WINTER 2000
This information effective for Winter 2000.
Check with instructor the first day of class for any changes.
Instructor: Larry Trujillo
Email: larryt@cats
17 Merrill Academic Bldg., x9-5608
MWF 3:30-4:40
Office hours: W-F 2-3, or by appt.
This course explores various perspectives on Chicanas/os and social change within an historical and contemporary context. The dynamics of social change will be analyzed in relation to political economy, rise of the state apparatus, mass culture as well as responses from the grassroots community. From our analysis, inner connections among race, class and gender will be clarified and the dialectics of repression and resistance revealed. Understanding the long-standing historical and structural roots of oppression provides insight into why immigrant bashing, anti-affirmative action campaigns, and tough crime bills are on the front burners of the body politic. The latter part of the course will focus on theories and strategies for social change based on 21st century realities.
Course objectives will be accomplished through readings, lectures, films, guest speakers, and section dialogue. Readings are designed to augment and enrich lectures &emdash; so keep up with the readings. Also, since this course often raises many questions and emotions, I encourage you to write your thoughts and feelings in a journal. Writing and self-reflection help refine and clarify your ideas and perspective. For those of you who want to engage in a more detailed study of the issues raised in class, additional recommended readings will be placed on reserve at the McHenry Library.
1. Class and section attendance and participation.
2. Two 3-4 page papers analyzing first half readings and lectures.
3. A 3-4 page critical book review
4. A 5-page paper analyzing second half readings and lecturers.
Larry Trujillo, ed., Chicanos and Social Change (a reader available at Campus Copy Center).
Oct. 2 &emdash; Introduction to Course Objectives, Method, Readings, Assignments
Oct. 5 &emdash; Conquest, Capitalist Transformation and the New World Order
Readings: Wayne Moquía, "The Treaty of Guadalupe Hidalgo"Richard Griswald del Castillo, "The Chicano Movement and the Treaty of Guadalupe Hidalgo"
Oct 7 &emdash; White Supremacy and Racial Formations
Readings: Tomás Almaguer, "The True Significance of the Word 'White'"
Oct. 9 &emdash; Patriarchy, Ideology and Social Structure
Readings: Douglas Monroy, "'They Didn't Call Them 'Padre' for Nothing:
Patriarchy in Hispanic California"
Antonio Castañeda, "The Political Economy of Nineteenth Century Stereotypes of Californianas"
Oct. 12 &emdash; Vigilantism, State Repression and Social Resistance
Readings: Larry Trujillo, "Gunpowder Justice"
Robert Rosenbaum, "Social Banditry and Community Upheavals"
Paul Knepper, "Southern-Style Punitive Repression: Ethnic Stratification, Economic Inequality, and Imprisonment in Territorial Arizona"
Oct. 14 &emdash; Proletarianization and Racial Labor
Readings: Mario Barrera, "Nineteenth Century, Part II: The Establishment of a Colonial Labor System."
Vicki Ruiz, "Border Journeys."
Oct. 16 &emdash; Racialization, Segregation and Schooling
Readings: Guadalupe San Miguel, "The Origins, Development, and Consequences of the Educational Segregation
of Mexicans in the Southwest"Film: The Lemon Grove Incident
Oct. 19 &emdash; Monopoly Capitalism, Imperialism and Mexican American Community Development
Readings: George Sánchez, Becoming Mexican American, pp. 87-107
David Gutiérrez, "Economic Development and Immigration, 1890-1920"
George Sánchez, "Americanization and the Mexican Immigrant"
Oct. 21 &emdash; Labor Struggles and Community Organizing
Readings: George Sánchez, "Forging a New Politics of Opposition," pp. 227-252Video:Los Mineros
Oct. 26 &emdash; Mass Culture and Mexican American Identity
Reading: George Sánchez, "Familiar Sounds of Change"Video: Ballad of An Unsung Hero
Oct. 28 &emdash; Mexican American/Chicano Youth
Reading: Citizen's Committee for the Defense of Mexican American Youth, "The Sleepy Lagoon Case"
Alfredo Mirandé, "El Bandido"
Oct. 30 &emdash; El Movimiento
Readings: José Angel Gutiérrez, "Mexicanos Need to Control Their Own Destinies"
Anna Nieto Gomez, "La Feminista"
Rodolfo "Corky" Gonzalez, "Crusade for Justice"
Vicki Ruiz, "La Nueva Chicana: Women and the Movement"
November 2 &emdash; Chicana Feminism Theory and Practice
Readings: bell hooks, "Feminist Movement to End Violence"
Aída Hurtado, "The Color of Privilege"
Ana Castillo, "Resurrection of the Dreamers"
Nov. 4 & 6 &emdash; Latinoization and Globalization
Readings: Susan González Baker, "Demographic Trends in the Chicana/o Population: Policy Implications for the Twenty First Century"
Holly Sklar, "Competing for Global Corporations"
Nicolas De Genova, "Race, Space, and the Reinvention of Latin America in Mexican Chicago"
Nov. 9 &emdash; Film: Global Assembly-line
Nov. 11 &emdash; Latinas, Work and Feminization of Poverty
Readings: Denise Segura, "Labor Market Stratefication: The Chicana Experience"
