Dr. Heather Hindman
Fellows 417, X8510 (direct)
Office Hours Mon. 10:30-11:30, Tues. 1-2 INTL 100
Introduction to International Studies
The Making of the Modern World
MWF 9:30-10:20 Knapp 106
Spring 2004

The close of the 20th century marked the end of the Cold War and its defining interactions between polarized world camps. This period was also marked by a double movement: on the one hand toward more sharply defined and powerful nation-state formations; on the other hand toward the dilution and transcendence of nation-states, and the rise in importance of non-state and transnational actors. This course introducs students to some of the issues that have assumed transnational dimensions in the world of the past few decades, organized around this state/non-state dichotomy.

The field of international studies has emerged to consider how one might study this changed world and to develope new frameworks for understanding the world. Students in this course will be introduced to both a history of ways of seeing the world (world governance, world systems theory) and critical views of these methods. Moving into the contemporary era, the course will encourage participants to think about the connections between the past and the present and the demands of a new (?) world order place upon how we view global processes, including migration, economics, politics and human rights. The conclusion of the course will encourage us to become more critical readers of what is said in the popular media about the world.

Required texts:

Minz, Sweetness and Power
Conrad, Heart of Darkness
Anderson, Imagined Communities
Ghosh, In An Antique Land
Hoy, Players and Issues of International Aid

You will read most of these books cover-to-cover so I recommend you purchase them

PLEASE BRING THE MATERIAL BEING ADDRESSED TO CLASS EACH DAY - This will allow us to consult the text during class and look at particular passages.

Additional readings will be available on the libraries electronic reserve system (ERES) as well as on physical reserve. When we are reading articles or sections from a book, I have usually put the entire book on physical reserve and I encourage you to take a look at other electronic reserve, Blackboard and the drop box system on Blackboard. "I didn't know how to get the readings", is not a legitimate excuse for lack of preparation in this course. I will also be communicating with you via email regarding changes in course assignments and additional information. Ensure that your email is listed properly on Blackboard to receive these announcements.

Newspapers, Media and World Events

It is an expectation of this class that you will read a newspaper and critically analyze depictions of current events. We will be speaking about these in class and your participation will demand an ability to connect class readings with events in the world. The New York Times is available at the Denison Bookstore at a subsidized rate and is available in the International Studies Program's study area. You should also visit websites for non-U. S. based media outlets.

The BBC and Guardian Weekly are excellent British resources. Google also provides an international news indexing service at http://news.google.com/news/en/us/world.html. Note that many newspapers in other countries have English language versions. For a different outlook on a news item, look at what the local newspaper is saying about it. Also, keep an eye on the "External Links" section of Blackboard for other news sourses. I encourage you to bring articles to share with the class.We will often spend the first few minutes of class talking about current news events. People who do not participate in these conversations will find their participation grade negatively influenced.

Policies
I expect students to come to class regularly, on-time and prepared. If you do not do this, not only will your grade be negatively affected, but it disrupts the learning process of your fellow students as well as showing a lack of respect for the course. This is admittedly one of my pet peeves. We will discuss my expectations for attendance in class, but if you have any questions, I encourage you to discuss them with me promptly.

Similarly, I expect students to conduct their research and writing honestly and to correctly reference any sources consulted. Plagiarism is theft and a particular heinous crime to those whose life is writing and research. Any dishonest academic practice will be referred to the administration for investigation. Please consult Writing for Sources on appropriate formats for citation. If in doubt, contact me - do not guess.

I will provide assignment sheets for all major assignments as well as discussing the requirements in class. Pay careful attention to these discussions - you will benefit in this class from following directions. When visiting the Writing Center (which I strongly encourage) bring your assignment sheet with you. Keep this syllabus and all assignment sheets and consult them regularly.

I do not accept late work, in large part because the disrespect it shows to other students. It is unfair to your fellow students who stayed up all night to complete a paper on time for you to receive extra time. If you do have extenuating circumstances, please speak with me in advance and be prepared to provide documentation for your situation.

If you feel that you may need some particular accommodation to facilitate your participation in class, please contact me as soon as possible as well as visiting the Office of Academic Support.

IN SUMMARY - If in doubt, ask. I am much happier discussing potential problems and concerns than dealing with events in the past or problems that have been allowed to grow over time.

Assignments
Map Quiz    10%
6 Reading Responses (out of 7)    20%
2 "mid"terms    20%
Class participation    20%
Final Project/Exam    30%

Schedule
Making of the World/Mapping the World

Jan. 19
  Class policies, Mapping Assignment
Jan. 21
   "Power of Maps", in Scientific America May 1993
   The Myth of Continents,, "Introduction" (1-19)
Jan 23
   WebsiteNews Bias Explored-http://www.umich.edu/~newsbias/index.html
  "The Three Worlds, or the Division of Social Scientific Labor, circa 1950-1975" in Comparative Studies in Society and History 23(4) (565-590)

History and Historiography

Jan. 26    "The World System in the Thirteenth Century" in Islamic and European Expansion (75-102)
Jan. 28    Response paper 1 due - Map Quiz
   Discussion of Response papers and current events
Traveling in the West Jan. 30
In An Antique Land "Prologue", Lataifa" (1-105)
Feb. 2
In An Antique Land "Nashawy" (107-237)
Feb. 4
In An Antique Land "Mangalore", Going Back", "Epilogue" (239-353)
Feb. 6   Response paper 2 due - Map Quiz
   Discussion of Response papers and current events
Who has history? Feb. 9
Europe and the People without History (1-72)
Feb. 11
Europe and the People without History (73-126)
Feb. 13
Europe and the People without History (385-391)
Feb. 16    Midterm#1

Special (Required) Event

February 17 - 8:00 PMTom Frank "X-treme Capitalism and the Demoracy Bubble" in Burton Morgan AmphitheatreCommodities and history Feb. 18
Sweetness and Power "Introduction", Chapters 1,2 (xv-73)
Feb. 20
Sweetness and Power Chapter 3 (74-150)
Feb. 23
Sweetness and Power Chapter 4,5 (151-214)
Feb. 25
Response paper 3 due
   Discussion of Response papers and current eventsColonialism Feb. 27
   "Discourses on Colonialism" Aime Cesaire
March 1
Heart of Darkness
March 3
Heart of Darkness
Development
March 5   Response paper 4 due
    FILM (AAS)
March 8
Players and Issues in International Aid,Introduction, Chapters 1-3 (1-80)
March 10
Players and Issues in International Aid,Chapter 4-7 (81-150)
March 12
   Midterm #2
Spring Break March 22
The History of DevelopmentChapters 1,3 (8-24, 47-68))
March 24
   FILM on Development/LIBRARY ASSIGNMENT
March 26
Encountering DevelopmentChapters 1,2 (1-54)
March 31
   Ferguson - "Global Disconnect" from Expectations of Modernity
April 2    Response paper 5 due
   Discussion of Response papers and current events Nations and Nationalism April 5
   In Becoming National "What is a Nation", "The Origins of Nations", "The Nation Form"
April 7
   In Becoming National "Historicizing National Identity"
   In Invention of Tradition "Inventing Traditions", "The Invention of Tradition"
April 9
Imagined CommunitiesChapter 1-6 (1-82)
April 12
Imagined Communities Chapter 7-10 (83-186)
April 14   Response paper 6 due
   Discussion of Response papers and current events
April 16   PAPER TOPICS DUE
   Lecture on Immigration History Immigration and Diaspora April 19
Immigrant AmericaPortes (93-154)
April 21
The Age of MigrationCastels and Miller (1-104)
April 23
   Recent articles on Migration TBA - ereserve Globalization

 

April 26
   Sassen,The Global City,Chs. 1-2 (1-36)
April 28
One World(11-53)
April 30
One World(333-387) May 3
Response paper 7 due    Discussion of Response papers and current events
FINAL PROJECT DUE
Friday, May 7th at 5PM

Professor Sita Ranchod-Nilsson
Fellows 420, X6528 direct, X6393 [ Truet McDowell Program Assistant]
email: ranchod@denison.edu
Office Hours M & W 1:00-2:00, Thursdays 1:30-3:30 and by appointment INTL 100
Introduction to International Studies
The Making of the Modern World
Spring 2005

International Studies is the interdisciplinary exploration of global processes that shape broad international trends as well as the specific historically and culturally embedded lives of people throughout the world. As a field International Studies is relatively new, combining knowledge and methods from the social sciences, the humanities and the fine arts. The field emerged in the late 1970s partly in response to a number of global developments involving the increased mobility of people associated with political turmoil; labor and tourism; shifting forms of production and finance; the HIV/AIDS pandemic; human rights regimes; nuclear proliferation; expansion of consumer markets and commoditization; and developments in technology and global media, among others. Understanding these issues and, in some cases addressing related problems, required scholars to transcend limitations imposed by diciplinary boundaries.

There are a wide range of subjects that fall within the purview of inquiry International Studies from the meanings and financial implications of cultural flows associated with the global proliferation of McDonald's or Bollywood movies, to the changing composition of the global manufacturing workforce, to the shifting balance of power between states and transnational organizations. This list of merely suggestive. In each of these cases global processes associated with the moblity of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics and culture intersect. The exploration of global processes is both historical and contemporary. These characteristics distinquish International Studies from othe fields. This course will introduce you to some of the basic concepts and analytical skills associated with International Studies. It is the first core course in the Internationl Studies major and it fulfills the "Interdisciplinary and world Issues." requirement of the General Education Program. Whether or not you decide to purse an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.
Required Readings - Books
The following books are available for purchase from the University bookstore:
Amitav Ghosh, In an Antique Land
Sidney Mintz, Sweetness and Power
Benedict Anderson, Imagined Communities
C. A. Bayly, The Birth of the Modern World, 1780-1914
William Adler,Molly's Job
Dhooleka Sarhadi Raj,Where are You From? Middle Class Migrants in the Modern World

Articles- a series of articles from a wide variety of publications is available on Electronic Reserves [ERES] and accessible through the library's webpage. The password for our class is "mod05" (case sensitive).

PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY. - This will allow us to consult the text during class.

Newspapers and Periodicals: We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis. Therefore, it is imperative that you seek out good sources of information on global issues. There are many ways to access this information. The New York Times is available locally (at a subsidized rate of $.40 an issue in our bookstore and free in the International Studies resource area on the fourth floor of Fellows). You can also sign up for free daily email from The New York Times. Savvy International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources. The following websites may be helpful: http://allafrica.com
http//mg.co.za[Daily Mail & Guardian from S. Africa]
http://www.nytimes.com
http://washingtonpost.com
http:mews.bbc.co.uk
http:aljazeer.net
http:timesofindia.indiatimes.com
http:www.lemonde.fr
http:www.lexpress.fr
http://www.utm.edu/departments/french/french/ (choose link for press, radio and television)
http://www.speigel.de
http://www.zeit.de
http://www.lanic.utexas.edu (choose the link "Media and Communication")
This list is not exhaustive. Google also provides an international new indexing service at http://news.google.com. Clink on "world". Note that many newspapers in other countries have English language versions. In addition, I would recommend that you regularly peruse the following periodicals: Foreign Policy, The Atlantic Monthly, The Economist, The Nation, The New York Review of Books. All are available in our library.Required Films:
I like to use films in this course because not only do they give us the opportunity to think about how global processes are experienced by real people in particular historical, geographical and cultural contexts, they also convey in visual terms key concept and relationships that we will be reading about. Most films exceed the time allotted for our regular class, so films are scheduled for five Tuesday evenings throughout the semester. Even if you've seen them before, you should plan to attend these class showings. All films will be shown on 7:00pm in Olin Auditorium. Specific dates are also noted in the course schedule.
Taxi to Timbuktu (Feb. 1)
Supersize Me (Mar 1)
The Manchurian Candidate (Mar 29)
Bread and Roses (Apr 19)
TBA (Apr 26)

Course Requirements:
Participation - Regular and meaningful participation is an important part of this course. Students are expected to be active participants in this course. This means, at a minimum that you will attend the course regularly, complete all reading and writing assignments in a timely fashion and that you will offer valuable contributions to our class discussions on a regular basis. My assessment of participation also involves taking into account the level of student engagement. Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the Course? Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals and other courses or independent reading) into our discussions? Truly exemplary participation will also demonstrate these characteristics. Failure to regularly meaningfully participate in class will negatively affect your grade. To help encourage your participation I will ask you to submit written responses to six reading questions throughout the semester. Three of these responses must be completed by spring break (3/11) (Reading responses will each count for 2% of your final grade and participation/attendance will comprise 8% of your grade for a total of 20%.)Midterm and Final Exams-Both exams will primarily involve essay questions. Questions for the mid-term will be distributed in advance, although the exam will be written in class. The final exam will be a take-home exam. (Exams will count for 15% and 20% respectively of your final grade.) Small Research Project-This project involves research using quantitative date and not more than 10 pages of analysis. Details of this assignment will be distributed several weeks into the course. (This project counts for 15% of your final grade.)Two essays - During the first and second half of the course you will be asked to write essays in response to questions addressing course materials. (Each essay counts for 15% of your final grade.)

Course Policies:Plagiarism-I expect all students to conduct research and writing honestly and to appropriate reference for all sources consulted. Those of us who engage in research and writing take plagiarism very seriously. According to our student handbook, plagiarism is defined as follows: "In any academic assignment, plagiarism involves the use of data, ideas, or works of others without proper use of established or designated forms of acknowledgement, such as footnotes, quotations, bibliographies, etc. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism." All suspected instances of plagiarism will be referred to the Associate Provost's office for investigation and ajudication. Just as the expanding Internet provides many opportunities for plagiarism, it also provides many tools for professors to use to check for plagiarsim, and I do check. Class Attendance and Tardiness - You are expected to attend class regularly and faithfully. If you have a bonafide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss. Four absences during the semester will result in a full letter drop in your final grade. If you must miss class, please contact a classmate to review what you missed. While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes by individual students. Also, do not come to class late. Late arrivals are not only disruptive; they also convey a lack of respect for the course. Generally, I will shut the classroom door about five minutes after class begins. Please do not enter the class if the door is shut.

 

Late Work-I do not like late work because it shows disrespect to your classmates. It is also unfiar to your fellow students who stayed up all night to complete a paper on time for you to receive extra time. All assignments will be handed out well in advance of the due date and all good scholars know that one should never postpone working on assignments until the last minute. All assignments should be submitted in class on the day they are due. No electronically submitted assignments will be accepted. Late work will be penalized 10% for 24 hours period after the deadline. Accomodation for Students with Disabilities- Any student who feels he or she may need an accomodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic support and Enrichment Center in 104 Doane to verify the need for reasonable accomodations based on documentation on file in their office.

In general, if you have questions, concerns or problems related to the course, it is always better to ask in advance than to allow the issue to grow over time.

 

Professor Sita Ranchod-Nilsson
Fellows 420, X6528 direct, X6393 [ Truet McDowell Program Assistant]
email: ranchod@denison.edu
Office Hours M & W 1:00-2:00, Thursdays 10-11:30 and by appointment INTL 100
Introduction to International Studies
The Making of the Modern World
Fall 2005

International Studies is the interdisciplinary exploration of global processes that shape broad international trends as well as the specific historically and culturally embedded lives of people throughout the world. As a field International Studies is relatively new, combining knowledge and methods from the social sciences, the humanities and the fine arts. The field emerged in the late 1970s partly in response to a number of global developments involving the increased mobility of people associated with political turmoil; labor and tourism; shifting forms of production and finance; the HIV/AIDS pandemic; human rights regimes; nuclear proliferation; expansion of consumer markets and commoditization; and developments in technology and global media, among others. Understanding these issues and addressing related problems, requires scholars to transcend limitations imposed by diciplinary boundaries.

There are a wide range of subjects that fall within the purview of inquiry International Studies from the meanings and financial implications of cultural flows associated with the global proliferation of McDonald's or Bollywood movies, to the changing composition of the global manufacturing workforce, to the shifting balance of power between states and transnational organizations. This list of merely suggestive. In each of these cases global processes associated with the moblity of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics and culture intersect. The exploration of global processes is both historical and contemporary. These characteristics distinquish International Studies from othe fields. This course will introduce you to some of the basic concepts and analytical skills associated with International Studies. It is the first core course in the Internationl Studies major and it fulfills the "Interdisciplinary/World Issues." [I]requirement of the General Education Program. Whether or not you decide to purse an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.

Required Readings - Books
The following books are available for purchase from the University bookstore:
Amitav Ghosh, In an Antique Land
Sidney Mintz, Sweetness and Power
C. A. Bayly, The Birth of the Modern World, 1780-1914
Dhooleka Sarhadi Raj,Where are You From? Middle Class Migrants in the Modern World
Deborah Barndt.Tangled Routes: Women, Work and Globalization on the Tomato Trail

Articles- a series of articles from a wide variety of publications is available on Electronic Reserves [E] and accessible through the library's webpage. The password for our class is "goglobal" (case sensitive).

PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY. - This will allow us to consult the text during class.

Newspapers and Periodicals: We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis. Therefore, it is imperative that you seek out good sources of information on global issues. There are many ways to access this information. The New York Times is available locally (at a subsidized rate of $.40 an issue in our bookstore and free in the International Studies resource area on the fourth floor of Fellows). You can also sign up for free daily email from The New York Times. Savvy International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources. The following websites may be helpful: http://allafrica.com
http//mg.co.za[Daily Mail & Guardian from S. Africa]
http://www.nytimes.com
http://washingtonpost.com
http:mews.bbc.co.uk
http:aljazeer.net
http:timesofindia.indiatimes.com
http:www.lemonde.fr
http:www.lexpress.fr
http://www.utm.edu/departments/french/french/ (choose link for press, radio and television)
http://www.speigel.de
http://www.zeit.de
http://www.lanic.utexas.edu (choose the link "Media and Communication")
This list is not exhaustive. Google also provides an international news indexing service at http://news.google.com. Clink on "world". Note that many newspapers in other countries have English language versions. In addition, I would recommend that you regularly peruse the following periodicals: Foreign Policy, The Atlantic Monthly, The Economist, The Nation, The New York Review of Books. All are available in our library.

