation are not performed by entirely self-made men and women. Autobiographical writing allows us to study the complicated cultural and personal dynamics of self-making, as individual authors define (and show themselves to have been defined by) their sociohistorical circumstances. How do writers confront or capitalize on such intersections of the personal and the historical, of the private and the public? How and why do autobiographers translate life experiences into writing? How do they grapple with elements of experience that are difficult or impossible to represent in language? Is truth necessary to—or even possible in—autobiographical writing? How have writers’ gendered, sexualized, classed, raced, or geographically located identities shaped the possibilities and purposes of autobiographical narrative? In this survey of classic and experimental autobiographical texts, as well as of major developments in autobiographical theory, we will consider such broad questions of identity, time and memory, and narrative through close attention to specific works’ subjects, structures, and histories. Authors will include Augustine, Jean-Jacques Rousseau, Thomas De Quincey, Harriet Jacobs, Gertrude Stein, Virginia Woolf, Vladimir Nabokov, Malcolm X, Maxine Hong Kingston, Susanna Kaysen, and Art Spiegelman. Students will write two essays, produce reading response papers and discussion questions regularly, and lead one class discussion.
Spring 2005	ENGL 254.00			19^th C British Literary Women	0.50	Mankoff, Ellen
"What art's for a woman?" asks Elizabeth Barrett Browning. Her question was echoed by many writers throughout the nineteenth century, nonetheless – or all the more - a great age for literary women. This course will introduce major writers of the romantic and Victorian periods, exploring the relationships between their lives and works, and examining issues such as women as leaders; the education of women; the changing roles of women in the home, in the workplace, and in the community; the growth of the reading public and the gendering of authorship. We will consider relations between genres as we read fiction ("gothic" and "realistic" novels), poetry, letters, journals, biography, autobiography, and essays on education, travel, literature, and politics. Authors will include Mary Wollstonecraft, Maria Edgeworth, Dorothy Wordsworth, Jane Austen, Mary Shelley, Charlotte Bronte, Emily Bronte, Elizabeth Gaskell, Elizabeth Barrett Browning, Florence Nightingale, George Eliot, and Christina Rossetti. This course is open only to sophomores and first-year students with advanced placement credit.  Enrollment limited for sophomores.  Permission of instructor required for first-year students. Students who have taken ENGL 210, Proper Ladies and Women Writers, are not eligible to take this course.
Spring 2005	ENGL 286.00			Transgressive Friendships in American Literature	0.50	Schoenfeld, Jene
Race, class, gender, religion: these categories can be the basis of identity politics that divide as much as they unite.  This course will consider the significance in American literary texts of friendships that transgress these categorical divisions.  We will contemplate what makes such transgression possible in individual instances, and why these instances are so exceptional. We will expand the discussion to explore the tension between the individual and the community in the formation of identity.  Texts are likely to include: Mark Twain's Huckleberry Finn, Ernest Hemingway's The Sun Also Rises, Toni Morrison's Sula, Langston Hughes' and Zora Neale Hurston's play "Mule Bone," Toni Morrison' s short story "Recitatif," and others.
Spring 2005	ENGL 431.00			Milton	0.50
This research seminar will explore the works of one the most influential of modern writers and thinkers: John Milton. We will examine the way Milton develops from his early works (including Lycidas, the sonnets, the nativity ode, L’Allegro and Il Penseroso, and Comus) into the grand landscapes of Paradise Lost and beyond (Paradise Regained, Samson Agonistes). We will consider Milton as a poet drawing together the great classical and Renaissance works that had preceded him, as a scholar of biblical and classical history and language, and as a revolutionary caught in the upheavals of the English Civil War. In the course of the semester, students will be expected to read widely in Milton’s poetry and prose and in the biographical and critical tradition of Milton studies. Prerequisite: permission of instructor. Enrollment limited.
