The fight for equity in education is one of the most critical and enduring themes in the African American struggle to fully exercise their citizenship rights. This course will explore the ways in which local African American communities fought to create educational spaces for their children and for future generations.

In this course we will explore the problems of fairness and exploitation in capitalist labor practices. We will orient our readings and discussions around the basic question: Is work necessary?

Each culture defines childhood according to their own values and beliefs. These definitions of childhood change over time. Since the nineteenth century, racial ideologies have shaped dominant conceptualizations of childhood in the U.S. In this course, students will examine the history of race and childhood. The guiding questions of the course include: How do racial ideologies affect the concepts of childhood, dependency, and age? How have defining historical moments in race relations such as U.S. slavery, the Brown vs.

How does psychoanalysis understand the treatment of children and adolescents? How have ideas and practices of child psychotherapy within psychoanalysis changed over time? What does an analyst actually do in sessions and with what results? These are the major questions we'll address in this course. Students will engage in intensive reading of primary sources and two major papers, in addition to regularly reviewing concepts through in-class essays and role-plays.

This two-semester course, with an integrated Jan-term field component in Thailand, investigates the intersections of design (building and land use), anthropology/social justice, and ecology, with a focus on a case study in Northern Thailand. The fall semester will build background and theoretical knowledge in these areas generally and our case study in Thailand specifically. Students will critically examine ways in which design is influenced by cultural, historical, and ecological factors.

In the past century, Bohemia, Hungary, and Poland have been transformed from provinces of a multiethnic empire into a series of small successor states whose experience went from independence to Nazi occupation and communist dictatorship and back again. Today, they are members of NATO and the European Union. These three regions, with their dynamic and at times unstable population mixture of Germans, Slavs, Magyars, and Jews, embodied the tension between nationalism and cosmopolitanism, tolerance and intolerance, the persistence of tradition and the exuberance of modernity.

This interdisciplinary course will combine critical approaches to childhoods with critical studies of literature. We will work on literary texts written for adults that feature children as subjects together with texts written for a young audience and some written by young people. We will explore questions about the representation of children and childhoods; children's agency; memory, loss, displacement, and resilience; and childhoods, imagination, and language.

This course is about interlocking theories of visual culture, materiality, and desire. It will start out by examining miracle-working art of the medieval period, move into early modern iconoclasm, and consider European encounters with visual cultures in Latin America and Africa. Among others, we will ask, in W. T. Mitchell's words: "What do pictures want?" to theorize the particular address of certain figurative art works on the viewer.

In this class we will study the history and relationship of Zionism and Palestinian nationalism. We will examine the origins of both movements and the history of their conflict. Significant attention will be given to the conflict over Palestine which culminated in the establishment of Israel in 1948 as well as the half-century of war, protest and occupation which followed. We will read primary and secondary sources from many perspectives, and will view films and other materials.

Too often 'Western' historical narratives consider Africans and African Diasporans as 'People Without History'. Such a notion also refers to people who possess few or no formally written histories. Employing historical archaeology, this class examines the material traces individuals and communities in the past left behind as important, alternative historical resources for interrogating the European colonial library, and re-writing the histories of slavery and the slave trade.