Required Films:
I like to use films in this course because not only do they give us the opportunity to think about how global processes are experienced by real people in particular historical, geographical and cultural contexts. They also convey in visual terms key concept and relationships that we will be reading about. Most films exceed the time allotted for our regular class, so films are scheduled for three Tuesday evenings throughout the semester. Even if you've seen them before, you should plan to attend these class showings. All films will be shown on 7:00pm in Olin Auditorium. Specific dates are also noted in the course schedule.
Supersize Me (Oct. 4)
The Manchurian Candidate (Oct. 25)
American Chai (Nov. 29)

Course Requirements:
Participation - Regular and meaningful participation is an important part of this course and students are expected to be active participants. This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in a timely fashion and that you will offer valuable contributions to our class discussions on a regular basis. My assessment of participation also involves taking into account the level of student engagement. Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the Course? Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals and other courses or independent reading) into our discussions? Truly exemplary participation will also demonstrate these characteristics. Failure to regularly meaningfully participate in class will negatively affect your grade. To help encourage your participation I will distribute study questions each week. Once or twice during the semester I will ask you initiate class discussion by responding to a study question with a five minute oral statement. I will let you know in advance when you have this responsibility. Twice during the semeter I will give you written feedback on your participation. Your oral responses, plus your overall participation will count for 20% of your final grade. Midterm and Final Exams-Both exams will primarily involve essay questions. Questions for the mid-term will be distributed in advance, although the exam will be written in class. The final exam will be a take-home exam. Each exam will count for 20% of your final grade. Research Project-This project involves research using quantitative data and no more than seven pages of analysis. Details of this assignment will be distributed several weeks into the course. This project counts for 20% of your final grade.Essay - During the first half of the course you will be asked to write a five page essay in response to a question on course materials. The essay counts for 20% of your final grade.

Course Policies:Plagiarism-I expect all students to conduct research and writing honestly and to appropriate reference for all sources consulted. Those of us who engage in research and writing take plagiarism very seriously. According to our student handbook, plagiarism is defined as follows: "In any academic assignment, plagiarism involves the use of data, ideas, or works of others without proper use of established or designated forms of acknowledgement, such as footnotes, quotations, bibliographies, etc. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism." All suspected instances of plagiarism will be referred to the Associate Provost's office for investigation and ajudication. Just as the expanding Internet provides many opportunities for plagiarism, it also provides many tools for professors to use to check for plagiarsim, and I do check. Class Attendance and Tardiness - You are expected to attend class regularly and faithfully. If you have a bonafide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss. More than three absences during the semester will seriously affect your final grade. If you must miss class, please contact a classmate to review what you missed. While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes by individual students. Also, do not come to class late. Late arrivals are not only disruptive; they also convey a lack of respect for the course. Generally, I will shut the classroom door about five minutes after class begins. Please do not enter the class if the door is shut.

 

Late Work-I do not like late work because it shows disrespect to your classmates. It is also unfair to your fellow students who stayed up all night to complete a paper on time for you to receive extra time. All assignments will be handed out well in advance of the due date and all good scholars know that one should never postpone working on assignments until the last minute. All assignments should be submitted in class on the day they are due. No electronically submitted assignments will be accepted. Late work will be penalized. Accomodation for Students with Disabilities- Any student who feels he or she may need an accomodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support and Enrichment Center in 104 Doane to verify the need for reasonable accomodations based on documentation on file in their office.

In general, if you have questions, concerns or problems related to the course, it is always better to ask in advance than to allow the issue to grow over time.

 

Date	Topic	Assignment	Due
8/29	Introduction What Is International Studies	None
8/31	Globalization Vignettes	McDonalds; call centers; immigrants in Columbus
9/2	Categories	Anderson, "Census, Map, Museum," [E]	-Peters projections
9/5	Knowledge Power and History	Ghosh,"Lataifa"
9/7	No Class Today	Ghosh, "Nashawy" and Janet Abu-Loghod, "The World System in the Thirteenth Century" [E]
9/9		Ghosh, "Mangalore"	Hand out Essay Assignment
9/12		Film in class: Taxi to TimbuktuFinish Ghosh
9/14		Summary discussion
9/16	Modernity and the Capitalist World System	Hoogvelt, ch. 1 [E]	Essay due in class
9/19		Bayly, Intro and ch.2
9/21		Bayly, ch. 3
9/23		Discussion of Bayly
9/26	Wallerstein, selections from the The Capitalist World Economy [E] Mintz ch. 1
9/28		Mintz ch. 2
9/30		Mintz ch. 3
10/3		Mintz ch.4	Hand critique of Supersize Me!
10/4	Tuesday night film	Supersize Me!
10/5	No class today
10/7		Excerpt from Fast Food Nation	Handout mid-term review sheet
10/10	Mid-term exam in class
10/12	Mental Health Day No class today
10/14	Researh Assignment
10/17	Nationalism and the Modern State	Bayly 6
10/19		Bayly 7
10/21		Pei, "The Paradoxes of American Nationalism" [E]
10/24		Barber, "Jihad vs. Mcworld" [E]
10/25	Tuesday night film	The Manchurian Candidate
10/26	No class
10/28		Mary Ann Tetreault and Ronnie Lipschutz, "People and States" [E]
10/31	The Contemporary Global Economy	Hoogvelt, "From Expansion to Involution" and Harvey, "Flexible Accumulation" [E]
11/2	Film in class	TBA
11/4	Globalization and the Tomato	Brandt "Intro" and ch. 1 "A Whirlwind Guide to Globalization" in class
11/7		Brandt, ch. 2
11/9		Brandt, ch. 3-4
11/11		Brandt, ch. 5-6
11/14		Brandt, ch. 7
11/16		Brandt, ch. 8
11/18		Summary discussion	Research Assignment Due
11/21-11/25	Thanksgiving Break
11/28	Culture and Globalization	Raj, ch. 1-3 Film, India: Emerging Powers
11/29	Tuesday night film	American Chai
11/30		Raj, ch. 4-5	none
12/2		Raj, ch. 7
12/7	Summary discussion
12/9	Last day of classes
12/13	Final Exam (take home)		Due in my office no later than 11:00 a.m.

Professor Sita Ranchod-Nilsson
Fellows 420, X6528 direct, X6393 [ Truet McDowell Program Assistant]
email: ranchod@denison.edu
Office Hours M 2:30-4:30, W 12:30-1:20 and by appointment INTL 100
Introduction to International Studies
The Making of the Modern World
Spring 2006

International Studies is the interdisciplinary exploration of global processes that shape broad international trends as well as the specific historically and culturally embedded lives of people throughout the world. As a field International Studies is relatively new, combining knowledge and methods from the social sciences, the humanities and the fine arts. The field emerged in the late 1970s partly in response to a number of global developments involving the increased mobility of people associated with political turmoil; labor and tourism; shifting forms of production and finance; the HIV/AIDS pandemic; human rights regimes; nuclear proliferation; expansion of consumer markets and commoditization; and developments in technology and global media, among others. Understanding these issues and, in some cases addressing related problems, required scholars to transcend limitations imposed by diciplinary boundaries.

There are a wide range of subjects that fall within the purview of inquiry International Studies from the meanings and financial implications of cultural flows associated with the global proliferation of McDonald's or Bollywood movies, to the changing composition of the global manufacturing workforce, to the shifting balance of power between states and transnational organizations. This list of merely suggestive. In each of these cases global processes associated with the moblity of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics and culture intersect. The exploration of global processes is both historical and contemporary. These characteristics distinquish International Studies from othe fields. This course will introduce you to some of the basic concepts and analytical skills associated with International Studies. It is the first core course in the Internationl Studies major and it fulfills the "Interdisciplinary and world Issues." requirement of the General Education Program. Whether or not you decide to purse an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.

Required Readings - Books
The following books are available for purchase from the University bookstore:
Amitav Ghosh, In an Antique Land
Sidney Mintz, Sweetness and Power
Benedict Anderson, Imagined Communities
C. A. Bayly, The Birth of the Modern World, 1780-1914
William Adler,Molly's Job
Dhooleka Sarhadi Raj,Where are You From? Middle Class Migrants in the Modern World
Deborah Barndt, Tangled Routes: Women, Work and Globalization on the Tomato Trail

Articles- a series of articles from a wide variety of publications is available on Electronic Reserves [E] and accessible through the library's webpage. The password for our class is "modworld".

PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY. - This will allow us to consult the text during class.

Newspapers and Periodicals: We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis. Therefore, it is imperative that you seek out good sources of information on global issues. There are many ways to access this information. The New York Times is available locally (at a subsidized rate of $.40 an issue in our bookstore and free in the International Studies resource area on the fourth floor of Fellows). You can also sign up for free daily email from The New York Times. Savvy International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources. The following websites may be helpful: http://allafrica.com
http//mg.co.za[Daily Mail & Guardian from S. Africa]
http://www.nytimes.com
http://washingtonpost.com
http:mews.bbc.co.uk
http:aljazeer.net
http:timesofindia.indiatimes.com
http:www.lemonde.fr
http:www.lexpress.fr
http://www.utm.edu/departments/french/french/ (choose link for press, radio and television)
http://www.speigel.de
http://www.zeit.de
http://www.lanic.utexas.edu (choose the link "Media and Communication")This list is not exhaustive. Google also provides an international new indexing service at http://news.google.com. Clink on "world". Note that many newspapers in other countries have English language versions. In addition, I would recommend that you regularly peruse the following periodicals: Foreign Policy, The Atlantic Monthly, The Economist, The Nation, The New York Review of Books. All are available in our library.Required Films:
I like to use films in this course because not only do they give us the opportunity to think about how global processes are experienced by real people in particular historical, geographical and cultural contexts. They also convey in visual terms key concept and relationships that we will be reading about. This semester will inaugurate the first Denison Human Rights Film Festival. This will involve four films that will be shown on four consecutive Tuesdays in February. Since most films exceed the time allotted for our regular class, you will be required to attend 5 films on weeknight evenings during the semester. One course film, Supersize Me is scheduled for Monday, February 20th at 7:00pm (location TBA). The other films are currently being scheduled and the times and venues will be announced as soon as they have been finalized.

Course Requirements:
Participation - Regular and meaningful participation is an important part of this course. Students are expected to be active participants in this course. This means, at a minimum that you will attend the course regularly, complete all reading and writing assignments in a timely fashion and that you will offer valuable contributions to our class discussions on a regular basis. My assessment of participation also involves taking into account the level of student engagement. Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the Course? Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals and other courses or independent reading) into our discussions? Truly exemplary participation will also demonstrate these characteristics. Failure to regularly meaningfully participate in class will negatively affect your grade. To help encourage your participation I will distribute study questions each. week. Once or twice during the semester I will ask you to initiate class discussion by responding to a study question with a five minute oral statement. I will let you know in advance when you have this responsibility. Twice during the semester I will give you written feedback on participation. Your oral responses, plus overall participation will count for 20% of your final grade. Midterm and Final Exams - Both exams will primarily involve essay questions. Questions for the mid-term will be distributed in advance, although the exam will be written in class. The final exam will be a take-home exam. Each exam will count for 20% of your final grade. Research Project - This project involves research using quantitative data and no more than 7 pages of analysis. Details of this assignment will be distributed several weeks into the course. This project counts for 20% of your final grade.Essays - During the first and second half of the course you will be asked to write essays in response to questions addressing course materials. (Each essay counts for 20% of your final grade.)

Course Policies:Plagiarism-I expect all students to conduct research and writing honestly and to appropriate reference for all sources consulted. Those of us who engage in research and writing take plagiarism very seriously. According to our student handbook, plagiarism is defined as follows: "In any academic assignment, plagiarism involves the use of data, ideas, or works of others without proper use of established or designated forms of acknowledgement, such as footnotes, quotations, bibliographies, etc. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism." All suspected instances of plagiarism will be referred to the Associate Provost's office for investigation and ajudication. Just as the expanding Internet provides many opportunities for plagiarism, it also provides many tools for professors to use to check for plagiarsim, and I do check. Class Attendance and Tardiness - You are expected to attend class regularly and faithfully. If you have a bonafide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss. Four absences during the semester will result in a full letter drop in your final grade. If you must miss class, please contact a classmate to review what you missed. While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes by individual students. Also, do not come to class late. Late arrivals are not only disruptive; they also convey a lack of respect for the course. Generally, I will shut the classroom door about five minutes after class begins. Please do not enter the class if the door is shut.

 

Late Work-I do not like late work because it shows disrespect to your classmates. It is also unfiar to your fellow students who stayed up all night to complete a paper on time for you to receive extra time. All assignments will be handed out well in advance of the due date and all good scholars know that one should never postpone working on assignments until the last minute. All assignments should be submitted in class on the day they are due. No electronically submitted assignments will be accepted. Late work will be penalized 10% for 24 hours period after the deadline. Accomodation for Students with Disabilities- Any student who feels he or she may need an accomodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic support and Enrichment Center in 104 Doane to verify the need for reasonable accomodations based on documentation on file in their office.

In general, if you have questions, concerns or problems related to the course, it is always better to ask in advance than to allow the issue to grow over time.

 

Date	Topic	Assignment	Due
1/16	Introduction What Is International Studies
1/18	Global Vignettes	McDonalds; call centers; immigrants in Columbus
1/20	Categories	Anderson, "Census, Map, Museum," [E]; take a look at the Peters Projection website: http://www.petersmap.com/
1/23	Martin Luther King Jr., Events	Go to lunch and afternoon convocation with Wynton Marsalis
1/25	Knowledge Power and History	Ghosh, "Lataifa"
1/30	The World System in the 13th Century	Ghosh, "Nashawy" and Janet Abu-Lughod, "The World System in the Thirteenth Century" [E]
2/1	Does History = Progress?	Ghosh "Mangalore"	Hand out essay assignment
2/3		Film in class: Taxi to Timbuktu Finish Ghosh
2/6		Summary discussion
2/8	Modernity and the Capitalist World System - Part 1	Hoogvelt,ch. 1 [E] Bayley, Intro	Essay due in class
2/10		Mintz, ch. 1
2/13		Mintz, ch. 2
2/15		Mintz, ch. 3
2/17		Mintz, ch. 4
2/20	Monday night film	Supersize Me!	Handout critique of Supersize Me!
2/22		Bayly chs. 2-3
2/24		Bayly, ch. 5
2/24	Research Assignment		Handout research assignment
2/27	Research Assignment		Handout Research assignment
3/1		Bayly ch.6 Benedict Anderson, "The Origins of National Consciouness" [E]	Handout mid-term review sheet
3/3		Bayly 7-8
3/6		Summarizing the modern world	Handout mid-term review
3/8		Review for midterm
3/10	In-class midterm exam
3/13- 3/17	Spring Break	No Assignments
3/20	The Capitalist System and the (Post?) Modern State, Part II	Mary Ann Tetreault and Ronnie Lipschutz, "People and States" [E]
3/22	No Class	Annual ISA meeting
3/24	No Class	Annual ISA meeting
3/27	Contemporary Nationalism	Barber, "Jihad vs. McWorld" Pei, "The Paradoxes of American nationalism: [E]
3/29	The Contermporary Global Economy	Michale D. Yates; "Poverty and Inequality in the Global Economy" [E] WHO "the Current State of Global Health" [E]; Paul Farmer, "Suffering and Structural Violence" [E]
3/31		Hoogvelt, "From Expansion to Involution" [E]
4/3		Hoogvelt "Flexibility and Informationalsim [E]
4/5	Film in class	TBA
4/7		Discussion of film Bradt, "Intro"
4/10	Globalization and the Tomato	Brandt chs. 1-2 (intro to commodtiy chain analysis)
4/12		Brandt, chs. 3-4
4/14		Brandt, chs. 5-6
4/17		Brandt, chs. 7-8
4/19		Summary discussion	Research Assignment Due
4/21	Culture and Globalization	Raj, chs. 1-3 Film India: Emerging Powers
4/24		Raj chs. 4-5
4/26		Raj ch. 7
4/28		Discussion of multiculturalism
5/1		Discussion of the take-home final
5/3	Final Exam (take home)

Gary L. Baker
Fellows 419, X6213 direct, x6369 (program assistant)
email: bakerg@denison.edu
INTL 100
Introduction to International Studies 100.01
The Making of the Modern World
Fall 2006

International Studies is the interdisciplinary exploration of global processes that shape broad international trends as well as the specific historically and culturally embedded lives of people throughout the world. As a field International Studies is relatively new, combining knowledge and methods from the social sciences, the humanities and the fine arts. The field emerged in the late 1970s partly in response to a number of global developments involving the increased mobility of people associated with political turmoil; labor and tourism; shifting forms of production and finance; the HIV/AIDS pandemic; human rights regimes; nuclear proliferation; expansion of consumer markets and commoditization; and developments in technology and global media, among others. Understanding these issues and addressing related problems, requires scholars to transcend limitations imposed by disciplinary boundaries.

There is a wide range of subjects that fall within the purview of inquiry International Studies from the meanings and financial implications of cultural flows associated with the global proliferation of McDonald's or Bollywood movies, to the changing composition of the global manufacturing workforce, to the shifting balance of power between states and transnational organizations. This list of merely suggestive. In each of these cases global processes associated with the moblity of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics and culture intersect. The exploration of global processes is both historical and contemporary. These characteristics distinquish International Studies from other fields. This course will introduce you to some of the basic concepts and analytical skills associated with International Studies. It is the first core course in the Internationl Studies major and it fulfills the "Interdisciplinary and World Issues." requirement of the General Education Program. Whether or not you decide to pursue an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.