Spring 2005	ENGL 453.00			George Eliot	0.50	Heidt, Sarah
To state it plainly, this course will be an opportunity to spend a semester luxuriating in the major works of the Victorian novelist George Eliot, including Adam Bede, The Mill on the Floss, Middlemarch, and Daniel Deronda, as well as selections from Eliot's prose and poetry.  We will explore Eliot's career-long developments of realist narrative techniques and styles and of her deep concerns with benevolence and sympathy, faith and doubt, human frailty and wisdom, and the interplay of selves and worlds that create particular identities.  By examining selections from Eliot's letters and journals, as well as Victorian responses to and reviews of her life and works, we will consider the creation (by herself and by others) of her public image and literary celebrity.  We will also study significant developments in Eliot criticism since the late nineteenth century, as one way of tracking how literary figures survive (and change) over time, as well as how literary critics and theorists use primary texts to create understandings of historical and cultural moments.  And always--as students are doing reading assignments and producing regular reading responses, writing two essays (one of 6-8 pp. and one of 10-15 pp.), and guiding weekly class discussions--always our primary focus will be on what is distinctive and demanding (and often downright extraordinary) about the novels at the center of Eliot's oeuvre.
Spring 2005	HIST 349.00			Contemporary West African History through Film and Fiction	0.50	Coulibaly, Sylvie
This discussion seminar will explore the key socio-economic, cultural and political developments in West African history from the years immediately preceding independence, circa 1960, to the present. This exploration will be accomplished through an examination of works of fiction and film by African and francophone authors and filmmakers. The course will feature the works of Aimé Césaire,  Ousmane Sembène, Mariama Bâ, Amadou Kourouma, and others, which explore labor struggles, gender relations, political transformations and a number of other pivotal issues. Principal works will include, among others: The Laughing Cry, House Boy, So long a Letter, The Beautiful Ones Are Not Yet Born,  and Visages de Femmes. There are no prerequisites for this course.
Spring 2005	HIST 350.00			Race, Resistance and Rebellion in South Africa	0.50	Volz, Stephen
This seminar explores the recent past of South Africa.  We will begin by examining the major debates about South African history, especially those concerning white supremacy, economic change, and the state.  The seminar will then investigate the consequences of the discovery of diamonds and gold, segregation and apartheid, cultural change, and the history of African resistance.  We will end the semester with in-depth discussions of the ending of apartheid and contemporary challenges in a democratic South Africa. {Fulfills history major advanced seminar and Asia/Africa requirements.}
Story 1: When the writer, Amitav Ghosh left India and first arrived in Egypt, he did not know what parts of himself to share with his new community and what should remain hidden. As he became more accustom to Egyptian life, his questions changed: What makes me Indian? How do I understand what it means to be Egyptian? And Can I? Story 2: Ohio Governor George Voinavich in 2000 met with his counterpart Chief Minister Chandra Babu Naidu of Andhra Pradesh, India. They agreed on a transfer of agricultural technology to Andhra Pradesh in exchange for Indian computer software agreements with Ohio. In 2004, now Senator Voinavich has introduced a Bill to the U. S. Senate to restrict use of Call Centers in India. What has changed? This class explores the ways in which global migration and international trade influences cultural, social, and political perceptions. We will begin by studying the scholarship on globalization and migration to understand how these terms are used today. For example, Robin Cohen, Global Diasporas is a good introductory text and James Clifford, Routes provides a more complex analysis. Also we will read about Amitav Ghosh’s experiences in In an Antique Land. Then we will examine the some of the economic statistics and conflicting arguments about the effects of globalization and migration. Among those are Nigel Harris, Thinking the Unthinkable: The Immigration Myth Exposed and documents—“Policy Matters Ohio: International Trade and Job Loss” or on the other hand “North East Ohio Proposal to Increase Trade Links to India.” Finally in the last section of the course, we will carry out research projects on globalization in Ohio. Using oral histories of immigrant communities, externships with Ohio Chambers of Commerce, and media research, students in the course will explore a range of issues that address the cultural , social, and economic influences of the global society at home. This course is open only to first year students. There are no prerequisites and enrollment is limited to 20.