Mary Romero, "Life as the Maid's Daughter"
Nov. 13 &emdash; Transnational Migration and Immigrant Bashing
Readings: Patricia Zavella, "Teníamos Que Sufrirle a la Posada: Mexican Migrants in Santa Cruz County"
Arnoldo García and Nancy Stein, "Scapegoating Without Borders"
Leo R. Chávez and Rebecca G. Martínez, "Mexican Immigration in the 1980s and Beyond: Implications for Chicanas/os"
José Palafox, "Operation Militarization"
Nov. 16 &emdash; Urban Crisis and Urban Revolt
Readings: Mike Davis, "LA: The Fire This Time"
Luís Rodríguez, "Watts Bleeds"
Gloria Romero, "Todavia Ando Sangrando"
Bloods and Crips, "Program to Rebuild LA"
Guest Speaker: Professor Manuel Pastor, Chair, LALS
Nov. 18 &emdash; Gangs and Street Organizations
Readings: Excerpts from Luís Rodríguez, Always Running
"The Face"
Nov. 20 &emdash; Chicanos, Latinos, and Prison Industrial Complex
Readings: Luís Talamantez, "I Was A Criminal"
Noah Baum, "Changing Priorities: Higher Education Behind Bars"
"Torturas at Chowchilla: The Pelican Bay for Women"
Guest Speaker, Luis Talamantez, Prison Focus
Nov. 23 &emdash; Music and Social Change
Readings: Carolina González, "Revolution"
George Lipsitz, "We Know What Time It Is: Race, Class and Youth Culture in the Nineties"
Nov. 25, 30 &emdash; Grassroots Organizing
Readings: Mary Pardo, "Mexican American Women Grassroots Activism: Mothers of E.L.A."
(review Zavella article)
Guest Speakers: Activists from local grassroots organizations
Dec. 2, 4 &emdash; Culture, Identity, and Politics
Readings: Patricia Zavella, "Reflections on Diversity Among Chicanas"
William Flores and Rina Benmayor, "Constructing Cultural Citizenship"
Antonia Darner, "The Politics of Biculturalism: Culture and Difference in the Formation of Warriors for Gringostroika and the New Mestizas"
Gloria Anzaldúa, "The Marimacha's Tale"
Guest Speaker, Catriona Ruelas, History of Consciousness
Dec. 7 &emdash; Latinos and Electoral Politics
Readings: F. Chris García, "Symposium 1: Latino Politics in the 1990s"
Ronald Schmidt, "Latino Politics in the 1990s: A View From California"
Dec. 9 &emdash; Where Do We Go From Here
Readings: Ofélia Cuevas, "The Next Generation Asks: Where Do We Go From Here?"
Papusa Molina, "Recognizing and Celebrating Our Difference"
Dec. 11&emdash; Summing Things Up
Readings: "MALCS Declaration"
Chuy Varela, "Watch Out California"
Jill Reyna, "You Have Me"
Instructor: Nancy E. Stoller
Email: nancys@cats.ucsc.edu
This seminar is designed as a foundational course for students entering the community studies major and anticipating a focus on health issues.
Below is just a short description of some of the issues addressed in the course and a list of the major texts. Please feel free to send me questions via email. Admission decisions for this course are all made on the first day of class. It is crucial that you are present that day if you wish to enroll.
The focus of this course is the examination of community activism to address health issues. Special attention will be given to the social frameworks of health and to the utilization of social and political strategies for improving community well-being. I plan to share my research and my experience as a political activist and I hope that you will share your experiences and ideas as well.
The course is designed for Community Studies majors who plan to do
a six month field study which address issues of health (broadly
construed). Non-majors interested in the topics of the course are
welcome to participate if there is enrollment space. Please be
attentive to the following work guidelines:
1.All reading should be done by the days assigned. Your ability to
discuss the material will be an important part of your
evaluation.
2. No late papers will be accepted.
3. Plan ahead, especially for your group projects, which will require
coordination with others, and for your research paper.
Required Books:
Anne Fadiman, The Spirit Catches You and You Fall Down
Meredith Minkler, ed., Community Organizing and Community
Building for Health, Rutgers Univ. Press, 1997.
Sylvia Noble Tesh, Hidden Arguments: Political Ideology and
Disease Prevention Policy, Rutgers, 1988 (pb)
Nancy Stoller, Lessons from the Damned: Queers, Whores, and
Junkies Respond to AIDS, Routledge, 1998.
A reader with articles on organizing and theorizing, available at the Copy Center
First day: Introduction to the course and to each other
Weeks 3-5: Key Impediments and Opportunities in Organizing: Understanding Race, Class and Gender
1. Class attendance (anyone who misses more than two
unexcused classes will not pass)
2. Class participation in discussion groups
3. Final paper on a health activism case study, interpreted in
the light of the theories of health and health activism presented
during the quarter.(Guidelines for the paper will be provided.
However, note that you will also need to do research in the library
for this paper.)
4. In-class presentation of a health activism case study or
discussion facilitation or workshop. Every student will be
expected to do one of these.