Required Readings - Books
Books - The following books are available for purchase from the University bookstore:
Amitav Ghosh, In an Antique Land
Sidney Mintz, Sweetness and Power
Benedict Anderson, Imagined Communities
William Adler, Mollie's Job
Daphne Berdahl, Where the World Ended

Articles- a series of articles from a wide variety of publications is available on Electronic Reserves [E] and accessible through the library's webpage. The password for our class is "petropolitics" (case sensitive).

PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY. - This will allow us to consult the text during class.

Newspapers and Periodicals: We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis. Therefore, it is imperative that you seek out good sources of information on global issues. There are many ways to access this information. The New York Times is available. You can also sign up for free daily email from The New York Times. International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources. The following websites may be helpful: http://allafrica.com
http//mg.co.za[Daily Mail & Guardian from S. Africa]
http://www.nytimes.com
http://washingtonpost.com
http:mews.bbc.co.uk
http:aljazeer.net
http:timesofindia.indiatimes.com
http:www.lemonde.fr
http:www.lexpress.fr
http://www.utm.edu/departments/french/french/ (choose link for press, radio and television)
http://www.speigel.de
http://www.zeit.de
http://www.lanic.utexas.edu (choose the link "Media and Communication")
This list is, of course, not exhaustive. Google also provides an international news indexing service at http://news.google.com. Clink on "world". Note that many newspapers in other countries have English language versions. In addition, I would recommend that you regularly peruse the following periodicals: Foreign Policy, The Atlantic Monthly, The Economist, The Nation, The New York Review of Books. All are available in our library.

Required Films:
I like to use films in this course because not only do they give us the opportunity to think about how global processes are experienced by real people in particular historical, geographical and cultural contexts. They also convey in visual terms key concept and relationships that we will be reading about. Most films exceed the time allotted for our regular class, so films are scheduled for three Tuesday evenings throughout the semester. Even if you've seen them before, you should plan to attend these class showings. All films will be shown on 7:00pm in Olin Auditorium. Specific dates are also noted in the course schedule.
Taxi to Timbuktu (September 12)
Mardi Gras Made In China (Oct. 31)
Goodbye, Lenin (Nov. 3 and 4)

Course Requirements:
Participation - Regular and meaningful participation is an important part of this course. Students are expected to be active participants in this course. This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in a timely fashion and that you will offer valuable contributions to our class discussions on a regular basis. My assessment of participation also involves taking into account the level of student engagement. Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the Course? Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals and other courses or independent reading) into our discussions? Truly exemplary participation will also demonstrate these characteristics. Failure to regularly meaningfully participate in class will negatively affect your grade. To help encourage your participation I will ask you to submit six 350-400 world responses to posted reading questions throughout the semester. Three of these responses must be completed on or before mid semester (10/16). Responses that are off mark, show no sign of familiarity with the reading, or are unreflective will receive partial credit. Reading responses will each count for 2% of your final grade. The other 6% break down accordingly, participated rearely 1%, sometimes 2%, frequently 4% or always 6%. Hourly and Final Exams- The hourly exams will primarily involve short-answer questions. Questions for the final will be distributed in advance. The final exam will be distributed in advance. The final exam will be a take-home exam. (Hourly exams are worth 20% each while the final is worth 12%) Essay - Within the first few weeks of the course you will be asked to write an essay in response to questions about the readings. (The essay counts for 15% of your final grade. Research Project-Details of this assignment will be distributed a few weeks into the course. (This project counts for 15% of your final grade.)Course

Policies:Plagiarism-I expect all students to conduct research and writing honestly and to appropriate reference for all sources consulted. Those of us who engage in research and writing take plagiarism very seriously. According to our student handbook, plagiarism is defined as follows: "In any academic assignment, plagiarism involves the use of data, ideas, or works of others without proper use of established or designated forms of acknowledgement, such as footnotes, quotations, bibliographies, etc. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism." All suspected instances of plagiarism will be referred to the Associate Provost's office for investigation and ajudication. Just as the expanding Internet provides many opportunities for plagiarism, it also provides many tools for professors to use to check for plagiarsim, and I do check. Class Attendance and Tardiness - You are expected to attend class regularly and faithfully. If you have a bonafide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss. More than two absences during the semester will seriously affect your final grade. If you must miss class, please contact a classmate to review what you missed. While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes by individual students. Also, do not come to class late. Late arrivals are not only disruptive; they also convey a lack of respect for the course. Generally, I will shut the classroom door about five minutes after class begins. Please do not enter the class if the door is shut.

 

Late Work-I do not accept late work because it shows disrespect to your classmates. It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress. All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone working on assignments until the last minute. All assignments must be submitted in class on the day they are due. No electronically submitted assignments will be accepted. When an assignment is due hand in what you have - for that I can give partial credit. Accommodation for Students with Disabilities- Any student who feels he or she may need an accomodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support and Enrichment Center in 104 Doane to verify the need for reasonable accommodations based on documentation on file in their office.

In general, if you have questions, concerns or problems related to the course, it is always better to ask in advance than to allow the issue to grow over time.

 

Date	Topic	Assignment	Due
8/28	Introduction
8/30	Globalization Processes	Enloe, "Feminists Try On the Post-Cold War Sneaker", and Friedman, "The First Law of Petropolitics" [ERES]
9/1		Ghosh, "Prologue" and "Lataifa"
9/4		Ghosh,"Nashawy"
9/6		Ghosh, "Mangalore," "Going Bank," and "Epilogue"
9/8	Summary Ghosh		Handout essay assignment
9/11		Barber, "Jihad vs. McWorld [ERES]
9/12 (Tuesday)	Film	Taxi to Timbuktu
9/13		Discussion of film
9/15	The long 19th Centruy and modernity	Bayly, ch.2 [ERES]
9/18		Bayly, chap. 3 [ERES]
9/20		Bayly chap. 6 [ERES]	Essay due in class
9/22		Tetreault "People and States" [ERES]
9/25	Discussion of Bayly and Tetreault		Hand out research project
9/27		Renan, "What Is a Nation?", and Pei, "The Paradoxes of American Nationalism" [ERES}
9/29	No class	GSA Conference
10/2	Nations and Nationalism	Anderson, chap. 10
10/4	The Imagined Community	Anderson, Introduction
10/6		Anderson, chap.2
10/9		Anderson, chap.3
10/11		Anderson, chap.5
10/13		Anderson, chap. 7
10/16			Hourly: Nationalism and National Identity
10/18		Farmer "Suffering and Structural Violence" [ERES]
10/20		Mintz, chap. 1 and 2
10/23		Mintz, chap. 3
10/25		Mintz, chap 4
10/27	Discussion of Mintz
10/30	Globalization	Hoogvelt, "Intro" and ch. 1 [ERES]	Core-periphery lecture
10/31 (Tuesday)	Film	Mardi Gras Make in China
11/1/td>		Discussion of Film
11/3	View Film "Goodbye Lenin"	Hoogvelt ch. 4 "From Expansion to Involution"
11/6		Hoogvelt, ch. 5 "Flexibility and Informationalism" [ERES]
11/8		Adler, Part I
11/10		Adler, Part II
11/13		Adler, Part III
11/15			Hourly: global economy
11/17		Coffee film in class
11/27	Borders and identity: the two Germanys	Berdahl "Intorduction" and chapter 1 Discussion of film "Goodbye Lenin"
11/29		Berdahl chap 2 and 3	Research Projects due
12/1		Berdahl chap 4	Course evaluations
12/4		Berdahl chap 5	Course evaluations
12/6		Berdahl chaps 6 and 7	Course evaluations
12/8	Summary discussion	Discussion of final	Course evaluations
Exam letter E- December 14	Last day of classes

Instructor: Isis Nusair
Office: Knapp Hall 210C, 587-8537
Hours: Tuesdays and Thursdays 4:30-6:00 INTL 100
Introduction to International Studies
The Making of the Modern World
Tuesdays and Thursdays 3-4:20 Fellows 203
Fall 2006

Course Description
This interdisciplinary course introduces students to some of the basic concepts and analytical skills associated with International Studies as an interdisciplinary field that explores global processes that shape broad international trends and its effects on human lives. Students in this course will be introduced to both a history of the ways of seeing the world and critical views of these methods. Moving into the contemporary era, the course will encourage participants to think about the connections between the past and the present, the demands of a "new world order," and how we view global processes. The course traces global developments that involved the shifting balance of power between states and transnational organizations, increased mobility of people, shifting forms or production and finance, HIV/AIDs pandemic, human rights, nuclear proliferation, expansion of consumer markets and commoditization, sustainability and developments in technology, and the global media. In each of these cases we will trace how global processes associated with the moblility of people, capital, ideas and power transcend the boundaries of states and cultural groups, and how issues of politics, economics and culture intersect. Our exploration of global processes is both historical and contemporary. The course encourages students to become more critical about what is said in popular media about the world, and understand global processes and the interconnectedness of the world in which we live.

This course is the first core course in the International Studies major and it fulfills the "Interdisciplinary and World Issues" requirement of the General Education Program. Whether or not you decide to pursue an International Studies major, this course will help you develoop a more sophisticated understanding of how the world works and your place in it.

Class Requirements
Students are expected to read the course material, attend screening sessions, and participate in class disucssion. The course requirements also include 2 class presentations, 2 blackboard posting, 5 assignments and a final exam. The final exam constitutes 30% of the evaluation, the assignments consstitute 50% of the evaluation, class presentations constitute 10% of the evaluation, and class participation and web-postings constitute 10% of the evaluation.Separate guidelines explaining these assignments will be posted on Blackboard.

Course Policies
Plagarism: Students and faculty at Denison University and the Department of Interantional Studies are committed to academic integrity and will not tolerate any violation of this principle. Academic honesty is the cornerstone of teaching and learning. Academic dishonesty is, in most cases, intellectual theft. It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation. This standard applies to all work ranging from daily homework assignments to major exams. Students must clearly cite any sources consulted , not only for quoted phrases but also for ideas and information that are not common knowledge. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism. It is the student's responsibility to follow the appropriate citation format. As is indicated in Denison's Student Handbook, available through www.mydenison.edu, instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or explusion. See:
http://www.denison.edu/studentaffairs/handbook/article7.html
Disability: Any student who feels he or she may need an accommodation based on the impact of a disabiity should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support & Enrichment Center in 104 Doane to verify the need for reasonable accomoodations based on documentation on file in that office.
Attendance: You are expected to attend class regularly. More than three absences during the semester will seriously affect your final grade.
Evaluation: Students are required to write midterm and final evaluations of their performance in the class.
Printing: All class material should be printed double-sided in order to save on paper and protect the environment.

Reading Material
Reading materials will be avilable at the bookstore and on ERES. Various handouts and supplementary matieral will be distributed in class and posted on Blackboard.

Required Books
Ahmed, Leila.1999.Border Pasage: A Women's Journey from Cairo to America. New York: Penguin Books.
Conrad, Joseph. 1999.Heart of Darkenss. New York: The Modern Library.
Mintz, W. Sidney. 1986. Sweetness and Power. New York: Penguin Books.
Rothenberg, Paul S. 2006. Beyond Borders; Thinking Critically About Global Issues. New York: Worth Publishers.
Smith, Dan. 2003. The Penguin State of the World Atlas. London: Penguin Books.

Recommended Books
Anderson, Benedict. 1991.Imagined Communitities. London: Verso.
Bardt, Deborah. 2002.Tangled Routes: Women, Work and Globalization on the Tomato Trail. New York: Rowman & Littlefield Publishers.
Bayly, C.A. 2004. The Birth of the Modern World. Massachusetts: Blackwell Publishing.
Khalidi, Rashid. 2004.Resurrecting Empire: Western Footprints and America's Perilous Path in the Middle East. Boston: Beacon Press.

Newspapers and Periodicals
We will discuss current events on a regular basis. Therefore, it is imperative that you seek out good sources of information on global issues. Savvy International Studies scholars are senstive to issues of perspective and biases in news reporting and make every effort to check out multiple sources. The following websites may be helpful:
http://allafrica.com
http//mg.co.za
http://www.nytimes.com
http://washingtonpost.com
http://www.guardian.co.uk
http://www.independent.co.uk
http:english.aljazeer.net/HomePage
http:jordantimes.com/thu/index.htm
http:www.dailystart.com.lb/home2.asp
http:www.haaaretz.com
http:www.jpost.com
http:timesofindia.indiatimes.com
http:www.liberation.fr
http:www.lemonde.fr
http:www.lexpress.fr
http://www.speigel.de
http://www.zeit.de In addition, I would recommend that you regularly pursue the following periodicals (all are available at the library): Foreign Policy, The Atlantic Monthly, The Nation, The New Yorker, and The New York Review of Books.

Films
Apocalypse Now, Francis Ford Coppola, 1989, 153 minutes
Bread and Roses, Ken Loach, 2000, 110 minutes.
Four Women of Egypt, Tahani Rached, 1999, 90 minutes
The Global Assembly Line, Lorraine Gray, 1986, 60 minutes.
Mardi Gras: Made in China, David Redman, 2004, 72 minutes.
Occupation: Dreamland, Garett Scott and Ian Olds, 2005, 78 minutes.
State of Fear, Pamela Yates, Paco de Onis and Peter Kinoy, 2005, 94 minutes.
Supersize Me Morgan Spurlock, 2004, 96 minutes.

Class Schedule
August 29th: Introduction and HousekeepingAugust 31st: Maps, Statistics, and the Politics of Naming
David Turnbull, "The Function of Maps,"pp. 7-15 in Beyond Borders.
Janice Monk, "Are Things What They Seem to Be? Reading Maps and Statistics," pp. 16-26 in Beyond Borders.
Chilla Bulbeck, "Fracturing Binarisms: First and Third Worlds," pp. 37-41 in Beyond Borders.
Chandra Talpade Mohanty, "One-third/Two-Thirds Worlds,: pp. 41-43 in Beyond Borders.
Mona Abaza, "Orientalism," pp. 394-398 on ERES. Optional reading:
Adriana Mata Greenwood, "Gender Issues in Labor Statistics," pp.27-36 in Beyond BordersSeptember 5th: The Legacy of Colonialism
William Appleman Williams, "Empire as a Way of Life," pp. 81-88 in Beyond Borders.
Felix Greene, "How It Began," pp. 88-97 in Beyond Borders.
Samir Amin, "Eurocentrism," pp. 97-99 in Beyond Borders.
Jerry Kloby, "The Legacy of Colonialism," pp. 99-106 in Beyond Borders
Walter Rodney, "How Europe Underdeveloped Africa," pp. 107-125 in Beyond Borders.
"Colonialism in Africa, 1914," p. 126 in Beyond Borders.September 7th:Discourses on Colonialsm and Post-Colonialsm
Aime Cesaire, "From Discourse on Colonialism," pp. 162-171 on ERES.
Read pages 1-37 in Heart of Darkness.September 12th: Heart of Darkness
Read pages 38-96 in Heart of Darkness.September 14th: Identify, Location and Culture
Sita Ranchod-Nilsson, "Reflecting on Daily Dissonance,: on ERES
Chandra Talpade Mohanty, "On Being South Asian in North America," pp. 209-216 in Beyond Borders.
Ella Shohat, "Dislocated Identities: Reflections of An Arab Jew,: pp. 216-220 in Beyond Borders.
Stuart Hall, "Old and New Identities," pp. 220-224 in Beyond Borders.September 19th: Border Passage
Read Chapters 1-3, pp. 3-67, in A Border Passage.
Paper #1 dueSeptember 21st:
Read Chapters 4-6, pp. 68-157. in A Border Passage.September 26th:
Read Chapters 7-9, pp. 158-205, in A Border Passage.September 28th:
Read Chapters 10-12. [[/ 206-307, in A Border Passage.October 3rd: Passages to Modernity
C. A. Bayly, "Passages from the Old Regimes to Modernity," chapter 2, pp. 49-85 in The Birth of the Modern World on ERES.
Paper #2 dueOctober 5th: Converging Revolutions
C. A. Bayly, "Converging Revolutions," chapter 3, pp. 86-120 in The Birth of the Modern World on ERES. Optional Reading:
C. A. Bayly, "Between World Revolutions, c. 1815-1865," chapter 4, pp. 125-169 in The Birth of the Modern World.October 10th: Industrialization
C. A. Bayly, "Industrialization and the New City," chapter 5, pp. 170-198 in The Birth of the Modern World on ERES.October 12th: Nation, Empire and Ethnicity
C. A. Bayly, "Nation, Empire, and Ethnicity," chaper 6, pp. 199-243 in The Birth of the Modern World on ERES.October 17th: Sweetness and Power
Read Introduction and pages 3-73 in Sweetness and Power
Paper #3 DueOctober 19th:
Read pages 74-150 in Sweetness and Power.October 24th:
Read pages 151-214 in Sweetness and Power.October 26th: Resurrecting Empire
Read pages ix-xiv and 1-36, 74-117, 152-175 in Resurrecting Empire on ERES.October 31st: Constructing Difference, Patriarchy and Domination; Poverty
Gerda Lerner, "The Patriarchal Family," pp. 253-255 in Beyond Borders.
World Health Organiztion, 'Violence Against Women," pp. 278-287 in Beyond Borders.
Lucinda Marshall, "The Connection Between Militarism and Violence Against Women," pp. 307-310 in Beyond Borders.
Jan Knippers Black, "Inequality in the Global Village," pp. 323-330 in Beyond Borders.
Michael Yates, "Poverty and Inequality in the Global Economy," pp. 330-339 in Beyond Borders.
World Health Organization, "The Current State of Global Health,"pp. 356-363 in Beyond Borders.
Jeffrey D. Sachs, 'Macroeconomics of Health: No Health Available at $7.50 per Person Per Year,: pp. 364-367 in Beyond Borders.
International Labor Organization, "Facts onChild Labor," pp. 396-397 in Beyond Borders.
Un Bulletin on the Eradication of Poverty, "World Poverty and Hunger Fact Sheet,: pp. 398-399 in Beyond Borders.
Optional reading:
Sima Wali, Elizabeth Gould, and Paul Fitzgerald, "the Impact of Political Conflict on Women: The Case of Afghanistan,: pp. 311-316 in Beyond Borders.
Angus Deaton, "Is World Poverty Falling?" pp. 240-345 in Beyond Borders.
The International Forum on Globaliztion, " A Critical Look at Measurements of Economic Progress," pp. 346-355 in Beyond Borders.
Paul Farmer, "Suffering and Structural Violence," pp. 368-393 in Beyond Borders.
Paper #4 dueNovember 2nd: Globalization and Its Discontents
Joseph Stiglitz, "Globalization and Its Discontents: The Promise of Global Institutions," pp. 419-431 in Beyond Borders.
John A. Powell and S.P. Udayakumar, "Race, Poverty, and Globalization,"pp. 432-437 in Beyond Borders.
Jan Jindy Pettman, "On the Backs of Women and Children," pp. 437-440 in Beyond Borders.
Cynthia Enloe, "The Globetrotting Sneaker," pp. 380-383 in Women's Voices, Feminist Visions on ERES.
William K. Tabb, "Privatization and Urban Issues: A Global Perspective," pp. 440-445 in Beyond Borders.
David Moberg, "Plunder and Profit,"pp. 446-449 in Beyond Borders.
Michael Parenti, "The WTO and Globalization," pp. 449-452 in Beyond Borders.
Michael Chossudovsky, "The Globalization of Poverty,"pp. 453-461 in Beyond Borders.
Arundhati Roy, "Shall We Leave It to the Experts? pp. 461-467 in Beyond Borders.November 7th: Transnational Institutions and the Global Economy
Corey Mattson, Marrie Ayer, and Daniela Mijal Gerson, "The Maquila in Guatemala: Facts and Trends," pp. 481-487 in Beyond Borders.
Global Exchange, "Plan Puebla Panama," pp. 488-490 in Beyond Borders
JoAnn Wypijewski, "GE Goes South," pp. 490-492 in Beyond Borders.
Joshua Frank, "Ground Down in the Fields: Coffee and State Authority in Columbia," pp. 493-497 in Beyond Borders.
Juan Houghton and Beverly Bel, "Latin American Indigenous Movements in the Context of Globalization," pp. 498-504 in Beyond Borders.
Mandisi Majavu, "Debt, Reforms, and Social Services in Africa," pp. 507-509 in Beyond Borders.
Meredith Throop, "The Impact of Water Privatization on South African Women" pp. 509-514 in Beyond Borders.
Ifeoma Opara, "Water Privatization Charts," pp. 515-516 in Beyond Borders
The Basel Action Network, "Exporting Harm: The High-Tech Trashing of Asia," pp. 540-541 in Beyond Borders.
L. Rajiva, "The Gobalized Village," pp. 542-544 in Beyond Borders.
Amadou Toumani Toure and Blaise Compaore, "Your Farm Subsidies Are Strangling Us," pp. 545-546 Beyond Borders.
Kevin A. Hassett and Robert Shapiro, "How Europe Sows Misery in Africa," pp. 547-550 in Beyond Borders. Optional reading:
Vandana Shiva, "The Crisis of Potato Growers in U.P.," pp. 554-558 in Beyond Borders.
Brian Toker, "The World Bank and The 'Next Green Revolution:' devastating IMF/World Bank Sponsored Environmental Projects in the Name of Progress,"pp. 561-569 in Beyond Borders.November 9th: Toward a More Equitable Future: Grassroots Movements for Social Change
Claudio Albertini, "Small is Beautiful Airport, McDonalds's, and Hypermarkets in Mexico," pp. 577-580 in Beyond Borders.
Vandana Shiva, "Building Water Democracy: People's Victory Against Coca-Cola in Plachimada," pp. 580-583 in Beyond Borders.
New Pittsburgh Courier, "Nigerian Women Win Out Against Oil Giants," pp. 584-585 in Beyond Borders.
Liza Feathersone, "The New Student Movement," pp. 585-590 in Beyond Borders.
Eugenio Gonzales and Liz Stanton, "Filipino Dump Activists Turn Waste into Wealth," pp. 591-594 in Beyond Borders.November 14th: Crossing Borders and Weaving a Holistic Approach
Read pages 209-255 in Tangled Routes on ERES
Paper #5 dueNovember 16th:
Class presentation on Poverty, Health and HIV/AIDSNovember 18-26: Midterm BreakNovember 28th:
Class presentation on War and ConflictNovember 30th:
Class presentation on MigrationDecember 5th:
Class presentation on Environmental sustainabilityDecember 7th:
General OverviewDecember 12th: Final exam due in my office at