Spring 2005	INST 121.00			Globalization and Migration—at Home	0.50	Singer, Wendy
Spring 2005	PSCI 433.00			Special Topic:  Politics, Nature, and God: The Relation between Political Philosophy and Psychology, Natural Science, and Religion in the Medievals and Early Moderns	0.50	Leibowitz, David
In breaking with the medievals, modern political philosophers introduced not only a new type of politics, but a new teaching about human nature, a new approach to natural science, and a new way of judging the truth of religious claims.  How do all these novelties fit together?  And were the new teachings and approaches unqualifiedly superior to the ones they replaced?  In order to answer these and kindred questions, we will study the political, psychological, scientific, and religious writings of Aquinas (the most influential of the medievals) and Hobbes (the most outspoken of the early moderns).  The books we will read are old, but they will not be treated as relics of a long-dead past.  On the contrary, much attention will be given to the ways in which we still live in the shadow of the early moderns.  And the undiminished importance of the issues at stake in their debate with the medievals—a debate never fully settled--will be emphasized.  Prerequisite: sophomore standing. Enrollment limited
Spring 2005	PSCI 442.00			ST: Women in Developed and Developing Countries	0.50	Mood, Michelle
This course will explore the experiences of women in politics around the globe in developed and developing countries. Politics is broadly construed, including political rights, political involvement, and policy formation and implementation related to experiences both specifically female (reproduction, marriage, abortion) and societally gendered (gendered access to work, education, property, etc.). Specific topics are divided between advanced industrialized countries and developing countries. For advanced industrialized countries, suffrage, representation, gendering of work, politics, and health and inequity of employment access will be examined. For developing countries, demographic sex imbalances and inequity in access to education will be examined in addition to the other topics. Students will be expected to help lead discussion throughout the semester and the course will culminate in group projects and presentations concerning social, economic or political issues particular to females. Prerequisite: sophomore standing and two social science courses or instructor’s permission. Enrollment limited.
Spring 2005	RLST 101.03		Introduction to the Study of Religion (First-Year Seminar)		0.50		Schubel, Vern
This section of RLST 101 is offered as a first-year seminar. Enrollment will be limited to 12 first-year students. The class will be taught in a seminar format with most of the discussion of readings and films generated by the students themselves. There will be frequent writing assignments. The course will explore of various dimensions of religion through an examination of both primary sources and secondary readings. The course will focus on fundamental concepts in the study of religion as they are expressed in a variety of religious traditions including Christianity, Buddhism, Islam, and Hinduism, with a special emphasis on narrative and ritual. We will also examine the social and political dimensions of religious belief, practice and identity.
Spring 2005		SOCY 492.00		Questioning Knowledge: The Social Life of Knowledge in the Social Sciences and Humanities	0.50		Sun, Anna Xiao Dong
This course is concerned with the social life of knowledge, particularly in the social sciences and humanities disciplines such as psychology, religious studies, art history, literary theory, and philosophy. We begin with a set of questions: What is this knowledge about? How is it formed? What purpose does it serve? Who is in charge of its formation and production? To answer these questions, we draw upon the works of the philosophers Thomas Kuhn and Ian Hacking, and the French theorists Michel Foucault, Pierre Bourdieu and Bruno Latour to formulate our theoretical framework. We then examine empirical studies by sociologists such as Michele Lamont, Randall Collins and Howard Becker to understand how institutional structures, shifting disciplinary boundaries, professionalization and power relations play important roles in the social life of knowledge. Certain post-colonial works on the construction of knowledge of the Other will also be discussed, giving our investigation a global context. In this course we will examine a series of individual cases, which include the birth of psychoanalysis as a discipline, the rise of Derrida as a dominant French philosopher, the social classification of race, the European conception of Hinduism as a world religion, and the institutionalization of art worlds. Each student will be asked to work on a research project that focuses on one particular type of knowledge, and active class participation is crucial to one’s success in the course. The course helps students to think critically, and it is of value to both sociology majors and students who are interested in a sociological understanding of ideas. Prerequisite: introductory foundation course or permission of instructor. Recommended: at least 1 other sociology course at the 200-level or above. The course is limited to 12 students