Instructor: Carter Wilson
College 8 Academic Bldg., Room 211
459-4405; 459-3516 (message); georgec@cats.ucsc.edu
office hours: T and Th 2 - 3 at a Kresge location to be announced;
Wednesday 1 - 3 in College 8 office
Kresge 194 T - Th 12:00 to 1:45
Major modern theories and select historial examples of the relation between production in the arts and change in political and social life. Is it only a desire on our parts that our artistic production could have a serious effect on the course and direction of the social milieu in which we live? Why does arts censorship persist in both socialist and free market situations?
How is our thinking enlarged by (or confined by) the history of the role of the artist in western societies? Worldwide, what has been the place of the arts in general and how have socially-concerned artists in particular found ways of making their efforts effective? Examples of attempts at developing a "socially conscious" art will be presented in lectures and reading. Involvement in cultural production at the local level will be required as a course project.
The course will proceed as a seminar, with some lecture presentations by the instructor, extensive discussion of reading and main themes, class reports, and reading and writing to be completed by students outside of class time. Class members are expected to attend all sessions. Absences must be announced in advance (or at worst, in emergencies, through a phone message to me at 459-3516), and accompanied by a plan for making up work lost.
No late work will be accepted.
Level of difficulty / level of expectation is quite high. A lot of reading and writing and a good deal of thinking required. Not for anyone contemplating a four-course load; I definitely recommend thinking of this course as a primary responsibility in the quarter you take it.
Three take-home "essays." Typically, a single question given out in one class session to which a five-page double-spaced typed response is due IN THE FOLLOWING SESSION. The questions will be based on class discussions, and will demand your being up to date on the reading and the films seen. (You should also plan to set aside time in these two-intervals in order to write the papers.)
January 29 February 3February 19 February 24
March 12 March 17
All required. Available at the Baytree Bookstore. The reader (which as of now is just two essays) will be sold in class. The Rini Templeton book you will need to look at in the McHenry Library (Reserve) copy.
* Benjamin, Walter, ILLUMINATIONS. New York: Schocken
* Kramer, Larry, THE NORMAL HEART (play).
* Kushner, Tony, ANGELS IN AMERICA (Parts 1 and 2). New York: Theatre Communications Group
* Mann, Thomas, DEATH IN VENICE AND SEVEN STORIES. New York, Vintage
* Rich, Adrienne, WHAT IS FOUND THERE. New York, Norton
* Valdez, Luis, ZOOT SUIT AND OTHER PLAYS. Houston, Arte Publico, 1991
There are three feature-length films which are part of this course, "Basquiat," "Zoot Suit" and "La Bamba." The Valdez films will be on reserve at McHenry Library Media Center if you need them for further study (I'm not sure we have "Basquiat," but it's for rent in the local stores).
Thursday, January 8: IntroductionTuesday, January 13: The revealed notion of the "artist"
READING: Mann, "Death in Venice," "Tristan," "Tonio Kroger"
Thursday, January 15: Mann, cont'd.Tuesday, January 20: Another view of "art" and what it does
READING: Begin Rich, WHAT IS FOUND THERE (read whole thing but specials sections will be assigned for individual meetings)
Thursday, January 22: RichTuesday, January 27: Rich
Thursday, January 29: Film "Basquiat" in classTuesday, February 3: Walter Benjamin
READING: Benjamin, "The Nature of Art in the Age of Mechanical Reproduction," "Leskov, the Storyteller," and "What Is Epic Theater"
Thursday, February 5: Film "Zoot Suit" in classREADING: Luis Valdez, "Zoot Suit"
Tuesday, February 10: The Culture Industry
READING: Theodor Adorno, two essays (reader)
Thursday, February 12: Film "La Bamba" in classTuesday, February 17: NO CLASS (Exchange Day)
Thursday, February 19: Luis ValdezTuesday, February 24: Rini Templeton
Reading: Spend a couple or three hours in the Library with "The Art of Rini Templeton/El Arte de Rini Templeton" (McHenry Reserve)
Thursday, February 26: "The Normal Heart"READING: Larry Kramer, "The Normal Heart"
Tuesday, March 3: "Angels in America"
READING: Tony Kushner, "Angels in America"
Thursday, March 5: KushnerTuesday, March 10: Kushner
Thursday, March 12: Kushner/Kramer; evaluationTuesday, March 17: Conclusions
Instructor: William H. Friedland
Ernesto Bustillos
M W F 9:30-10:40 am
Porter 148
Office Hours: Bill Friedland, 323 College Eight MW 8:30-9:30 and by
appointment
This course examines the development of the social sciences relating to agriculture. It will focus on the United States although there have been related developments in Europe.
In unfolding the social sciences of agriculture, after examining early developments creating demand for agricultural science, the rural crisis at the turn of the last century which led to the formation of agricultural economics and rural sociology will be examined.
Major focus of the course will be on the period since the 1970s when yet another agricultural crisis gave rise to a burgeoning development of what became known as the "sociology" or "political economy of agriculture."