Gary L. Baker
Fellows 419, X6213 direct, x6369 (program assistant)
email: bakerg@denison.edu
INTL 100
Introduction to International Studies 100.01
The Making of the Modern World
Spring 2007

International Studies is the interdisciplinary exploration of global processes that shape broad international trends as well as the specific historically and culturally embedded lives of people throughout the world. As a field International Studies is relatively new, combining knowledge and methods from the social sciences, the humanities and the fine arts. The field emerged in the late 1970s partly in response to a number of global developments involving the increased mobility of people associated with political turmoil; labor and tourism; shifting forms of production and finance; the HIV/AIDS pandemic; human rights regimes; nuclear proliferation; expansion of consumer markets and commoditization; and developments in technology and global media, among others. Understanding these issues and addressing related problems, requires scholars to transcend limitations imposed by disciplinary boundaries.

There is a wide range of subjects that fall within the purview of inquiry International Studies from the meanings and financial implications of cultural flows associated with the global proliferation of McDonald's or Bollywood movies, to the changing composition of the global manufacturing workforce, to the shifting balance of power between states and transnational organizations. This list of merely suggestive. In each of these cases global processes associated with the moblity of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics and culture intersect. The exploration of global processes is both historical and contemporary. These characteristics distinquish International Studies from other fields. This course will introduce you to some of the basic concepts and analytical skills associated with International Studies. It is the first core course in the Internationl Studies major and it fulfills the "Interdisciplinary and World Issues." requirement of the General Education Program. Whether or not you decide to pursue an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.

Required Readings - Books
Books - The following books are available for purchase from the University bookstore:
Amitav Ghosh, In an Antique Land
Sidney Mintz, Sweetness and Power
Benedict Anderson, Imagined Communities
Pietra Rivoli, The Travels of a T-Shirt in the Global Economy
Daphne Berdahl, Where the World Ended

Articles- a series of articles from a wide variety of publications is available on Electronic Reserves [ERES] and accessible through the library's webpage. The password for our class is "hegemony" (case sensitive).

PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY. - This will allow us to consult the text during class.

Newspapers and Periodicals: We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis. Therefore, it is imperative that you seek out good sources of information on global issues. There are many ways to access this information. The New York Times is available. You can also sign up for free daily email from The New York Times. International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources. The following websites may be helpful: http://allafrica.com
http//mg.co.za[Daily Mail & Guardian from S. Africa]
http://www.nytimes.com
http://washingtonpost.com
http:mews.bbc.co.uk
http:aljazeer.net
http:timesofindia.indiatimes.com
http:www.lemonde.fr
http:www.lexpress.fr
http://www.utm.edu/departments/french/french/ (choose link for press, radio and television)
http://www.speigel.de
http://www.zeit.de
http://www.lanic.utexas.edu (choose the link "Media and Communication")
This list is, of course, not exhaustive. Google also provides an international news indexing service at http://news.google.com/and clickk on "World". Note that many newspapers in other countries have English language versions. In addition, I would recommend that you peruse the following periodicals: Foreign Policy, The Atlantic Monthly, The Economist, The Nation, The New York Review of Books. All are available in our library.Required Films:
I like to use films in this course because not only do they give us the opportunity to think about how global processes are experienced by real people in particular historical, geographical and cultural contexts. They also convey in visual terms key concept and relationships that we will be reading about. Most films exceed the time allotted for our regular class, so films are scheduled for evenings during the semester. These films will be placed on reserve for individual or small group viewing, otherwise you should plan to attend class showings. Two of the films will be shown at 7:00pm in our classroom. Specific dates are noted in the coruse schedule.
Taxi to Timbuktu (February 1)
Mardi Gras Made In China (March 29)

Course Requirements:
Participation - Regular and meaningful participation is an important part of this course. Students are expected to be active participants in this course. This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in a timely fashion and that you will offer valuable contributions to our class discussions on a regular basis. My assessment of participation also involves taking into account the level of student engagement. Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the Course? Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals and other courses or independent reading) into our discussions? Truly exemplary participation will also demonstrate these characteristics. Failure to regularly and meaningfully participate in class will negatively affect your grade. To help encourage your participation I will ask you to submit six 400-450 word responses to posted reading questions throughout the semester. Three of these responses must be completed on or before mid semester (3/5). Responses that are off mark, show no sign of familiarity with the reading, or are unreflective will receive partial credit. Reading responses will each count for 2% of your final grade. The other 6% break down accordingly, participated rearely 1%, sometimes 2%, frequently 4% or always 6%. Hourly and Final Exams- The hourly exams will primarily involve short-answer questions. Questions for the final will be distributed in advance. The final exam will be distributed in advance. The final exam will be a take-home exam. (Hourly exams are worth 20% each while the final is worth 12%) Essay - Within the first few weeks of the course you will be asked to write an essay in response to questions about the readings. (The essay counts for 15% of your final grade.) Research Project-Details of this assignment will be distributed a few weeks into the course. (This project counts for 15% of your final grade.)

Course Policies:Plagiarism-I expect all students to conduct research and writing honestly and to appropriate reference for all sources consulted. Those of us who engage in research and writing take plagiarism very seriously. According to our student handbook, plagiarism is defined as follows: "In any academic assignment, plagiarism involves the use of data, ideas, or works of others without proper use of established or designated forms of acknowledgement, such as footnotes, quotations, bibliographies, etc. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism." All suspected instances of plagiarism will be referred to the Associate Provost's office for investigation and ajudication. Just as the expanding Internet provides many opportunities for plagiarism, it also provides many tools for professors to use to check for plagiarsim, and I do check. Class Attendance and Tardiness - You are expected to attend class regularly and faithfully. If you have a bona fide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss. More than two absences during the semester will seriously affect your final grade. Thereafter I will take 1% off your grade for every absence. If you must miss class, please contact a classmate to review what you missed. While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes by individual students. Also, do not come to class late. Late arrivals are not only disruptive; they also convey a lack of respect for the course. Generally, I will shut the classroom door about five minutes after class begins. Please do not enter the class if the door is shut.

 

Late Work-I do not accept late work because it shows disrespect to your classmates. It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress. All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone working on assignments until the last minute. All assignments must be submitted in class on the day they are due. No electronically submitted assignments will be accepted. When an assignment is due hand in what you have - for that I can give partial credit. Accommodation for Students with Disabilities- Any student who feels he or she may need an accomodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support and Enrichment Center in 104 Doane to verify the need for reasonable accommodations based on documentation on file in their office.

In general, if you have questions, concerns or problems related to the course, it is always better to ask in advance than to allow the issue to grow over time.

 

Date	Topic	Assignment	Due
1/15	Introduction
1/17	Global Processes	Enloe, "Feminists Try On the Post-Cold War Sneaker", and Friedman, "The First Law of Petropolitics" [ERES]
1/19		Ghosh, "Prologue" and "Lataifa"
1/22		Martin Luther King Celebration	no class
1/24		Ghosh, "Nashawy"
1/26		Ghosh, "Mmangalore," "Going Back," and "Epilogue"
1/29	Summary Ghosh		Handout essay assignment
1/31		Barber, "Jihad vs. McWorld [ERES]
2/1 (Thursday)	Film	Taxi to Timbuktu
2/2		Discussion of film
2/5	The long 19th Century & modernity	Bayly, chap. 2 [ERES]
2/7		Bayly chap. 3 [ERES]
2/9		Bayly chap. 6 [ERES]
2/12		Tetreault "People and States" [ERES]	Hand out research project
2/14	Discussion of Bayly and Tetreault		Hand out research project; due April 18
2/16	Nations and Nationalism	Renan, "What Is a Nation?", and Pei, "The Paradoxes of American Nationalsim" [ERES]
2/19		Research project	Library instruction
2/21	The Imagined Community	Anderson, Introduction- Anderson, chap 10
2/23		Anderson, chap.2
2/26		Anderson, chap.3
2/28		Anderson, chap.5
3/2		Anderson, chap. 7
3/5		Farmer "Suffering and Structural Violence" [ERES]
3/7			Hourly: Nationalism and National Identity
3/9		Mintz, chap. 1
3/19		Mintz, chap. 2
3/21		Mintz, chap 3
2/26	Discussion of Mintz
3/28	Globalization	Hoogvelt, "Intro" and ch. 1 [ERES]	Core-periphery lecture
3/29 (Thursday)	Film	Mardi Gras Made in China
3/30/td>		Discussion of Film
4/2	"	Hoogvelt ch. 4 "From Expansion to Involution"
4/4		Hoogvelt, ch. 5 "Flexibility and Informationalism" [ERES]
4/6		Rivioli, Part I
4/9		Rivioli, Part II and III
4/11		Adler, Part IV
4/13			Hourly: global economy
4/16	Borders and Identity: the two Germanys	Berdahl "Intorductioon" and chapter 1
4/18		Berdahl chap 2 and 3	Research Projects due
4/20		Kentucky Foreign Language Conference	No class Course evaluations
4/23		Berdahl chap 4	Course evaluations
4/25		Berdahl chap 5	Course evaluations
4/27		Berdahl chaps 6 and 7	Course evaluations
4/30	Summary discussion	Discussion of final	Course evaluations
Exam letter B May 4

Fall 2007                                                     Taku Suzuki
Tues/Thurs 8:30-9:50AM                            International Studies Program
Fellows 203                                                 Office: Fellows 420, x-6528                                                  Office Hours: Mon/Wed 2-3PM, Tues/Thurs 3-4PM     
                                                   E-mail: suzukit@denison.edu


International Studies 100
The Making of the Modern World

Course description:
International Studies is the interdisciplinary exploration of global processes that shape broad international trends as well as the specific historically and culturally embedded lives of people throughout the world.  As an academic field International Studies is relatively new, Combining knowledge and methods from the social sciences, the humanities, and the fine arts. The field emerged partly in response to a number of global developments involving the increased flows of people, information, and ideas in the second half of the twentieth century: political turmoil, labor migration; tourism, shifting forms of production and finance, cross-regional pandemic; human rights violation and advocacy; nuclear proliferation; expansion of consumer markets; developments in telecommunication technology and mass media; and global environmental problems. Understanding these realities and addressing related problems require scholars to transcend limitations imposed by traditional disciplinary boundaries.
There is a wide range of subjects that fall within the purview of inquiry in International Studies. In each of global processes associated with the mobility of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics, and culture intersect. The exploration of global processes is both historical and contemporary, requiring us to resort to sociological and historical approaches. These characteristics distinguish International Studies from other fields.  
This course introduces you to some of the basic concepts and analytical skills associated with International Studies.  It is the first core course in the International Studies major and it fulfills the “Interdisciplinary and World Issues” requirement of the General Education Program.  Whether or not you decide to pursue an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.

Course objectives:
At the end of this course, I want students to be able to:
1.    Identify economic, political, and socio-cultural causes of a particular local event or circumstance in today’s world beyond its immediate local and historical context, and place it in the long history of global interconnections.
2.    Predict economic, political, and socio-cultural outcomes of a particular local incident or situation within and beyond its immediate local context, in light of the long history of global interconnections.
3.    Form an informed opinion about a controversial political, economic, and socio-cultural situation or decision in the world today that is not discussed in class.

Books to purchase:

• Wolf, Eric R. 1997. Europe and the People Without History. U of California P.

• Anderson, Benedict 2006 [1991]. Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso.

• Harvey, David 2005. A Brief History of Neoliberalism. Oxford UP.

• Parreñas, Rhacel Salazar 2001. Servants of Globalization: Women, Migration, and Domestic Work. Stanford UP.

• Condry, Ian 2006. Hip-Hop Japan: Rap and the Paths of Globalization. Duke UP.

All books are available at the Denison University bookstore.

Articles from a wide variety of publications are available on Electronic Reserves (eRes) and electronic journals accessible through the library homepage.  

PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY: This will allow us to consult the text during class.

Newspapers and periodicals:  
We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis.  Therefore, it is imperative that you seek out good sources of information on global issues.  There are many ways to access this information.  The New York Times is available locally. You can also sign up for free daily email from The New York Times.  International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources.  The following websites may be helpful:

    http://allafrica.com
    http://mg.co.za (Daily Mail & Guardian from S. Africa)
    http://www.nytimes.com (The New York Times)
    http://washingtonpost.com (The Washington Post)
http://english.people.com.cn/ (The People’s Daily, a Chinese government-run newspaper [English])    
http://news.bbc.co.uk (British Broadcasting Company)
    http://english.aljazeera.net/English  (Al Jazeera, a UAE cable news station [English])
    http://timesofindia.indiatimes.com (The Times of India)
    http://www.lemonde.fr (Le Monde, French national newspaper [French])
    http://www.japantimes.co.jp/ (The Japan Times [English])
    http://www.spiegel.de/international/  (Del Spiegel, a German weekly magazine [English])
http://www.theglobeandmail.com/ (The Globe and Mail, a Canadian national newspaper [English])
http://www.nationmultimedia.com/ (The Nation, a Thai national newspaper [English])


This list is, of course, not exhaustive.  Google also provides an international news indexing service at http//news.google.com/ and click on “World.” Note that many newspapers in other countries have English language versions.

In addition, I would recommend that you peruse the following periodicals:  Foreign Policy, The Atlantic Monthly, The Economist, The Nation, The New York Review of Books.  All are available in our library.


Course requirements:
1.    Attendance and participation: 20%
Regular and meaningful participation is an important part of this course.  Students are expected to be active participants in this course.  This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in on time and that you will offer valuable contributions to our class discussions on a regular basis.  My assessment of participation also takes into account the level of student engagement.  Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the course?  Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals, other courses, or independent reading) into our discussions?  Failure to regularly and meaningfully participate in class will negatively affect your grade.  More than two unexcused absences will result in downgrade in attendance.

