Overview of Africana studies as a field of investigation, its origins, and history. Formerly ETHN 2002. Approved for arts and sciences core curriculum: human diversity.
Introduces critical terms, issues, and questions that inform the discipline of American Indian Studies. Examines "historical silences" and highlights how American Indian scholars, poets, and filmmakers use their work to address/redress historical subjects, and represent their Native communities. Approved for arts and sciences core curriculum: human diversity.
Examines the various factors that define minority groups and their positions in American society using Asian Americans as a case study. Emphasizes the perspectives and methodologies of the discipline of ethnic studies. Approved for arts and sciences core curriculum: contemporary societies or human diversity.
Explores two American Indian cultures, Hopi and Navajo, and cultural interrelationships from the prehistoric through the contemporary period, using an integrated, holistic, and humanistic viewpoint. Same as ANTH 1120. Approved for arts and sciences core curriculum: human diversity.
Introduction to race, ethnicity and gender in the United States. Focuses on the five major racialized groups (African Americans, Asian Americans, Chicanas and Chicanos, European Americans and Indigenous peoples) in the U.S. The course design centers on historical and contemporary ideologies and systems that have constructed and continue to define, shape, and impact the significance of race and ethnicity in our economic, political and social lives.
Enables students to explore various themes in pre-1865 American culture. Examines these themes, which vary each year, in their social context. Approved for arts and sciences core curriculum: United States context.
Explores a series of issues including regulations of population, land and resource holdings, water rights, education, religious freedom, military obligations, the sociopolitical role of men and women, self-governance, and legal standing as these pertain to American Indian life. Approved for arts and sciences core curriculum: human diversity or United States context.
Enables students to explore various themes in post-1865 American culture. Examines these themes, which vary each year, in their social context. Approved for arts and sciences core curriculum: United States context.
Explores issues related to crime, the criminal justice system, and crime-related public policy. It addresses what we know about crime and how we know it, how our society responds to crime, and how the institutions designed to address crime (police, courts, corrections) function. Same as SOCY 2044.
Examines images of American Indians in films produced by, and about, Native peoples. Follows the creation of "the Hollywood Indian" from still-photography to contemporary motion pictures. Films are analyzed within historical, social, and artistic contexts, and examined in terms of the impact their images have exerted upon American society at large and Native communities in particular.
Surveys the Japanese American experience, emphasizing post-WWII developments. Gives attention to intragroup diversity having to do with generation, ethnicity, ecology, and gender. Approved for arts and sciences core curriculum: human diversity.
Examines selected case studies of African American collective behavior in a historical context. Emphasizes an in-depth investigation of the continuing African American struggle for social/democratic rights. Approved for arts and sciences core curriculum: human diversity or contemporary societies.
Introductory course designed to acquaint students with historical and contemporary thinking, writings, and speeches of African Americans. Approved for GT-SS3. Approved for arts and sciences core curriculum: human diversity or contemporary societies.
Surveys African American history. Studies, interprets and analyzes major problems, issues, and trends affecting African Americans from about 1600 to the present. Same as HIST 2437. Approved for arts and sciences core curriculum: human diversity or United States context.
Explores the technique, styles, and rhythms of regional and national cultures of Africa. Areas of concentration may vary each semester (e.g. Ghana, Mali, Guinea, etc.). Introduces signature attributes common to different countries' dance traditions and features discussions of the musical traditions, histories, cosmologies, philosophies and aesthetics to contextualize and increase familiarity. May be repeated up to 6 total credit hours. Same as DNCE 2501.
Through historical and social scientific studies, novels, autobiographies, testimonies, films, music, and art, this course will provide students a survey of Chicana/o history and culture. Historical overviews of Chicana/o peoples from Mesoamerica; the Spanish Conquest; the historical presence of Chicana/o peoples in the Southwest; the rise of the Chicana/o student and community movements; immigration issues; and the gender, sexuality, and criminalization issues. Approved for arts and sciences core curriculum: human diversity or United States context.
Provides foundation for study of Chicano literature, music, the plastic arts, theatre, and film. Also introduces aesthetic and critical concepts and their applications in Chicana and Chicano studies. Formerly ETHN 1036. Approved for arts and sciences core curriculum: human diversity.
Introduces religions of the peoples indigenous to the Americas. Concerns include ritual, mythology, and symbolism occurring throughout these cultures in such areas as art, architecture, cosmology, shamanism, sustenance modes, trade, and history. Same as RLST 2700. Approved for arts and sciences core curriculum: ideals and values or human diversity.
Surveys historical and contemporary North American Native American literature. Examines the continuity and incorporation of traditional stories and values in Native Literature, including novels, short stories, and poetry. Same as ENGL 2717.
Introduces Chicana and Chicano and Mexican literary studies, focusing on narrative works by Chicana and Chicano writers. Examines diverse range of Mexican writing in Greater Mexico as it addresses recurring issues and themes, including language, race and class, questions of identity, and gender relations. Same as ENGL 2747.
Surveys the development of literatures in English in former British colonies. Topics include the spread and adaptation of English language literary forms in Asia, Africa, the Caribbean, and the far new world (Australia and New Zealand). Students learn the causes of the dispersion and the motivations for the clearly different uses of English literary forms in the ex-colonies. Same as ENGL 2767.
Covers the concepts, methods, and theories commonly used in community research, as well as substantive information on selected Asian/Pacific American communities. Emphasizes the ethical/political dimensions of community studies. Recommended prereq., ETHN 1025 or ETHN 2001. Approved for arts and sciences core curriculum: United States context or contemporary societies.
Learn to think in an informed and critical way about sports in society. Examine the socio-cultural significance of sports as it relates to topics such as youth, social class, race/ethnicity, gender, identity, and intercollegiate athletics. Readings, class discussions, videos, and guest speakers will help expand our understanding of this important social phenomenon.
Critically explores the Chicana experience and identity. Examines issues arising from the intersection of class, race, and gender. Focuses on controversies surrounding culture and gender through an analysis of feminism and feminismo. Recommended prereq., ETHN 2001 or ETHN 2536.