Attention will be given to the various foci of research including the structure of agriculture and the explanations for the continuity/demise of family-based farming; the agricultural mechanization debate; the peculiar role of California in the agricultural social sciences; race, ethnicity, and gender; the social science of the agricultural sciences; agriculture and the state; globalization; corporate analysis in agriculture and food; the structure and organization of the agricultural social sciences; and issues of agricultural policy, including labor, and the praxis of the agricultural social scientists. Several guest lecturers who have been participants in these events have been invited to share their expertise and experience with the class.
1a. Research paper due the last day of class, 20+ pages
(approx. 6000 words).
OR
1b. Six (6) book reviews (1000 words each) to be submitted
weekly beginning Friday, Jan. 24. PLUS a final summary review paper
(1500 words) due the last day of class.
2. Preparation of one socratic question each week for discussion (on 3x5 cards, please). At the top of each card, put your NAME..
Students choosing the term paper option should meet with the instructor not later than Wednesday, January 12th, to define their term paper topic. Students choosing the book review option should meet with the instructor by January 12th to agree on the first four books to be reviewed. Book reviewers will submit a list of the final four books not later than Friday, February 4.
Paper topics and books to be reviewed must all be agreed upon by the student and the instructor. A list of possible books to be reviewed will be handed out on the first day of class. Students can suggest other books related to the subject matter of the course.
Most lectures except for those by guest lecturers will be for approximately 45 minutes to be followed by 30 minutes for discussion of lecture materials and the socratic questions.
There will be a Reader that will accompany class lectures.
Introduction: Overview of the course and course organization
The Legislative Base for Agricultural Knowledge-Production
Reading: Legislative history, from W. Rasmussen, AGRICULTURE IN THE US: A DOCUMENTARY HISTORY
The Institutional Base: Organizations and the Land-Grant System
Reading: Readings from W. Rasmussen, AGRICULTURE IN THE US: A DOCUMENTARY HISTORY
Agricultural Economics: A Century of Disciplinary Development
Guest lecturer: Tim Wallace, UC Berkeley, Ag Economics
Agrarian Populism vs. Accumulationism: The Ideological Struggle Begins
Reading: S. Stoll, "The Conservation of the Countryside" from THE FRUITS OF NATURAL ADVANTAGE: MAKING THE INDUSTRIAL COUNTRYSIDE IN CALIFORNIA; "Agribusiness & Political Power" from Walter Goldschmidt, AS YOU SOW: THREE STUDIES...OF AGRIBUSINESS; Charles Hardon, "The Bureau of Agricultural Economics Under Fire"
The "Golden Age" (1900-1920) and Perpetual Crisis (1921-1939)
The concept of parity. Mechanisms: Subsidies, government purchase of commodities and storage
Basic commodities: corn, wheat, soybeans, rice, tobacco, etc
Reading: "Prosperity & Depression, 1897-1933" from W. Cochrane, THE DEVELOPMENT OF AMERICAN AGRICULTURE
Marketing Order Organization and Co-operatives
Origins of the concepts
Effects on commodity organization
Legislation: federal, state
Co-op origins: buying co-ops
Development of supply co-ops
CA and the invention of business co-ops
Knowledge Production: The Post-War Classics
Rural Sociology Exiles Itself to Coventry;
The Avoidance of AgricultureDiscovery of the Agricultural "Ladder"Race: Blacks in agriculture
Who got the subsidies: owners or farmers
Southern Tenant Farmers Union
Outcomes: rural ==> urban Blacks
Reading:
W. J. Spillman, "The Agricultural Ladder"
J. Kloppenburg & C. Geisler, "The Agricultural
Ladder: Agrarian Ideology and the Changing
Structure of U.S. Agriculture"
Rural Sociology's Transformation: The Context
Reading: "Sixties Freedom" from Eric Foner, THE STORY OF AMERICAN FREEDOM
The nth Crisis: Sociology of Agriculture Crystallizes Reading:
The First Debate: Family Farm Persistence vs. Capitalist Penetration
The Persistence-Penetration Debate Focuses:
Labor Time vs. Production Time;The Farmer as Propertied Laborer
Agricultural Mechanization and the Debate
Guest Lecturer: William Hoerger
California Rural Legal Assistance
The Social Science of the Agricultural Sciences and the Agricultural Scientists
Friday, February 11: The Bridge to Industrial Sociology: Commodity Systems Analysis
Beyond the Farm Gate: Corporate Analysis
The Re-Discovery of Culture
California Exceptionalism: the University of California, Ag Science Productionism and the Demise of Rural Sociology
Labor in Agriculture, Agricultural Unionism
Lecturer: Ernesto Bustillos
Agricultural Globalization and the Nation-State
Geography and Agriculture
Guest Lecturer: Margaret FitzSimmons Environmental Studies, UCSC
Other Disciplines and Agriculture
"Invisible" Colleges and Formal Organization
Friday, March 3: Alternative Agricultures: Organics
Guest Lecturer: Mark Lipson, Organic Farming Research Foundation
Reading: "Executive Summary" from SEARCHING FOR THE 'O-WORD'"
Modern Ag Social Movements
Agriculture and Rurality: U.S. Rural Sociology & the "London School"
Social Science and Agriculture: A Local Application
Guest Lecturer: Reggie Knox, Community Alliance with Family Farmers
Reading: "Executive Summary" from PAJARO VALLEY FUTURES STUDY
[Last Day of Class] Summary & Conclusion
Instructor : Catherine Tourette-Turgis, PhD.