2.    Ad-hoc short writing assignments (in-class and discussion board): 10%
There are approximately nine short (usually one paragraph-long) writing assignments presented during class (Midterm course evaluation, conducted during 10/18 class, will be counted as one of the assignments.). These are responses to class discussion, film, reading assignment, and in-class exercise. You will submit your assignments before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper. Each assignment will be evaluated by three criteria: 1. It has been submitted in time; 2. It indicates that you have thoroughly competed the reading, film-viewing, or in-class writing assignment; 3. Your assignment shows that you have gone beyond merely answering the question or stating personal opinion by integrating multiple issues discussed in class. If you have satisfied 1 and 2, you will receive full (100%) credit; if you have satisfied all three, you will receive 120% credit; if you have failed to satisfy 1 or 2, you will receive 80% of full credit; if you have failed to satisfy 1 and 2, you will receive 50% of full credit.   

3.    Three short essays: 30% (10% X 3)
You will be required to submit three 3-4 page (double-spaced) essays on assigned topics. You will write these essays not as summaries of the readings and your responses to them, but instead as critical, insightful, and compelling arguments that synthesize issues raised by the readings, lectures, and class discussions. For the first two assignments (in addition to the group research project paper, see below), three students form a group and write about the same region or country to answer the assigned questions. Although the group members could consult with each other, each must write his/her own individual paper. Also for the first two assignments, ALL students are required to visit Writing Center (see below) to receive assistance for writing and editing your papers. Failing to do so before submitting your papers will result in downgrading of your assignments (I will be automatically notified by the center after you visited it). Your citation and reference listing must follow the Chicago Style (See the library’s link: http://library.osu.edu/sites/guides/chicagogd.php).
Each paper will count for 10% of your course grade. Unexcused late papers will be penalized one-half grade (e.g., an A- becomes B+) for each day late.

4.    Group research project: 15%
Three students form a group, and each, as a team, must conduct a research on political, economic, socio-cultural causes and effects of one particular incident or development in one particular region or country.  In the beginning of November, each group, which will have already worked together for the short papers #1 and #2, will be assigned with a particular incident or situation (in a form of newspaper or magazine article) in today’s world.  Each group will collectively research the case in order to identify its major causal factors and potential outcomes within and beyond the region. Each member of the group, by applying some of the perspectives we have read about and discussed in class, must identify causes and effects in (1) politics; (2) economy; or (3) socio-cultural conditions. This assignment has two components:
a.    Poster presentation: 5%
The groups will present their research projects in the form of poster session in the last two classes of the course (12/4 & 6). The poster presentation, which lasts about fifteen minutes, must concisely summarize the assigned case, the group’s findings, and conclusions (10 minutes), and pose at least one relevant question to the rest of the class for further discussion on the subject (5 minutes). To prepare for the presentation, each group will collectively create a poster, in front of which the group will present. Each group will submit the poster (its PowerPoint template printout) as the evidence of their collective work. The presentation and discussion-leading will be graded with letters.
b.    Research paper: 10%
Each member of the group must write his/her own individual paper, drawn from the materials the group collectively gathered. The paper needs to be 6-7 page-long, double-spaced, no larger than 12pts font, with no larger than 1.25 inch margins. It must also be proofread, as the quality of writing (grammar, spelling, etc.) will be taken into consideration for grading. The paper will be graded with letters.

5.    Midterm and Final Exams: 25% (10%: Midterm; 15%: Final)
The midterm exam will primarily involve short-answer (identification) questions about the readings and one essay question.  The final exam will be a take-home exam, in a form of essay questions.  The final exam questions will be distributed in the last class meeting (12/6). The exams will be graded with points. If you miss a midterm exam due to illness or a family emergency, you must take a make-up midterm exam. Make-up exams must be taken no later than two days after the original exam date. Delayed final take-home exam will be downgraded each passing day after the due date by ten percentile of the exam grade.


Grading:
Class attendance and participation:                 20%
Ad-hoc writing assignment:                           10%
Three short papers:                                         30% (10X3)
Research paper:
Poster presentation/discussion-leading:          5%
Final individual paper:                                  10%
Midterm exam:                                             10%
Final exam:                                                  15%
                                                                   100%

Percentage        Letter Grade
94-                     A
90-93.99            A-
87-89.99            B+
84-86.99            B
80-83.99            B-
77-79.99            C+
74-76.99            C
70-73.99            C-
67-69.99            D+
64-66.99            D
60-63.99            D-
-59.99                F


Course policies:
1.    Plagiarism and Academic Integrity:
The students and faculty of Denison University and the International Studies Program are committed to academic integrity and will not tolerate any violation of this principle.  Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty is, in most cases, intellectual theft.  It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation.  This standard applies to all work ranging from daily homework assignments to major exams.  Students must clearly cite any sources consulted—not only for quoted phrases but also for ideas and information that are not common knowledge.  Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism.  It is the student’s responsibility to follow the appropriate format for citations. As is indicated in Denison’s Student Handbook, available through mydenison.edu , instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or expulsion. (For further information, see http://www.denison.edu/student-affairs/handbook/ar03s02s01.html)

2.    Class Attendance and Tardiness:
You are expected to attend class regularly and faithfully.  If you have a bona fide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss.  More than two absences during the semester will count for 1% taken from your final grade.  Thereafter I will take 1% off your grade for every absence.  If you must miss class, please contact a classmate to review what you missed.  While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes for individual students.  Also, do not come to class late.  Late arrivals are not only disruptive; they also convey a lack of respect for the course.  Tardiness will result in downgrading your attendance.

3.    Late Work:
I do not accept late work because it shows disrespect to your classmates.  It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress.  All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone assignments until the last minute. Unless instructed otherwise, all assignments must be submitted electronically to the Digital Drop Box of the course blackboard before the beginning of the class on the due date.  When an assignment is due hand in what you have – partial work may receive partial credit.

4.    Writing Center:
The Center is a free resource available to all Denison students.  Student writing consultants from many majors help writers one-on-one in all phases of the writing process, from deciphering the assignment, to discussing ideas, to developing an argument, to finalizing a draft.  Because proofreading is a last step in that process, writers should leave plenty of time for getting their ideas right before expecting proofreading help.  Consultants also can help writers with personal documents, like job and internship applications.  The Center is located on the fourth floor of Barney-Davis Hall; satellite locations are on the third floor of the Library (the Entry level) and the first floor of Fellows near the Computer Lab.  Appointments between 4 p.m. and 9 p.m., Sunday through Thursday, can be made in the Barney location by phoning 587-JOT1. The satellite locations are drop-in; check the website at http://www.denison.edu/writingctr/ for those hours.

5.    Accommodation for Students with Disabilities:
Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support & Enrichment Center in 102 Doane to verify the need for reasonable accommodations based on documentation on file in that office.


Class schedule:
All readings with asterisk [*] are available on e-Res or via the library’s on-line journal link (Use CONSORT journal title search and follow the link).

1. Introduction / Theorizing globalization
(8/28: Tu) Course overview / introduction

(8/30: Th) “Old” vs. “new” globalizations
*(eRes) Abu-Lughod, J. 1989. “Studying a System in Formation” (Excerpt) in Before European Hegemony: The World System A.D. 1250-1350. Oxford University Press. 
*(eRes) Amin, S. 1993. “The Ancient World-Systems Versus the Modern Capitalist World-System” in The World System: Five Hundred Years or Five Thousand? Routledge.

(9/4: Tu) Clash of civilizations or global ecumene?
*(Online journal) Huntington, S. 1993. “The Clash of Civilizations?” Foreign Affairs 72(3): 22-49.
*(eRes) Barber, B. 1995. “Introduction” in Jihad vs. McWorld. Times Books.
*(eRes) Hannerz, U. 2006 (1992). “The Global Ecumene” (excerpt) in The Globalization Reader (2nd Ed.). Blackwell.

(9/6: Th) Marxist approach to globalization
Wolf, “1: Introduction” (Pp. 1-7, 19-23), “3: Modes of Production”

2. European expansion and “people without history” in the 15th-19th centuries
(9/11: Tu) Prelude to modern globalization
Wolf, “2: The World in 1400” (Pp. 24-34, then a part on an assigned region), “4: Europe, Prelude to Expansion” (Pp. 101-108, then a part on an assigned region)

(9/13: Th) European expansion / Mini group presentations on the European encounters
Wolf, Pp. 129-130, and one chapter on assigned region from Chapters 5-8
Film: First Contact

(9/18: Tu) Rise of global capitalism
    Wolf, Pp. 265-266, “9: Industrial Revolution” and “11: The Movement of Commodities”

(9/20: Th) Labor in global capitalism
    Wolf, “12: The New Laborers” and “Afterword”

3. Foundation of nation-states in the 19th century
(9/25: Tu) Roots of modern nation-states
Anderson, “1: Introduction” and “2: Cultural Roots”
*(eRes) Smith, A. 1991. “The Ethnic Basis of National Identity” (Excerpt) in National Identity. University of Nevada Press.
*** Short paper #1: “Encountering the West” due (Must visit the Writing Center in advance for assistance) ***

(9/27: Th) Print capitalism and invention of nation-states
Anderson, “3: Origin of national Consciousness” and “5: Old Languages, New Models”

(10/2: Tu) Colonialism and nationalism
    Anderson, “6: Official Nationalism and Imperialism,” “7: The Last Wave,” and “8: Patriotism and Racism”

(10/4: Th) “Technologies” of nationalism
Anderson, “10: Census, Map, Museum” and “11: Memory and Forgetting”

4. Cold War and neoliberal globalization in the 20th-21st centuries
(10/9: Tu) The Great Wars and the Cold War
*(eRes) Hobsbaum, E. 1994. “Cold War” and “The Golden Years” in The Age of Extremes: A History of the World, 1914-1991. Pantheon.
*(eRes) Wallerstein, I. 1991. “1968, Revolution in the World System” in Geopolitics and Geoculture: Essays on the Changing World-System. Cambridge University Press.
Film clip from: Dr. Strangelove, or, How I learned to stop worrying and love the bomb

(10/11: Th) Midterm Exam

(10/16: Tu) Rise of neoliberal ideology / Library research orientation by Ann Watson
Harvey, “1: Freedom is Just Another Word” and “2: The Construction of Consent”

(10/18: Th) States and markets / Midterm course evaluation
Harvey, “3: The Neoliberal State”
*(eRes) Rivoli, P. 2005. “Back at the Reinsch Farm: All God’s Dangers ain’t the Subsidies” in The Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets, Power, and Politics of World Trade. Wiley.

(10/23: Tu) Unbalanced neoliberalization
Harvey, “4: Uneven Geographical Developments” and “5: Neoliberalism with ‘Chinese Characteristics’”
*(Online journal) Stahler-Sholk, R. 2007. “Resisting Neoliberal Homogenization: The Zapatista Autonomy Movement.” Latin American Perspectives 34(2): 48-63.
Film clip from: Zapatista

(10/24: Wed) Film screening Black Gold: Wake Up and Smell the Coffee (Time & location TBA)

(10/25: Th) Present and future of neoliberal globalization: Discussion on Black Gold with Professor James Pletcher (Political Science / International Studies)
    Harvey, “6: Neoliberalism on Trial” and “7: Freedom’s Prospect”
*(Online journal) Sassen, S. “Local Actors in Global Politics.” Current Sociology 52(4): 649-670.

5. Experiencing globalization I: Transnational families
(10/30: Tu) Global dislocation
Parreñas, “Introduction” (Pp. 1-15), “1: The Dislocations of Migrant Filipina Domestic Workers,” and “2: The Philippines and the Outflow of Labor”
*** Short paper #2: “A case study on neoliberalization” due (Must visit the Writing Center in advance for assistance) ***

(11/1: Th) Transnational families
Parreñas, “4: The Transnational Family: A Postindustrial Structure with Preindustrial Values” and “5: Intergenerational and Gender Relations in Transnational Families”
Film: Chain of Love: Part I

(11/6: Tu) Social class and transmigration
Parreñas, “6: Contradictory Class Mobility: The Politics of Domestic Work in Globalization”
*(Online journal) Lan, P. 2003. “‘They have more money but I speak better English!’: Transnational Encounters between Filipina domestics and Taiwanese Employers.” Identities: Global Studies in Culture and Power 10(2): 133-161.
Film: Chain of Love: Part II

(11/8: Th) Global yet “partial” citizenship
Parreñas, “7: The Dislocation of Nonbelonging: Domestic Workers in the Filipino Migrant Communities of Rome and Los Angeles” and “Conclusion: Different Settings, Parallel Lives”

6. Experiencing globalization II: Global popular culture
(11/13: Tu) Cultural globalization: Homogenization or localization?
Condry, “Introduction: Hip-Hop, Japan, and Cultural Globalization,” 1: Yellow B-Boys, Black Culture, and the Elvis Effect”

(11/15: Th) Local contexts of global popular culture
Condry, “2; Battling Hip-Hop Samurai (Pp. 49-51, 61-86)” and “3: Genba Globalization and Locations of Power” 
*** Short paper #3: “Contradictions of transnationality” due (Not required to visit the Writing Center, though advised) ***

Thanksgiving Break!!

(11/27: Tu) Consuming and translating globalization / Poster presentation guidelines
Condry, “4; Rap fans and Consumer Culture,” “5: Rhyming in Japanese,” and “Conclusion: Lessons of Hip-Hop Globalization”

(11/29: Th) Preparation for the research poster presentations (Meet at Fellows 101 computer lab) (Professor Suzuki will not be in class, due to his participation in the Annual Meeting for American Anthropological Association at Washington D.C.)
*** Complete the PowerPoint template of the poster and bring it to the Copy Center (Doane Rm. 3) ***

7. Research project presentations
(12/4: Tu) Research project poster presentations/discussions I

(12/6: Th) Course evaluation (Meet at Fellows 101 computer lab) / Research project poster presentations/ discussions II

(12/7: Fri)
*** Research project paper due (5P.M.) ***

(12/15: Sa 11A.M.) Take home final exam due

Spring 2008                                                Taku Suzuki
Tues/Thurs 2:30-3:50PM                            International Studies Program
Fellows 203                                                Office: Fellows 420, x-6528
Office Hours: Mon-Thurs 4:30-5:30PM                    E-mail: suzukit@denison.edu


International Studies 100-02
The Making of the Modern World

Course description:
International Studies is the interdisciplinary exploration of global processes that shape broad international trends as well as the specific historically and culturally embedded lives of people throughout the world.  As an academic field International Studies is relatively new, Combining knowledge and methods from the social sciences, the humanities, and the fine arts. The field emerged partly in response to a number of global developments involving the increased flows of people, information, and ideas in the second half of the twentieth century: political turmoil, labor migration; tourism, shifting forms of production and finance, cross-regional pandemic; human rights violation and advocacy; nuclear proliferation; expansion of consumer markets; developments in telecommunication technology and mass media; and global environmental problems. Understanding these realities and addressing related problems require scholars to transcend limitations imposed by traditional disciplinary boundaries.
There is a wide range of subjects that fall within the purview of inquiry in International Studies. In each of global processes associated with the mobility of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics, and culture intersect. The exploration of global processes is both historical and contemporary, requiring us to resort to sociological and historical approaches. These characteristics distinguish International Studies from other fields.  
This course introduces you to some of the basic concepts and analytical skills associated with International Studies.  It is the first core course in the International Studies major and it fulfills the “Interdisciplinary and World Issues” requirement of the General Education Program.  Whether or not you decide to pursue an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.

Course objectives:
At the end of this course, I want students to be able to:
1.    Identify economic, political, and socio-cultural causes of a particular local event or circumstance in today’s world beyond its immediate local context, and locate it within the long history of global interconnections.
2.    Predict economic, political, and socio-cultural outcomes of a particular local incident or situation within and beyond its immediate local context, in light of the long history of global interconnections.
3.    Form an informed opinion about a controversial political, economic, and socio-cultural situation or decision in the world today that is not discussed in class.

Books to purchase:

• Mintz, Sydney W. 1985. Sweetness and Power: The Place of Sugar in Modern History. Penguin Books.

• Anderson, Benedict 2006 [1991]. Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso.

• Harvey, David 2005. A Brief History of Neoliberalism. Oxford UP.

• Parreñas, Rhacel Salazar 2001. Servants of Globalization: Women, Migration, and Domestic Work. Stanford UP.

• Mitchell, Tony 2001. Global Noise: Rap and Hip-Hop Outside the USA. Wesleyan UP.

All books are available at the Denison University bookstore.

Articles from a wide variety of publications are available on Electronic Reserves (eRes) and electronic journals accessible through the library homepage.  

PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY: This will allow us to consult the text during class.

Newspapers and periodicals:  
We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis.  Therefore, it is imperative that you seek out good sources of information on global issues.  There are many ways to access this information.  The New York Times is available locally. You can also sign up for free daily email from The New York Times.  International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources.  The following websites may be helpful:
   http://allafrica.com (All Africa Global Media)
    http://mg.co.za (Daily Mail & Guardian from S. Africa)
    http://www.nytimes.com (The New York Times)
    http://washingtonpost.com (The Washington Post)
http://english.people.com.cn/ (The People’s Daily, a Chinese government-run newspaper [English])    
http://news.bbc.co.uk (British Broadcasting Company)
    http://english.aljazeera.net/English  (Al Jazeera, a UAE cable news station [English])
    http://timesofindia.indiatimes.com (The Times of India)
    http://www.lemonde.fr (Le Monde, French national newspaper [French])
    http://www.japantimes.co.jp/ (The Japan Times [English])
    http://www.spiegel.de/international/  (Del Spiegel, a German weekly magazine [English])
http://www.theglobeandmail.com/ (The Globe and Mail, a Canadian national newspaper [English])
http://www.nationmultimedia.com/ (The Nation, a Thai national newspaper [English])


This list is, of course, not exhaustive.  Google also provides an international news indexing service at http//news.google.com/ and click on “World.” Note that many newspapers in other countries have English language versions.