Monday . 2 :30-5 :15 PM
Credits : 5
First Offered : Winter 2000.
This course will introduce students to the psychosocial impact of HAART ( Highly Active Anti-Retroviral Therapy) and will present and critique contemporary strategies of adherence counseling and treatment education. A psychodynamic approach will be emphasized.
Brief history of the anti-retroviral strategies: From AZT (1987) to HAART ( highly Active Anti-Retroviral Therapy).
Presentation and Comments on the latest Treatment Guidelines.
Adherence: a private and public health issue
A Risk &endash; Benefit Assessment of HIV Protease Inhibitors. Risks of No Treatment. Benefits and risks of early intervention. Is testing positive still a trauma ? Metabolism of protease inhibitors and adverse events. How do individuals cope with side effects and bodily changes? Emotional and social impact of side effects on women and men. Gender differentiation in side effects. How to help clients to make their decision about HAART. Treatment education issues.
How the concept of adherence has been constructed in the history of medicine. The gap between clinical trials and reality. The components of adherence: emotional, cognitive, social, behavioral. How can these components be addressed in patient education and counseling? What are the factors that influence adherence? Methods to measure patient adherence to treatment.
Results of the major studies on adherence to HAART therapy. Presentation of interventions to promote or improve adherence. Risk Reduction models applied to adherence. The need for multidimensional intervention approaches on adherence. If someone tells you: I missed a dose, what do you do?
Medication as a "mental food". Rituals implied in the intake of several pills a day. Medication consumption and mental absorption. How medication side effects affect body/mind connections. People talking about their relationship to their medications. Most common side effects experienced by people taking HAART. How to talk about a side effect?
Different ways of characterizing the experiences of AIDS survivors. Lazarus syndrome. Post-traumatic stress syndrome. Holocaust survivors. People in recovery. Post AIDS Survivors. Trauma and reintegration. Why People taking HAART need support groups and counseling. Which kind of services should be provided to meet their needs?
Presentation of counseling scripts focused on treatment education and adherence. Expectations and beliefs about treatments. Obstacles to medication use including reactivation of the trauma of HIV seropositivity. How to anticipate crisis and missed dose reactions? How to cope with specific situations like alcohol and drug use while on HAART. Exploration of internal motivation. Enhancement of self-efficacy. Exploration of degrees of congruence between constraints, expectations and motivations. Anticipation of predictors of non adherence.
Counseling Scripts focused on side &endash; effects, drug holidays, salvage therapy, long term medication safety issues, gender issues in drug metabolism.
Role playing and case studies.
Adherence and the construction of treatment as a totalitarian object. Adherence and social control issues. Disease-based approach interventions. Treatment&endash;based approach interventions. How to promote a person-centered approach and help treatment advocates to promote interventions that allow people to be treated in their singularity and uniqueness. How to design culturally sensitive educational materials.
What is next in the pipeline regarding anti-retroviral strategies? The conflicting approaches of virology and immunology. Specific issues for co-infected people ( eg.Hepatitis C). Breaking news (if there is any ) regarding new strategies. Between care and cure: how to improve the quality of life of people taking HAART and make their voices be heard.
Students will be evaluated on the following basis:
1. Class participation, including presentation of specific readings and leading class discussion
2. Role &endash;playing participation and case studies presentation
3. Personal research paper of approximately 5 pages focused on a particular thema or concept
4. Designing of a medication adherence project
Nothing beyond standard audiovisual.
Instructor: Mike Rotkin
openup@cats.ucsc.edu
459-4601(office)
203 College 8; Office Hours: M 9-12, W 9-11&1-4, Th 12-2, &
by appt.
A. People's backgrounds, interests, and conception of Marxism
B. Structure of the class, projects, or work groups, expectations, etc.
"Leading a Discussion for Class" (in Reader)
"Some Comments and Ideas on Group Dynamics and Facilitating Discussions" (in Reader)
"Combat Liberalism" (in Reader)
Paulo Freire, "Pedagogy of the Oppressed" (in Reader)
C. Recommended: David McLellan, "The Life of Karl Marx" (in Reader)
Sherman, Reinventing Marxism, Chapter 1
Priscilla Robertson, Revolutions of 1848 (on Reserve)
A. Lecture on Hegel and Feuerbach
Recommended: Howard Sherman, "Dialectics as a Method" (in Reader)
Richard Lichtman, "Notes on the Dialectic in Hegel and Marx" (in Reader)
John Judis, "The Personal and the Political" (on Reserve)
B. [The material under II.B. is broken up into logical little chunks for reading and to assign responsibility for facilitating discussions. Start by reading: "Notes on Reading the Theses on Feuerback" (in Reader)]
1) Theses on Feuerbach I through IV in K.M. pp. 156-7. (4 different people)
2) "Introduction to the Critique of Hegel's Philosopy of Right," in K.M. pp. 63-4 (up to "...the following exposition.") Read this in relationship to the 4th Thesis on Feuerbach.
3) Theses on Feuerbach V through VIII and XI in K.M. pp. 157-8. (5 diff. people)
4) "Historical Materialism" (in Reader). Don't discuss this unless people have questions but read it as preparation for the German Ideology readings.
5) Preface to the German Ideology\ in K.M. pp. 159-160 and (the following section originally followed the three dots on p. 160 and was exerpted by McLellan, but we should read it, so it is in the Reader): "Feuerbach: Opposition of the Materialistic and Idealistic Outlook"
6) p. 160 ("The Premises of the Materialist Method") to p. 161 ("The relations of the different nations...")
7) from where 6) ends to p. 161 ("The various stages of development..."
8) from where 7) ends to the bottom of p. 163. (Remember in leading this discussion to get out the basic idea of the relationship between ownership and the division of labor and not get lost in details about each of the three "stages" Marx and Engels are discussing.)
9) from the top of p. 164 to the double space in the page on p. 165.
10) Read to prepare for the following section, but do not discuss in class: O'Connor, "The Need for Production and the Production of Needs" (in the Reader).
11) from where 9) ends (on p. 165) to the break in the page on p. 168.
Recommended: The Capitalist System, Chapter 2, (on Reserve)
K.M., pp. 171-176 and other selections from Part II
Sherman, Reinventing Marxism, Chapters 2, 3, 4, 5, 11, 12, 13, & 14
A. Alienation and Labor" (in Reader)
Mandel, "The Causes of Alienation" (in Reader)
Alienated Labor in K.M., pp. 77-87
Barbara Garson, All the Livelong Day
B. The German Ideology in K.M., pp. 168-171 and 179-182
"On Free Human Production" (in Reader)
Recommended: Andre Gorz, selection from Critique of Economic Reason (on Reserve)
Andre Gorz, Strategy for Labor, Chapters 1 and 2 (on Reserve)
The rest of Chapter 4 in The Capitalist System (on Reserve)
The rest of Mandel and Novack, The Marxist Theory of Alienation (on Reserve)
(not for class discussion)
A. "The Capitalist Mode of Production" & "The Essence of Capitalism" (in Reader)
B. "The Historical Tendency of Capitalist Accumulation" in K.M., pp. 485-488.
A. Marx's Capital for Beginners (in Reader)
Capital I, Chapter 1, sections 1 and 2 in K.M., pp. 421-430
B. "How Capitalism is Mystified" (in Reader)
Capital I, Chapter 1, section 4, in K.M., pp. 435-443.
C. Balbus, "Marxism and Domination" (in Reader)
Amin, "In Praise of Socialism" and Response I (in Reader)
A. Paul Sweezy, "Surplus Value and Capitalism" (in Reader)
Capital I, Chapter 4, in K.M., pp. 445-451
B. "Wage Labor and Capital" in K.M., pp. 248-268
Sherman, Reinventing Marxism, Chapter 7
Recommended: The Capitalist System, Chapter 3 (on Reserve)
Capital I, Chapters 6 and 7 in K.M., pp. 451-470
The Capitalist System, Chapters 9, and 10 (on Reserve)
Sherman, Reinventing Marxism, Chapter 8
Other selections from Part IV of K.M.
A. The Communist Manifesto in K.M., pp. 221-245 (esp. parts 1 and 2)
"Introduction to the Critique of Hegel's Philosophy of Right," in K.M., pp. 70 (line 3)-73
Lipset and Bendix, "Karl Marx's Theory of Social Classes" (in Reader)
Classes, in K.M., p. 506
B. Sherman, Reinventing Marxism, Chapter 6
Rotkin, "Expanding the Proletariat" (in Reader)
Michael Lind, "To Have and Have Not" (in Reader)
"Racism" (in Reader)
"Male Dominance" (in Reader)
C. Highly Recommended: David Smith, "The Myth of the Middle Class" (in Reader)
Braverman, "The Structure of the Working Class and Its Reserve Armies" (in Reader)
"Capital Accumulation and the Capitalist Class" (in Reader)
"The Labor Process and the Working Class" (in Reader)
"Class and Inequality" (in Reader)
Almaguer, "Class, Race, and Chicano Oppression" (in Reader)
Hartman, "Patriarchy and Capitalism" (in Reader)
Hartman, "The Unhappy Marriage of Marxism and Feminism" (in Reader)
D. Also Recommended: Gintis, "The New Working Class and Revolutionary Youth" from Socialist Revolution #3 (on reserve)
Omi and Winant, "Race in the U.S.," in Socialist Review #71 (on Reserve)
Eisenstein, "Capitalist Patriarchy and Socialist Feminism" (on Reserve)
Pat Walker, Ed., Between Labor and Capital (on Reserve)
Mike Rotkin, "Marx's View of Social Class" (on Reserve)
The Capitalist System, Chapters 3, 4, 6, 7 ,& 8 (on Reserve).