In addition, I would recommend that you peruse the following periodicals:  Foreign Policy, The Atlantic Monthly, The Economist, The Nation, The New York Review of Books.  All are available in our library.


Course requirements:
1.    Attendance and participation: 10%
Regular and meaningful participation is an important part of this course.  Students are expected to be active participants in this course.  This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in on time and that you will offer valuable contributions to our class discussions on a regular basis.  My assessment of participation also takes into account the level of student engagement.  Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the course?  Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals, other courses, or independent reading) into our discussions?  Failure to regularly and meaningfully participate in class will negatively affect your grade.  See the attendance policy below.

2.    Ad-hoc short writing assignments (in-class and course Blackboard site): 13%
There are approximately thirteen short (usually one paragraph-long) writing assignments presented during class (including midterm course evaluation, conducted during 3/4 class). These are responses to class discussion, film, reading assignment, in-class exercise, and quiz at the end of the class. You will submit your assignments before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper. Each assignment will be evaluated by three criteria: 1. It has been submitted in time; 2. It indicates that you have thoroughly competed the reading, film-viewing, or in-class writing assignment; 3. Your assignment shows that you have gone beyond merely answering the question or stating personal opinion by integrating multiple issues discussed in class. If you have satisfied 1 and 2, you will receive full (100%) credit; if you have satisfied all three, you will receive 120% credit; if you have failed to satisfy 1 or 2, you will receive 80% of full credit; if you have failed to satisfy 1 and 2, you will receive 50% of full credit.   

3.    Global media watch presentation: 2%
From the second week of the course, we will start each class by five-minute presentations by two students present an Internet news article from a foreign (outside of the USA) newspaper from the list above. Present the reported case (an incident or situation) to the classmates by showing the website. Briefly provide the background of the news, and how it is understood by the local media (NOT from the U.S./North American perspective).  The presentation will be evaluated by the news content’s relevance, providing a brief but useful context, and clarity in the presentation itself.

4.    Three essays: 30% (10% X 3)
You will be required to submit three 3-4 page (double-spaced) essays on assigned topics. You will write these essays not as summaries of the readings and your responses to them, but instead as critical, insightful, and compelling arguments that synthesize issues raised by the readings, lectures, and class discussions. Your citation and reference listing must follow the APA format (See the library’s link: http://library.osu.edu/sites/guides/chicagogd.php). Each paper will count for 10% of your course grade. Unexcused late papers will be penalized one-half grade (e.g., an A- becomes B+) for each day late.

5.    Group research project: 20%
Three students form a group, and each, as a team, must conduct a research on political, economic, socio-cultural causes and effects of one particular incident or development in one particular region or country.  Each group will be assigned with a particular incident or situation in the regions around the world as their case-study; then the group will collectively research the case in order to identify its major causal factors and potential outcomes within and beyond the region by drawing on not only popular (media) sources but also academic (scholarly) sources.  Each member of the group, by applying some of the perspectives we have read about and discussed in class, must identify causes and effects in (1) politics; (2) economy; or (3) socio-cultural conditions. This assignment has two components:
a.    Poster presentation: 5%
The groups will present their research projects in the form of poster session in the last two classes of the course (4/22 & 24). The poster presentation, which lasts about fifteen minutes, must concisely summarize the assigned case, the group’s findings, and conclusions (10 minutes), and pose at least one relevant question to the rest of the class for further discussion on the subject (5 minutes). To prepare for the presentation, each group will collectively create a poster, in front of which the group will present. Each group will submit the poster (its PowerPoint template printout) as the evidence of their collective work. The presentation and discussion-leading will be graded with letters.
b.    Research paper: 10%
Each member of the group must write his/her own individual paper, drawn from the materials the group collectively gathered. The paper needs to be 6-7 page-long, double-spaced, no larger than 12pts font, with no larger than 1.25 inch margins. It must also be proofread, as the quality of writing (grammar, spelling, etc.) will be taken into consideration for grading. The paper will be graded with letters.

6.    Midterm and final exams: 30% (15% each)
The midterm exam will involve short-answer (identification) questions about the readings and one essay question.  The final exam will be a take-home exam, in a form of essay questions.  The final exam questions will be distributed in the last class meeting (4/26). The exams will be graded with points. If you miss a midterm exam due to illness or a family emergency, you must take a make-up midterm exam. Make-up exams must be taken no later than two days after the original exam date. Delayed final take-home exam will be downgraded each passing day after the due date by ten percentile of the exam grade.


Grading:
Class attendance and participation:                 10%
Ad-hoc writing assignment:                            13%
Global media presentation:                               2%
Three essays:                                                  30% (10X3)
Group research project:
Group poster presentation:                               5%
Final individual paper:                                    10%
Midterm exam:                                               15%
Final exam:                                                    15%
                                                                     100%

Percentage        Letter Grade
94-                     A
90-93.99            A-
87-89.99            B+
84-86.99            B
80-83.99            B-
77-79.99            C+
74-76.99            C
70-73.99            C-
67-69.99            D+
64-66.99            D
60-63.99            D-
-59.99                F


Course policies:
1.    Plagiarism and Academic Integrity:
The students and faculty of Denison University and the International Studies Program are committed to academic integrity and will not tolerate any violation of this principle.  Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty is, in most cases, intellectual theft.  It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation.  This standard applies to all work ranging from daily homework assignments to major exams.  Students must clearly cite any sources consulted—not only for quoted phrases but also for ideas and information that are not common knowledge.  Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism.  It is the student’s responsibility to follow the appropriate format for citations. As is indicated in Denison’s Student Handbook, available through mydenison.edu , instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or expulsion. (For further information, see http://www.denison.edu/student-affairs/handbook/ar03s02s01.html)

2.    Class Attendance and Tardiness:
You are expected to attend class regularly and faithfully.  If you have a bona fide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss.  If you must miss class, please contact a classmate to review what you missed.  While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes for individual students.  Also, do not come to class late.  Late arrivals are not only disruptive; they also convey a lack of respect for the course.  Unexcused absence and tardiness will result in downgrading your attendance.

3.    Late Work:
I do not accept late work because it shows disrespect to your classmates.  It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress.  All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone assignments until the last minute. Unless instructed otherwise, all assignments must be submitted electronically to the Digital Drop Box of the course blackboard before the due date and time.  When an assignment is due hand in what you have – partial work may receive partial credit.

4.    Writing Center:
The Center is a free resource available to all Denison students.  Student writing consultants from many majors help writers one-on-one in all phases of the writing process, from deciphering the assignment, to discussing ideas, to developing an argument, to finalizing a draft.  Because proofreading is a last step in that process, writers should leave plenty of time for getting their ideas right before expecting proofreading help.  Consultants also can help writers with personal documents, like job and internship applications.  The Center is located on the fourth floor of Barney-Davis Hall; satellite locations are on the third floor of the Library (the Entry level) and the first floor of Fellows near the Computer Lab.  Appointments between 4 p.m. and 9 p.m., Sunday through Thursday, can be made in the Barney location by phoning 587-JOT1. The satellite locations are drop-in; check the website at http://www.denison.edu/writingctr/ for those hours.

5.    Accommodation for Students with Disabilities:
Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support & Enrichment Center in 102 Doane to verify the need for reasonable accommodations based on documentation on file in that office.


Class schedule:
All eRes and Online journal articles (with asterisk [*]) are accessible from the course Blackboard’s “Reading Materials” page. eRes page may require you password (jihad).

1. Introduction / Theorizing globalization
(1/15: Tu) Course overview / introduction

(1/17: Th) Theorizing globalization I: Clash of civilizations or global ecumene?
*(Online journal) Huntington, S. 1993. “The Clash of Civilizations?” Foreign Affairs 72(3): 22-49.
*(eRes) Hannerz, U. 2006 (1992). “The Global Ecumene” (excerpt) in The Globalization Reader (2nd Ed.). Blackwell.

(1/22: Tu) Theorizing globalization II: Clash of civilizations and global ecumene?
*(eRes) Inda, J. X, and R. Rosaldo 2008. “Tracking Global Flows” in The Anthropology of Globalization: A Reader (2nd Ed.). Blackwell.
[Optional] *(eRes) Waters, M. 1995. “2. What on earth is happening?: Precursor theories” in Globalization. Routledge.

(1/24: Th) Is globalization “old” or “new”?
*(Online journal) Wallerstein, I. 1974. “The Rise and Future Demise of the World Capitalist System: Concepts for Comparative Analysis.” (Pp.390-394; Pp.399-412) Comparative Studies in Society and History 16(4): 387-415.
*(eRes) Abu-Lughod, J. 1989. “Studying a System in Formation” (Excerpt) in Before European Hegemony: The World System A.D. 1250-1350. Oxford University Press. 

2. Globalization in the 15th-19th centuries: Thinking through commodities
(1/29: Tu)  European expansion and sugar production
Mintz, “1. Food, Sociality, and Sugar” and “2. Production” in Sweetness.

(1/31: Th) Social changes through sugar consumption
    Mintz, “3. Consumption” (assigned sections) in Sweetness.
*** Short paper #1: “Evaluating globalization theories” due ***

(2/5: Tu) Rise of industrial capitalism and sugar
    Mintz, “4. Power” in Sweetness.

(2/7: Th) Commodity capitalism and modern world-system / Global commodities mini-presenations
    Mintz, “5. Eating and Being” in Sweetness.
*(eRes) Wolf, E. 1982. “The Movement of Commodities” (Assigned sections) in Europe and the People Without History. University of California Press.

3. Foundation of nation-state system in the 18-20th century
(2/12: Tu) What are “nation-states”?: Two theories
Anderson, “1: Introduction,” “2: Cultural Roots,” and “3: Origin of national Consciousness” in Imagined.
*(eRes) Smith, A. 1991. “The Ethnic Basis of National Identity” (Excerpt) in National Identity. University of Nevada Press.

(2/14: Th) The first two waves: Creole and linguistic nationalisms
Anderson, “4. Creole Pioneers” and “5: Old Languages, New Models” in Imagined.
*** Short paper #2: “Global commodities” due ***

(2/19: Tu) The last two waves: Official and postcolonial nationalisms
    Anderson, “6: Official Nationalism and Imperialism” and “The Last Wave” in Imagined.

(2/21: Th) “Technologies” of nationalism
Anderson, “10: Census, Map, Museum” and “11. Memory and Forgetting” in Imagined.

(2/26: Tu) Midterm Exam

4. Neoliberal globalization in the 20th-21st centuries
(2/28: Th) Rise of neoliberal ideology / Library research orientation
Harvey, “Introduction” and “1: Freedom is Just Another Word” in Neoliberalism.

(3/4: Tu) Neoliberal state / Midterm course evaluation
Harvey, “2: The Construction of Consent” and “3: The Neoliberal State” in Neoliberalism.

(3/6: Th) Unbalanced neoliberalization
Harvey, “4: Uneven Geographical Developments” and “5: Neoliberalism with ‘Chinese Characteristics’” in Neoliberalism.
Film clip from: The Big Sellout (Florian Opitz, 2006)

Spring Break!!

(3/18: Tu) Present and future of neoliberal globalization:
    Harvey, “6: Neoliberalism on Trial” and “7: Freedom’s Prospect” in Neoliberalism.

(3/19: Wed) Film screening Black Gold: Wake Up and Smell the Coffee (Time & location TBA)

(3/20: Th) Resisting neoliberalization / Presentation by Sarah Page from DUFTA (’08, International Studies)
*(Online journal) Fridell, G. 2007. “Fair Trade Coffee and Commodity Fetishism: The Limits of Market-Driven Social Justice.” Historical Materialism 15(4):79-104.
*(Online journal) Stahler-Sholk, R. 2007. “Resisting Neoliberal Homogenization: The Zapatista Autonomy Movement.” Latin American Perspectives 34(2): 48-63.
Film clip from: Zapatista (Benjamin Eichert, et al., 1998)

5. Experiencing globalization I: Transnational families
(3/25: Tu) Colonialism and global dislocation
Parreñas, “Introduction” (Pp. 1-15), “1: The Dislocations of Migrant Filipina Domestic Workers,” and “2: The Philippines and the Outflow of Labor” in Servants.

(3/27: Th) Transnational families
Parreñas, “4: The Transnational Family: A Postindustrial Structure with Preindustrial Values” and “5: Intergenerational and Gender Relations in Transnational Families” in Servants.
Film: Chain of Love (Marije Meerman, 2001): Part I
*** Short paper #3: “A case study on neoliberalization” due ***

(4/1: Tu) Social class and transmigration
Parreñas, “6: Contradictory Class Mobility: The Politics of Domestic Work in Globalization” in Servants.
Film: Chain of Love: Part II

(4/3: Th) Global yet “partial” citizenship
Parreñas, “7: The Dislocation of Nonbelonging: Domestic Workers in the Filipino Migrant Communities of Rome and Los Angeles” and “Conclusion: Different Settings, Parallel Lives” in Servants.

6. Experiencing globalization II: Global popular culture
(4/8: Tu) Cultural globalization: Homogenization or localization?
Mitchell, “Introduction: Another Root – Hip Hop outside the USA” (Excerpts) in Global Noise.
*(eRes) Robertson, R. 1991. “Social Theory, Cultural Relativity and the Problem of Globality,” in Culture, Globalization, and the World System: Contemporary Conditions for the Representation of Identity. Macmillan.

(4/13: Th) Local contexts of global popular culture / Mini-presentations on hip-hop around the world
Selected chapters from Global Noise. 

(4/15: Tu) Cultural globalization beyond the “export/import” model
Condry, I. “9: A History of Japanese Hip-Hop: Street Dance, Club Scene, Pop Market” in Global Noise. 
*(eRes) Condry, I. 2007. “Introduction: Hip-Hop, Japan, and Cultural Globalization” in Hip-Hop Japan: Rap and the Paths of Cultural Globalization. Duke UP.

7. Research project presentations
(4/17: Th) Preparation for the research poster presentations (Meet at Fellows 101 computer lab)
*** Complete the PowerPoint template of the poster and bring it to the Copy Center (Doane Rm. 3) ***

(4/22: Tu) Research project poster presentations/discussions I

(4/24: Th) Research project poster presentations/ discussions II / Concluding remarks for the course

(4/26: Sat)
*** Research project paper due (6P.M.) ***

(5/1: Th, 4P.M.) Take home final exam due

Fall 2008                                                  Taku Suzuki
Mon/Wed 2:30-3:50PM                            International Studies Program
Fellows 203                                               Office: Fellows 420, x-6528
Office Hours: Mon/Wed: 6-7PM, Thu: 5-7PM 

E-mail: suzukit@denison.edu




Course description:
International Studies is an interdisciplinary exploration of global processes that shape broad international trends as well as specific historically and culturally embedded lives of people throughout the world.  As an academic field International Studies is relatively new, combining knowledge and methods from social sciences, humanities, and fine arts. The field emerged partly in response to a number of global developments involving the increased flows of people, information, and ideas in the second half of the twentieth century: labor migration, tourism, changing forms of production and consumption, cross-regional pandemic, human rights violation and advocacy, nuclear proliferation, expansion of consumer markets, developments in telecommunication technology and mass media, and global environmental problems. Understanding these realities and addressing related problems require scholars to transcend limitations imposed by traditional disciplinary boundaries.
There is a wide range of subjects that fall within the purview of inquiry in International Studies. In each of global processes associated with the mobility of people, capital, ideas and power transcend the boundaries of states and cultural groups; and issues of politics, economics, and culture intersect. The exploration of global processes is both historical and contemporary, requiring us to resort to sociological and historical approaches. These characteristics distinguish International Studies from other fields.  
This course introduces you to some of the basic concepts and analytical skills associated with International Studies.  It is the first core course in the International Studies major and it fulfills the “Interdisciplinary and World Issues” requirement of the General Education Program.  Whether or not you decide to pursue an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.

Course objectives:
At the end of this course, I want students to be able to:
1.    Identify economic, political, and socio-cultural causes of a particular local event or circumstance in today’s world beyond its immediate local context, and locate it within the long history of global interconnections.
2.    Predict economic, political, and socio-cultural outcomes of a particular local incident or situation within and beyond its immediate local context, in light of the long history of global interconnections.
3.    Form an informed opinion about a controversial political, economic, and socio-cultural situation or decision in the world today that is not discussed in class.

Books to purchase:

• Wolf, Eric R. 1997. Europe and the People Without History. U of California P.

• Anderson, Benedict 2006 [1991]. Imagined Communities: Reflections on the      Origin and Spread of Nationalism. Verso.

• Harvey, David 2005. A Brief History of Neoliberalism. Oxford UP.

• Parreñas, Rhacel Salazar 2001. Servants of Globalization: Women, Migration, and Domestic Work. Stanford UP.

• Raz, Aviad E. 1999. Riding the Black Ship: Japan and Tokyo Disneyland. Harvard UP.

All books are available at the Denison University bookstore.

Articles from a wide variety of publications are available on Electronic Reserves (eRes) and electronic journals accessible through the library homepage.  

PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY: This will allow us to consult the text during class.

Newspapers and periodicals:  
We will be talking about current events and how they relate to issues we are discussing in the course on a regular basis.  Therefore, it is imperative that you seek out good sources of information on global issues.  There are many ways to access this information.  The New York Times is available locally. You can also sign up for free daily email from The New York Times.  International Studies scholars, however, are sensitive to issues of perspective and biases in news reporting and make every effort to check out multiple sources.  The following websites may be helpful:
   http://allafrica.com (All Africa Global Media)
    http://mg.co.za (Daily Mail & Guardian from S. Africa)
    http://www.nytimes.com (The New York Times)
    http://washingtonpost.com (The Washington Post)
http://english.people.com.cn/ (The People’s Daily, a Chinese government-run newspaper [English])    
http://news.bbc.co.uk (British Broadcasting Company)
    http://english.aljazeera.net/English  (Al Jazeera, a UAE cable news station [English])
    http://timesofindia.indiatimes.com (The Times of India)
    http://www.lemonde.fr (Le Monde, French national newspaper [French])
    http://www.japantimes.co.jp/ (The Japan Times [English])
    http://www.spiegel.de/international/  (Del Spiegel, a German weekly magazine [English])
http://www.theglobeandmail.com/ (The Globe and Mail, a Canadian national newspaper [English])
http://www.nationmultimedia.com/ (The Nation, a Thai national newspaper [English])


This list is, of course, not exhaustive.  Google also provides an international news indexing service at http//news.google.com/ and click on “World.” Note that many newspapers in other countries have English language versions.

In addition, I would recommend that you peruse the following periodicals:  Foreign Policy, The Atlantic Monthly, The Economist, The Nation, The New York Review of Books.  All are available in our library.


Course requirements:
1.    Attendance and participation: 10%
Regular and meaningful participation is an important part of this course.  Students are expected to be active participants in this course.  This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in on time and that you will offer valuable contributions to our class discussions on a regular basis.  My assessment of participation also takes into account the level of student engagement.  Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the course?  Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals, other courses, or independent reading) into our discussions?  Failure to regularly and meaningfully participate in class will negatively affect your grade.  See the attendance policy below.

2.    Ad-hoc short writing assignments (in-class and course Blackboard site): 15%
There are approximately fifteen short (usually one or two paragraph-long) writing assignments presented during class (including midterm course evaluation, conducted during 10/15 class). These are response to class discussion, film, reading assignment, in-class exercise, and quiz. You will submit your assignments before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper. Each assignment will be evaluated by three criteria: 1. It has been submitted in time; 2. It indicates that you have thoroughly competed the reading, film-viewing, or in-class writing assignment; 3. Your assignment shows that you have gone beyond merely answering the question or stating personal opinion by integrating multiple issues discussed in class. If you have satisfied 1 and 2, you will receive full (100%) credit; if you have satisfied all three, you will receive 120% credit; if you have failed to satisfy 1 or 2, you will receive 80% of full credit; if you have failed to satisfy 1 and 2, you will receive 50% of full credit.   

3.    Global media watch presentation: 5%
From the fifth week of the course, we will start each class by five-minute presentations by two or three students present an Internet news article from a foreign (outside of the USA) newspaper from the list above. Present the reported case (an incident or situation) to the classmates by showing the website. In addition to briefly providing the background of the news, provide your own explanation of WHY this incident or situation is taking place by offering three groups of causal factors: 1) Political background; 2) Economic background; and 3) Cultural (non-economic/political) background. The presentation will be evaluated by the news content’s relevance, providing a brief but useful context, and clarity in the presentation itself.

4.    Two essays: 20% (10% X 2)
You will be required to submit three 3 page (double-spaced) essays on assigned topics. You will write these essays not as summaries of the readings and your responses to them, but instead as critical, insightful, and compelling arguments that synthesize issues raised by the readings, lectures, and class discussions. Your citation and reference listing must follow the APA format (See the library’s link: http://library.osu.edu/sites/guides/apagd.php). Each paper will count for 10% of your course grade. Unexcused late papers will be penalized one-half grade (e.g., an A- becomes B+) for each day late.

5.    Group research project: 20%
Three students form a group, and each, as a team, must conduct a research on political, economic, socio-cultural causes and effects of one particular incident or development in one particular region or country.  Each group will be assigned with a particular incident or situation in the regions around the world as their case-study; then the group will collectively research the case in order to identify its major causal factors and potential outcomes within and beyond the region by drawing on not only popular (media) sources but also academic (scholarly) sources.  Each member of the group, by applying some of the perspectives we have read about and discussed in class, must identify causes and potential effects in (1) politics; (2) economy; or (3) socio-cultural conditions. This assignment has two components:
a.    Poster presentation: 5%
The groups will present their research projects in the form of poster session in the last two classes of the course (12/8 & 10). The poster presentation, which lasts about fifteen minutes, must concisely summarize the assigned case, the group’s findings, and conclusions (10 minutes), and pose at least one relevant question to the rest of the class for further discussion on the subject (5 minutes). To prepare for the presentation, each group will collectively create a poster, in front of which the group will present. Each group will submit the poster (its PowerPoint template printout) as the evidence of their collective work. The presentation and discussion-leading will be graded by both evaluations of the posters themselves (qualities of design and organization) by peers (2%) and of the quality of oral presentation by the instructor (3%).
b.    Research paper: 15%
Each member of the group must write his/her own individual paper, drawn from the materials the group collectively gathered. The paper needs to be 5-6 page-long, double-spaced, no larger than 12pts font, with no larger than 1.25 inch margins. It must also be proofread, as the quality of writing (grammar, spelling, etc.) will be taken into consideration for grading. The paper will be graded with letters.

6.    Midterm and final exams: 30% (15% each)
The midterm exam will involve short-answer (identification) questions about the readings and one essay question.  The final exam will be a take-home exam, in a form of essay questions.  The final exam questions will be distributed in the last week of class (12/8). The exams will be graded with points. If you miss a midterm exam due to illness or a family emergency, you must take a make-up midterm exam. Make-up exams must be taken no later than two days after the original exam date. Delayed final take-home exam will be downgraded each passing day after the due date by ten percentile of the exam grade.


Grading:
Class attendance and participation:                 10%
Ad-hoc writing assignments:                          15%
Global media watch presentation:                    5%
Two essays:                                                   20% (10X2)
Group research project:
Group poster presentation:                              5%
Final individual paper:                                   15%
Midterm exam:                                              15%
Final exam:                                                   15%
                                                                    100%

Percentage        Letter Grade
94-                     A
90-93.99            A-
87-89.99            B+
84-86.99            B
80-83.99            B-
77-79.99            C+
74-76.99            C
70-73.99            C-
67-69.99            D+
64-66.99            D
60-63.99            D-
-59.99                F


Course policies:
1.    Plagiarism and Academic Integrity:
The students and faculty of Denison University and the International Studies Program are committed to academic integrity and will not tolerate any violation of this principle.  Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty is, in most cases, intellectual theft.  It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation.  This standard applies to all work ranging from daily homework assignments to major exams.  Students must clearly cite any sources consulted—not only for quoted phrases but also for ideas and information that are not common knowledge.  Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism.  It is the student’s responsibility to follow the appropriate format for citations. As is indicated in Denison’s Student Handbook, available through mydenison.edu , instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or expulsion. (For further information, see http://www.denison.edu/student-affairs/handbook/ar03s02s01.html)

2.    Class Attendance and Tardiness:
You are expected to attend class regularly and faithfully.  If you have a bona fide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss.  If you must miss class, please contact a classmate to review what you missed.  While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes for individual students.  Also, do not come to class late.  Late arrivals are not only disruptive; they also convey a lack of respect for the course.  Unexcused absence and tardiness will result in downgrading your attendance.

3.    Late Work:
I do not accept late work because it shows disrespect to your classmates.  It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress.  All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone assignments until the last minute. Unless instructed otherwise, all assignments must be submitted electronically to the “Assignments” page of the course Blackboard before the due date and time.  When an assignment is due hand in what you have – partial work may receive partial credit.

4.    Writing Center:
The Center is a free resource available to all Denison students.  Student writing consultants from many majors help writers one-on-one in all phases of the writing process, from deciphering the assignment, to discussing ideas, to developing an argument, to finalizing a draft.  Because proofreading is a last step in that process, writers should leave plenty of time for getting their ideas right before expecting proofreading help.  Consultants also can help writers with personal documents, like job and internship applications.  The Center is located on the fourth floor of Barney-Davis Hall; satellite locations are on the third floor of the Library (the Entry level) and the first floor of Fellows near the Computer Lab.  Appointments between 4 p.m. and 9 p.m., Sunday through Thursday, can be made in the Barney location on-line at http://www.denison.edu/academics/writingcenter/index.html.  The satellite locations are drop-in; check the website at http://www.denison.edu/writingctr/ for those hours.

5.    Accommodation for Students with Disabilities:
Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support & Enrichment Center in 102 Doane to verify the need for reasonable accommodations based on documentation on file in that office.


Class schedule:
All eRes and Online journal articles (with asterisk [*]) are accessible from the course Blackboard’s “Reading Materials” page. eRes page may require you password (globalization).

1. Introduction / Theorizing globalization
(9/1: M) Course overview / Introduction

(9/3: W) Theorizing globalization I: Political-economy theories
*(eRes) Lairson, Thomas, and David Skidmore 2003. “Introduction: The Political Economy of International Affairs” in International Political Economy (3rd Ed.) Thomson.

(9/8: M) Theorizing globalization II: Cultural theories
*(eRes) Lewis, Jeff. 2008. “Contemporary Culture, Cultural Studies and the Global Mediasphere (Excerpts)” (Pp. 3-7, 10-14, 18-22, and 28-35) in Cultural Studies: The Basics. Sage.
*(eRes) Ross, Marc Howard 1997. “Culture and Identity in Comparative Political Analysis” in Comparative Politics: Rationality, Culture, and Structure, Lichbach, Mark Irving, and Alan S. Zuckerman, eds. Cambridge UP.

(9/10: W) Cultural materialist theory of globalization
Wolf, “1: Introduction” (Pp. 1-7, 19-23), “3: Modes of Production”

2. Globalization in the 15th-19th centuries: European expansion and “people without history”
(9/15: M)  Prelude to European-led globalization
Wolf, “2: The World in 1400” (Pp. 24-34, then a part on an assigned region), “4: Europe, Prelude to Expansion” (Pp. 101-108, then a part on an assigned region) in Europe.
*(eRes) Abu-Lughod, Janet 1989. “Studying a System in Formation” (Excerpt) in Before European Hegemony: The World System A.D. 1250-1350. Oxford University Press. 

(9/17: W) European expansion / Mini group presentations on the European encounters
Wolf, Pp. 129-130, and one chapter on assigned region from Chapters 5-8 in Europe.

(9/22: M) From mercantile capitalism to industrial capitalism
Wolf, Pp. 265-266, “9: Industrial Revolution” and “11: The Movement of Commodities” (Pp. 310-318, 333-336) in Europe.
*(eRes) Mintz, Sydney W. 1985. “Power” in Sweetness and Power: The Place of Sugar in Modern History. Penguin Books.
Film: How Sweet It Is: The Story of Sugar (2003, Acorn Associates)

3. Spread of nation-state system in the 18-20th century
(9/24: W) What are “nation-states”?: Two theories
Anderson, “1: Introduction” and “3: Origin of national Consciousness” in Imagined.
*(eRes) Smith, Anthony 1991. “The Ethnic Basis of National Identity” (Excerpt) in National Identity. University of Nevada Press.

(9/29: M) First two waves: Creole and linguistic nationalisms
Anderson, “4. Creole Pioneers” and “5: Old Languages, New Models” in Imagined.
*** Short paper #1: “Legacies of colonialism” due ***

(10/1: W) Last two waves: Official and postcolonial nationalisms
    Anderson, “6: Official Nationalism and Imperialism” and “7: The Last Wave” in Imagined.

(10/6: M) “Technologies” of nationalism
Anderson, “10: Census, Map, Museum” and “11. Memory and Forgetting” in Imagined.

4. Neoliberal globalization in the 20th-21st centuries
(10/8: W) Rise of neoliberal ideology
Harvey, “Introduction” and “1: Freedom is Just Another Word” in Neoliberalism.

(10/13: M) Midterm Exam

(10/15: W) Neoliberal state / Midterm course evaluation
Harvey, “2: The Construction of Consent” and “3: The Neoliberal State” in Neoliberalism.

(10/20: M) Unbalanced neoliberalization: Mini group presentations on neoliberalization policies
Harvey, “4: Uneven Geographical Developments” (selected sections) and “5: Neoliberalism with ‘Chinese Characteristics’” in Neoliberalism.

(10/21: Tu) Film screening The Big Sellout (Florian Opitz, 2006) (Time & location TBA)

(10/22: W) Neoliberal globalization on trial 
    Harvey, “6: Neoliberalism on Trial” and “7: Freedom’s Prospect” in Neoliberalism.

(10/27: M) Beyond neoliberal globalization I: Fair trade / Presentation by DUFTA
*(Online journal) Fridell, Gavin 2006. “Fair Trade and Neoliberalism: Assessing Emerging Perspectives.” Latin American Perspectives 33(6): 8-28.
*(Online journal) Pirotte, Gautier, Geoffrey Pleyers, and Marc Poncelet 2006. “Fair-trade coffee in Nicaragua and Tanzania: a comparison.” Development in Practice 16(5): 441-451.
*(Online journal) Castle, Stephen, and Mark Landler, 2008. “After 7 Years, Talks Collapse on World Trade” The New York Times, July 30
Film: Just Coffee (Consumer International, 2006)

(10/29: W) Beyond neoliberal globalization II: social entrepreneurship
*(Online journal) Alvord, Sarah H., David Brown, and Christine W. Letts 2004. “Social Entrepreneurship and Societal Transformation: An Exploratory Study.” Journal of Applied Behavioral Science 40(3): 260-282.
*(Online link via course Blackboard) Watch one of the PBS Frontline/World series on social entrepreneurs.

5. Experiencing globalization I: Transnational families
(11/3: M) Colonialism and global dislocation
Parreñas, “Introduction” (Pp. 1-15), “1: The Dislocations of Migrant Filipina Domestic Workers,” and “2: The Philippines and the Outflow of Labor” in Servants.
Film: Chain of Love (Marije Meerman, 2001): Part I

(11/5: W) Transnational families
Parreñas, “4: The Transnational Family: A Postindustrial Structure with Preindustrial Values” and “5: Intergenerational and Gender Relations in Transnational Families” in Servants.
Film: Chain of Love: Part II
*** Short paper #2: “A case study on neoliberalization” due ***

(11/10: M) Transnational nonbelonging
Parreñas, “6: Contradictory Class Mobility: The Politics of Domestic Work in Globalization” and “7: The Dislocation of Nonbelonging: Domestic Workers in the Filipino Migrant Communities of Rome and Los Angeles” (assigned sections) in Servants.

6. Experiencing globalization II: Cultural globalization
(11/12: W) Cultural globalization: “Clash” or “Ecumene” or Both?
*(eRes) Huntington, Samuel 2006 (1993). “The Clash of Civilizations?” (excerpt) in The Globalization Reader (2nd Ed.). Blackwell.
*(eRes) Hannerz, Ulf 2006 (1992). “The Global Ecumene” (excerpt) in The Globalization Reader (2nd Ed.). Blackwell.
*(eRes) Barber, Benjamin 2006 (1995). “Jihad and McWorld” in The Globalization Reader (2nd Ed.). Blackwell.

(11/17: M) Representation of “global” culture
Raz, “Introduction” (Pp. 1-7, 11-16), “1. America in Tokyo: The Remaking of Disneyland in Japan” and “2. The Exotic and Familiar” in Black Ship.

(11/19: W) Translating “global” cultural industry / Group research guideline
Raz, “4. Organizational Culture and Organizational Critique” in Black Ship.

Thanksgiving Break!!

(12/1: M) Beyond the “global vs. local” culture
Raz, “6. Receptions of TDL-Disney” and “7. Traveling Theories: Aboard the Black Ship” in Black Ship.

7. Research project presentations
(12/3: W) Preparation for the research poster presentations (Meet at Fellows 101 computer lab)
*** Complete the PowerPoint template of the poster and bring it to the Copy Center (Doane Rm. 3) ***

(12/8: M) Research project poster presentations / discussions I
*** Final take-home exam distributed ***

(12/10: W) Research project poster presentations / discussions II

(12/12: Fri)
*** Research project paper due (6P.M.) ***

(12/19: Fri, 4P.M.) Take home final exam due

THE MAKING OF THE MODERN WORLD
INTERNATIONAL STUDIES 100-02


Prof. John Cort                                     Fall 2008
Knapp 310 and Fellows 417                    Tuesday, Thursday 10:00 – 11:20
x6254                                                  Knapp 301
cort@denison.edu

International Studies 100 involves an interdisciplinary exploration of some of the basic concepts and analytical skills associated with International Studies as an academic field.  International Studies explores global processes that shape broad international trends and the effects of these on human lives throughout the world.

Our study of global processes is both historical and contemporary.  Students in this course will be introduced to both a history of the ways of seeing the world and critical views of those methods.

Moving into the contemporary era, the course will focus on the connections between past and present in the “new world order.”  Among the global developments we will look at are the following:
• the shifting balance of power between nation-states and transnational organizations
• increased mobility of people and capital
• shifting forms of production and finance
• pandemic diseases
• expansion of consumer markets and commoditization
• sustainability and developments in technology
• human rights violations and advocacy
• nuclear proliferation
• developments in communication and mass media
• global environmental problems.
    As an academic field International Studies is relatively new, combining knowledge and methods from social sciences, humanities and fine arts. The field emerged partly in response to a number of global developments that could not be adequately understood from within the frameworks of any one of the traditional academic fields. Understanding these realities and addressing related problems require students to transcend limitations imposed by traditional disciplinary boundaries.

     There is a wide range of subjects that fall within the purview of inquiry in International Studies. All of the global processes and flows we study transcend the boundaries of states and cultural groups.  Issues of politics, economics, and culture intersect. Because the exploration of global processes is both historical and contemporary, students need to become familiar with both sociological and historical approaches. These are some of the characteristics that distinguish International Studies from other fields.

     This course introduces you to some of the basic concepts and analytical skills associated with International Studies. It is the first core course in the International Studies major and it fulfills the “Interdisciplinary and World Issues” (I) requirement of the General Education Program. Whether or not you decide to pursue an International Studies major, this course will help you develop a more sophisticated understanding of how the world works and your place in it.