A. The German Ideology in K.M., p. 176 (first paragraph)
Gitlin, "The Whole World is Watching" (in Reader)
Michael Parenti, Selections from Power and the Powerless (in Reader)
Recommended: Richard Lichtman in Socialist Revolution #23 (on Reserve)
Douglas Kellner in Socialist Review #45 (on Reserve)
Daniel Ben-Horin on TV in Socialist Review #35 (xerox on Reserve)
Herbert Marcuse, One Dimensional Man (on Reserve)
A. Jennifer Nedelsky, Private Property & the Limits of American Constitutionalism (in Reader)
A Reading Guide to "On the Jewish Question" by Mike Rotkin (in Reader)
"On the Jewish Question" in K.M., pp. 39-57 (stop at p.57!)
"Theses on Feuerbach" IX and X in K.M., pp. 157-158
Recommended: John Stuart Mill, On Liberty (on Reserve)
Milton Freedman, Capitalism and Freedom (on Reserve)
The rest of Nedelsky, Private Property and the Limits of American Constitutionalism
A. "Class Conflict and the State (in Reader)
Sherman, Reinventing Marxism, Chapter 9
B. Recommended: ARTICLE ON GLOBALIZATION (in Reader)
V.I. Lenin, State and Revolution (on Reserve)
The Eighteenth Brumaire and The Civil War in France in K.M., pp. 300-324
Poulantzas, "The State and the Transition to Socialism" (xerox on Reserve)
Fred Block in Socialist Revolution #33 (xerox on Reserve)
Boris Frankel, "The State of the State" (a xerox on Reserve)
Santiago Carrillo, Eurocommunism and the State (on Reserve)
G. William Domhoff, The Power Elite and the State (on Reserve)
G.William Domhoff, Who Rules America, (Third Edition), Mayfield 1998 (on Reserve)
Sherman, Reinventing Marxism, Chapter 10
A. Sherman, Reinventing Marxism, Chapter 15
Mike Rotkin, "A Three-Part Strategy for Democratic Socialism"(in Reader)
"Waste and Irrationality" (in Reader)
B. Recommended:
"From Capitalism to Socialism" (in Reader)
"Economic Crises" (xerox on Reserve)
Socialist Visions, edited by Sholom (on Reserve)
"The World After Communism" (xerox on Reserve)
"The Future of Socialism" (xerox on Reserve)
Andre Gorz, selections from Critique of Economic Reason (on Reserve)
James O'Connor, "Preservation First! Toward a Political Economy of a Good Society." (xerox on Reserve)
Andre Gorz, Paths to Paradise, The Liberation from Work, Pluto Press, 1985 (xerox on Reserve)
An Anthology of Western Marxism edited by Gottlieb (on Reserve)
Marxism Essential Writings edited by McLellan (on Reserve)
Socialist Review, Vol. 95/3&4 "Explorations in Post Modern Marxism" (on Reserve)
James O'Connor, Natural Causes: Essays in Ecological Marxism, Guilford Press , 1998 (on Reserve)
A. The following should be purchased for the course (available at Bay Tree on campus & at Slug Books)
B. All Reserve readings are located in McHenry Library at the Reserve Desk. If you would like to purchase your own copy of readings from Socialist Review orSocialist Revolution, see Mike Rotkin.
The above reading list is tentative. We will probably make changes during the quarter and hope that you will suggest appropriate changes as well. Even if you do not have a particular reading to recommend but have a topic-passion-concern-interest that you want to have discussed, mention it and maybe someone else in the class can suggest a good reading.
Some of the topics, particularly toward the end of the quarter, have a lot of recommended reading that is in the Reader. This is so the students facilitating the discussions may select alternative or additional readings for their sections and have them easily accessible to all class members. Remember that starting with the section on Alienation, student facilitators will often need to select, from among a variety of readings, which ones will actually be read by everyone and discussed in class. Your section facilitators (and/or Mike Rotkin) will help guide you in this process, but choices must me made! If you assign too much reading and don't focus, there is always the danger that students in your section will be discouraged and tend to read nothing. Think about creative ways to bring insights from the recommended readings into class discussion as well.
BRING THE SYLLABUS AND THE READINGS SCHEDULED FOR THE FOLLOWING MEETING TO CLASS EACH TIME!
The last 10 to 15 minutes of each section meeting will be devoted to criticism/self-criticism. We will have a longer evaluation session after the fifth and tenth weeks. But please do not wait until the end of the quarter to give each other and the instructor constructive criticism and support. The course will be better if that can be shared regularly.
This course will not work if you approach it passively. The readings are difficult and require energy and a critical approach. The discussions will not be carried by the discussion leaders alone and will work best when people bring in their thoughts and experiences. Small study groups to go over the readings before class are highly encouraged (if not necessary!). An 8-15 page paper is required (the topic of which will be discussed in class). Active class particiption is the most important requirement of this course.
T Jan 5: Introduction to the Course/Section Selection
Th Jan 7: Hegel and Feuerbach/Dialectical Materialism
T Jan 12: Film: The History Book
Th Jan 14: The French Revolutions of 1789
Th Jan 21: The French Revolution of 1848/The Paris Commune
Th Jan 28: Commodities
Th Feb 4: Social Classes
Th Feb 11: Social Democracy
Th Feb 18: Ideological Hegemony
Th Feb 25: The Russian Revolution
Th Mar 4: The State
Th Mar 11: Contradictions/Socialist Strategy
Instructor: Carter Wilson
College 8 room 211
459-4405; 459-3516 messages;
The course is about using imaginative or 'creative' means in writing, especially about communities. Class members should write between 25 and 30 double-spaced typed pages--of either fiction or nonfiction--during the quarter. (Dramatic writing, including film scripts, is also OK. And I am amenable to other sorts of individual proposals--photo essays, videos, slide shows--as long as the pitch [the promise] is made in a serious way, and as a contract, early on in the quarter. I do, however, have serious limitations concerning poetry; I am an appreciator of verse, not a practitioner. If you want to write poetry, you should work with a poet [!])
Most class sessions will deal with students' own writing in a workshop-discussion format; a few times we may read and talk from about work by "known" writers.
Beyond those students who are pre-enrolled and to the limit of class size, I will give preference to signed-up Community Studies majors, especially seniors working on final projects or theses. Students are asked to bring an appropriate writing sample to the first class meeting.
This class may be repeated for credit with the consent of the instructor.
In addition to attentive and constant attendance, students will be asked to submit their written work at regular intervals, and to meet with the instructor to discuss their writing individually. If you can't make a seminar session, let me know in advance or leave me a message (459-3516). All written work will need to be completed DURING the 10 weeks of the quarter.
By "imaginative" writing here I mean the kind that provides its audience with a sense of being present, of "living" in the world conjured by the work. We expect such an experience when we read fiction, and we sometimes also get it (surprisingly, gratifyingly) from nonfiction. In either case, though the result may appear 'only' descriptive and non-analytic, conscious choices go into the construction of the writing. By making decisions, writers structure a view of the world; they generate involvement which deepens the reader's understanding. Two major problems confront the constructor of any imaginative description of reality: First, the need to learn the whole range of techniques for making the reader feel "present" in the imagined world; and second, the difficulty of mediating between cultural logics, those of his/her subjects and those of her/his audience. This course offers a chance to gain experience with various writing techniques, and to become familiar with the assumptions behind "creative" methods of description.
INSTRUCTORS: David Brundage and James McCloskey
This course introduces students to the so-called "troubles" in Northern Ireland from the 1960s to the present. Through reading, lectures, and section discussion, we will examine the historical background to the conflict, the changing character of the conflict in the 1970s and 1980s, and the emergence of a peace process (and a peace of sorts) in the 1990s.
Attendance at all classes is mandatory and all students are expected to participate in the weekly section discussions of the assigned readings. Each student will also write two 8-12 page papers, based on the assigned readings. These papers are due at the end of the fifth week and the end of the tenth week of the class.
Brendan O'Leary and John McGarry, THE POLITICS OF ANTAGONISM: UNDERSTANDING NORTHERN IRELAND (2nd edition, 1996)
Frank McGuinness, OBSERVE THE SONS OF ULSTER MARCHING TOWARDS THE SOMME (1986)
Begonia Aretxaga, SHATTERING SILENCE: WOMEN, NATIONALISM, AND POLITICAL SUBJECTIVITY IN NORTHERN IRELAND (1997)
There will also be a course reader. Selections in the reader are marked with a *.
Week 1: Introduction to the course
Week 2: Overview of the conflict
O'Leary & McGarry, POLITICS OF ANTAGONISM, Intro. and Ch. 1.
Week 3: Historical roots of the conflict
O'Leary & McGarry, POLITICS OF ANTAGONISM, Ch. 2.
McGuinness, OBSERVE THE SONS, entire
Week 4: The "orange state," 1920s-1960s
O'Leary & McGarry, POLITICS OF ANTAGONISM, Ch. 3.
* Seamus Deane, READING IN THE DARK (1996), excerpts
* Eamonn McCann, WAR AND AN IRISH TOWN (1979 ed.), Part 1
Week 5: The civil rights movement of the 1960s
O'Leary & McGarry, POLITICS OF ANTAGONISM, Ch. 4.
* McCann, WAR AND AN IRISH TOWN, Part 2
Week 5: Deadlock and violence, 1972-85
O'Leary & McGarry, POLITICS OF ANTAGONISM, Ch. 5.
* Nell McCafferty, THE BEST OF NELL: A SELECTION OF
WRITINGS OVER FOURTEEN YEARS (1984), pp. 101-33.
* Northern Irish poets: selected poems
Week 6: Women and nationalism in the 1970s and 1980s
Aretxaga, SHATTERING SILENCE, first half.
Week 7: The 1981 hunger strikes
Aretxaga, SHATTERING SILENCE, second half.
Week 8: The 1980s: atrocities and agreements
O'Leary & McGarry, POLITICS OF ANTAGONISM, Chs. 6-7.
* Denzil McDaniel, ENISKILLEN: THE REMEMBRANCE SUNDAY
BOMBING (1997), excerpts
Week 9: The "peace process" of the 1990s
O'Leary & McGarry, POLITICS OF ANTAGONISM, Chs. 8-9.
* Selected newspaper accounts of the peace process
Week 10: The prospects for peace
O'Leary & McGarry, POLITICS OF ANTAGONISM, Chs. 10-11.
* Selected newspaper accounts