COURSE REQUIREMENTS

READINGS

BOOKS

Following are available at the Denison University Bookstore, and are on reserve in the Library

Arjun Appadurai, Fear of Small Numbers
C. A. Bayly, The Birth of the Modern World
Mira Kamdar, Motiba’s Tattoos
Sidney W. Mintz, Sweetness and Power
Pietra Rivoli, TheTravels of a T-Shirt in the Global Economy


READINGS ON E-RES

Janet Lippman Abu-Lughod, “The World System in the Thirteenth Century: Dead-End or Precursor?”
Samir Amin, “The Ancient World-Systems versus the Modern Capitalist World-System”
Benedict Anderson, “Introduction” to Imagined Communities, 1-7
Richard Falk, “The Making of Global Citizenship”
Ulf Hannerz, “The Global Ecumene”
Jonathan Xavier Inda and Renato Rosaldo, “Tracking Global Flows”
Thomas Lairson and David Skidmore, “Introduction: The Political Economy of International Affairs,” from International Political Economy, 1-16
Jeff Lewis, Cultural Studies–The Basics, 3-38, 449-54
Martin W. Lewis and Karen E. Wigen, The Myth of Continents, 2-19
Paula S. Rothenberg (ed.), Beyond Borders, pp. 7-26, 37-43, 317-67
William H. Sewell, Jr., “The Concept(s) of Culture”
Eric R. Wolf, Europe and the People Without History, 24-72, 101-25

Reading available from Consort
Samuel P. Huntington, “The Clash of Civilizations?”  Foreign Affairs 72:3, 22-49.

COURSE EXPECTATIONS

Attendance and Participation

This is an introductory course with a large number of students.  It is not, however, primarily a lecture course.  While there will be occasional informal lectures, most of the class time will be interactive.  The large number of students is actually an advantage, for it means we will have many perspectives represented in class.  But we can learn those perspectives only if everyone attends and participates.
You are expected to attend all classes.  If you miss a class you will be expected to meet with other students to fill in what you have missed.
You are expected to have done all the assigned readings before class, and to bring the readings to class with you.  You are expected to come prepared to engage in thoughtful and considered discussion.  You are also expected to bring written assignments to class.
Informed participation factors into your course grade.


ASSIGNMENTS

Two take-home essays, due Oct. 3 and Nov. 14                       30%
Two short 2-page essays, due Sept. 26 and to be determined    10%
Mid-term in-class examination, Oct. 14                                     20%
Final exam, Dec. 16                                                                  30%
Participation and response papers                                             10%

Questions for the two take-home essays, and the assignment for the two short 2-page essays, will be handed out.

RESPONSE PAPERS

At least once, and frequently twice, each week throughout the semester, you will be responsible for a one- or two-page written paper in response to the required class readings or films.  These papers will form a basis for classroom discussion of the material, and so are due in class on the day assigned.

You will be given general directions for each response paper in advance.  At the same time, the response papers are an opportunity for you to engage the course material in a way that enables you to achieve greater clarity concerning your own thoughts, and so there is no "right" or "wrong" response.

These assignments will not be graded for either content or style.  If you hand in the paper in class, you will receive a grade of 4.  If the paper is late for any reason, except those verified by a written note from Health Services or a Dean, you will receive a grade of 1.  Late response papers will be accepted only within one week of the due date.  If you do not hand in a paper, you will receive a grade of 0.  If it is obvious that you have not done the assignment, and are handing in a paper based on nothing but your own ingenuity and imagination, in all likelihood you will receive a 0.  If you hand in every response paper on time throughout the semester, your grade for this portion of the course will automatically be an A.

As a favor to me, I ask that you type and double-space the response papers.  This will serve two beneficial functions for you as well:  by typing the papers, you will have an easily accessible record of your responses from throughout the semester; and you will learn the valuable skill of being able to compose a paper at the keyboard.  Papers that are handwritten, however, will not be penalized.

Newspaper and Periodicals


During the course of the semester we will be discussing events in the news and how they illuminate issues that we are discussing in the course.  Therefore it is imperative that you seek out as wide an array as possible of sources for good and diverse information on global issues.  There are many ways to access such information.  The New York Times is available locally, and many departments have daily copies of it available in their common areas.  You can also sign up to get the Times on-line.  A savvy International Studies student, however, is sensitive to issues of perspective and bias in all news reporting, and so will want to available her or himself to multiple sources.  The following websites may be helpful:

http://allafrica.com (AllAfrica Global Media)
http://mg.co.za (Daily Mail and Guardian, from South Africa)
http://www.nytimes.com (The New York Times)
http://washingtonpost.com (The Washington Post)
http://news.bbc.co.uk (British Broadcasting Company)
http://aljazeer.net/English (Al Jazeera, from the United Arab Emirates)
http://timesofindia.indiatimes.com (The Times of India)
http://www.dawn.com (Dawn, from Pakistan)
http://www.lemonde.fr (Le Monde, from France)
http://www.lexpress.fr (L’Express, from France)
http://www.utm.edu/departments/french/french (choose link for press, radio and television)
http://spiegel.de (Der Spiegel, from Germany)
http://zeit.de (Zeit, from Germany)
http://www.themoscowtimes.com (Moscow Times)
http://english.people.com.cn (The People’s Daily, from China)
http://www.japantimes.co.jp (Japan Times)
http://straitstimes.asia1.com.sg/ (The Straits Times, from Singapore)
http.www.scmp.com/ (South China Morning Post, from Hong Kong)
http://www.theglobeandmail.com (The Globe and Mail, from Canada)

This list is far from exhaustive!  Many other newspapers in other countries have English-language versions, even if English is not the primary language of the country.  You can also access a global news indexing service at Google by clicking on “world.”  Another way to find a large number of US and international newspapers is through the Library home page.  Go to Search & Find, then to Online Resources, and you'll find a link to Newspaper Source from EBSCO.

There are also many useful periodicals available in the Denison library, including the following:  The Atlantic Monthly, The Economist, Foreign Policy, The Nation, The New York Review of Books, The Times Literary Supplement.

You can also listen to the BBC overnight (12:00 midnight to 5:00 a.m. Monday through Friday, until 7:00 a.m. on Saturday and Sunday) on our local Columbus public radio station WCBE, 90.5 FM and http://www.wcbe.org.



TENTATIVE SCHEDULE OF CLASSES
* = e-res (case-sensitive password is “visions”)


Tues, Sept 2        Introduction


THEORIZING GLOBALIZATION

Thurs., Sept. 4        Mapping and Naming
    * Paula S. Rothenberg (ed.), Beyond Borders, pp. 7-26, 37-43, 317-67
    * Martin W. Lewis and Karen E. Wigen, The Myth of Continents, pp. 2-19

Tues., Sept. 9        A Clash of Civilizations?

Samuel P. Huntington, “The Clash of Civilizations?”  Foreign Affairs 72:3, 22-49.  Online from Consort


Thurs., Sept. 11    Varieties of Globalization

    * Richard Falk, “The Making of Global Citizenship”
    * Ulf Hannerz, “The Global Ecumene”
    * Jonathan Xavier Inda and Renato Rosaldo, “Tracking Global Flows”


INTERNATIONAL STUDIES TOOL-BOX

Tues., Sept. 16        What is Political-Economy?
* Thomas Lairson and David Skidmore, “Introduction: The Political Economy of International Affairs,” from  International Political Economy, pp. 1-16

Thurs., Sept. 18    What is Culture?
    * William H. Sewell, Jr., “The Concept(s) of Culture”
    * Jeff Lewis, Cultural Studies–The Basics, pp. 3-38, 449-54


THE WORLD BEFORE THE MODERN WORLD

Tues., Sept. 23
    * Eric R. Wolf, Europe and the People Without History, pp. 24-72

Thurs., Sept. 25
    * Eric R. Wolf, Europe and the People Without History, pp. 101-25

Fri., Sept. 26
    First 2-page essay due no later than 4:00 p.m. in my office, Knapp 310.


Tues. Sept. 30
* Samir Amin, “The Ancient World-Systems versus the Modern Capitalist World-System”

* Janet Lippman Abu-Lughod, “The World System in the Thirteenth Century: Dead-End or Precursor?”

Fri., Oct. 3
    First take-home essay due no later than 4:00 p.m. in my office, Knapp 310.



THE RISE OF THE MODERN WORLD

Thurs., Oct. 2
    Bayly, The Birth of the Modern World, chs. 2, 3

Tues., Oct. 7
    Bayly, The Birth of the Modern World, chs. 6, 7
    * Benedict Anderson, “Introduction” to Imagined Communities, 1-7

Thurs., Oct 9
    Bayly, The Birth of the Modern World, ch. 9

Tues., Oct. 14
    Mid-term in-class examination

Thurs., Oct. 16
    Mid-semester study break


THE EMERGENCE OF A WORLD ECONOMY

Tues., Oct. 21
    Bayly, The Birth of the Modern World, ch. 5
    Mintz, Sweetness and Power, pp. xvii-xxx

Thurs., Oct. 23
    Mintz, Sweetness and Power, chs. 1, 2

Tues., Oct. 28
    Mintz, Sweetness and Power, chs. 3, 4

Thurs., Oct. 30
    Mintz, Sweetness and Power, ch. 5


THE GLOBAL ECONOMY TODAY

Tues., Nov. 4
    Rivoli, The Travels of a T-Shirt in the Global Economy, pp. xi-xxi, Part I

Thurs., Nov. 6
    Rivoli, The Travels of a T-Shirt in the Global Economy, Part II

Tues., Nov. 11
    Rivoli, The Travels of a T-Shirt in the Global Economy, Part III

Thurs., Nov. 13
    Rivoli, The Travels of a T-Shirt in the Global Economy, Part IV, 211-18

Fri, Nov. 14
    Second take-home essay due no later than 4:00 p.m. in my office, Knapp 310.


GLOBALIZATION AND VIOLENCE

Tues., Nov. 18
    Appadurai, Fear of Small Numbers, chs. 1-3

Thurs., Nov. 20
    Appadurai, Fear of Small Numbers, chs. 4-6


THANKSGIVING BREAK


THE MODERN GLOBAL WORLD: A FAMILY PERSPECTIVE

Tues., Dec. 2
    Kamdar, Motiba’s Tattoos, xi-xxv, ch. 1

Thurs., Dec. 4
    Kamdar, Motiba’s Tattoos, chs. 2, 3
Tues., Dec. 9
    Kamdar, Motiba’s Tattoos, chs. 4, 5

Thurs., Dec. 11    end-of-semester reflections and discussions

Tues., Dec. 16
    2:00 - 4:00:  final exam

Disability

Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support and Enrichment Center in Doane 102 to verify the need for reasonable accommodations based on documentation on file in that office.


Academic Integrity

The students and faculty of Denison University and the International Studies Program are committed to academic integrity and will not tolerate any violation of this principle.  Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity.

      Academic dishonesty is, in most cases, intellectual theft.  It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation.  This standard applies to all work ranging from daily written assignments to major exams.  Students must clearly cite any sources consulted—not only for quoted phrases but also for ideas and information that are not common knowledge. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism. It is the student’s responsibility to follow the appropriate format for citations.

      As is indicated in Denison’s Student Handbook , available through mydenison.edu,  instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or expulsion.
For further information, see the following:
http://www.denison.edu/student-affairs/handbook/ar03s02s01.html
http://www.denison.edu/student-affairs/handbook/article7.html
http://www.denison.edu/offices/provost/handbook/ar07s02.html

Writing Center

The Center is a free resource available to all Denison students.  Student writing consultants from many majors help writers one-on-one in all phases of the writing process, from deciphering the assignment, to discussing ideas, to developing an argument, to finalizing a draft.  Because proofreading is a last step in that process, writers should leave plenty of time for getting their ideas right before expecting proofreading help.  Consultants also can help writers with personal documents, like job and internship applications.  The Center is located on the fourth floor of Barney-Davis Hall; satellite locations are on the third floor of the Library (the Entry level) and the first floor of Fellows near the Computer Lab.  Appointments between 4 p.m. and 9 p.m., Sunday through Thursday, can be made in the Barney location on-line at http://www.denison.edu/academics/writingcenter/index.html.  The satellite locations are drop-in; check the website at http://www.denison.edu/writingctr/ for those hours.

NTERNATIONAL STUDIES 200-02

Dilemmas in the International System:
Human Rights and Asian Values

Fall 2003
Tuesday, Thursday 1:30-2:50
Knapp 308

Prof. John E. Cort
Knapp 310
Phone:X6254
cort@denison.edu

In this seminar we will explore the concept of human rights within a comparative focus. Among the questions we ask explore are the following. Are human rights universal, or are they culturally limited to the European and American Enlightenment project? Is the European and American definition of human rights too narrowly focused on rights of speech and voting? Does it ignore rights to a decent occupation, health care, and similar human needs? How do we balance responsibility to society and individual rights, social harmony and individual freedom? Do the values of the Confucian and other non-Christian religious traditions provide alternative ethics of social organization? What are Asian Values? Are they a genuine alternative to European-American human rights, or only a cover for totalitarian rule?

BOOKS

(Most readings are also on reserve in the library.)

Joanne R. Bauer and Daniel Bell (editors), East Asian Challenges for Human Rights.
Irene Bloom, J. Paul Martin, and Wayle L. Proudfoot (editors), Religious Diversity and Human Rights.
Wm. Theodore de Bary and Tu Weiming (editors), Confucianism and Human Rights.
Micheline R. Ishay (editor), The Human Rights Reader.
Leroy Rouner (editor), Human Rights and the World's Religions.
Peter Ban Ness (editor), Debating Human Rights.

Articles on e-res (case sensitive password is "humrts"):
Roger T. Ames, "Continuing the Conversation on Chinese Human Rights" (Ethics and International Affairs 11, 1997), 177-205.
Jack Donnelly, "Conversing with Straw Men While Ignoring Dictators: A Reply to Roger Ames" (Ethics and International Affairs 11, 1997), 207-13.
Chandra Muzaffar, Human Rights and the New World Order (Penang: Just World Trust, 1993), chapters 1-2 (pp. 1-17).
Louis Henkin, "the Human Rights Idea in Contemporary China: A Comparative Perspective." In R. Randle Edwards, Louis Henkin, and Andrew J. Nathan, Human Rights in Contemporary China (New York: Columbia University Press, 1986), 7-29.
Henry Rosemont, Jr., "Against Relativism.? In Gerald James Larson and Eliot Deutsch, eds., Interpreting Across Boundaries(Princeton: Princeton University Press, 1988), 36-70.
Henry Rosemont, Jr., "Interlude: Modern Western and Ancient Chines Concepts of the Person. "A Chinese Mirror (La Salle, IL: Open Court, 1991), 57-78.
Henry Rosemont, Jr., "Reflections on Human Rights Conflicts: (Resist 7:9, November 1998), 1-3.

There will also be readings from various on-line sources, and several readings handed out in class.

COURSE REQUIREMENTS

Research paper project culminating in 15-20 page (4500-6000 word) paper
Due Tuesday, December 16. Further information on research paper will be handed out later.
Weekly short analysis papers
Regular discussion initiation papers
Informed Participation

PROVISIONAL COURSE SCHEDULE
ORIENTATIONS

Tuesday, September 2	Introduction
Thursday, September 4	Universalism and Relativism David Little, "The Nature and Basis of Human Rights" (http://www.usip.org/research/rehr/natbasis.html) David Little, "Human Rights, East and West" (http://www.usip.org/research/rehr/eastwest.html) David Little, "The Universality of Human Rights" (http://www.usip.org/research/rehr/universality.html) Jack Donnelly, "Human Rights and Asian Values: A Defense of 'Western' Universalism" (Bauer and Bell, 60-87) Roger T. Ames, "Continuing the Conversation on Chinese Human Rights" (Ethics and International Affairs 11, 1997) (in packet) Jack Donnelly, "Conversing with Straw Men While Ignoring Dictators: A Reply to Roger Ames" (Ethics and International Affairs 11, 1997) (in packet) Chandra Muzaffar, "Towards Holistic Human Rights" (e-res) "Universal Islamic Declaration" (in packet) David Little, Abdulaziz Sachedina, and John Kelsay, "Christianity, Islam, and Religious Liberty," pp. 213-18, 225-39 (in Religious Diversity and Human Rights) Rhoda E. Howard and Jack Donnelly, "Liberalism and Human Rights: A Necessary Connection" (in The Human Rights Reader) Mihailo Markovi, "Political Rights Versus Social Rights" (in Human Rights and the World's Religions)
Tuesday, September 9	Debating Human Rights, pp. 80-163
Thursday, September 11	Debating Human Rights, pp. 167-196
Tuesday, September 16	Debating Human Rights, pp. 199-281
Thursday, September 18	Debating Human Rights, pp. 199-281

HISTORY OF THE IDEA OF HUMAN RIGHTS

Tuesday, September 23	John Langan, "The Individual and Collectivity in Christianity" (in Religious Diversity and Human Rights) Trutz Rendtorff, "Christian Concepts of the responsible Self" (in Human Rights and the World's Religions) Richard Ashcraft, "Religion and Lockean Natural Rights" (in Religious Diversity and Human Rights) Louis Henkin, "The Human Rights Idea in Contemporary China: A Comparative Perspective," pp. 7-29 (in packet)
Thursday, September 25	In The Human Rights Reader: Introduction (pp. xiii-xl) Thomas Hobbes (pp. 84-89) John Locke (pp. 93-104) US Declaration of Independence (pp. 127-130) Thomas Paine (pp. 134-138) French Declaration of the Rights of Man and Citizen (pp. 138-139) US Bill of Rights (http://lcweb2.loc.gov/const/bor.html)
Tuesday, September 30	In The Human Rights Reader: Steven Lukes (pp. 233-247) United Nations Universal Declaration of Human Rights (pp. 407-412) United Nations International Covenant on Civil & Political Rights (pp. 424-432) United Nations International Covenant on Economic, Social and Cultural Rights (pp. 433-440) United Nations Declaration on the Right to Development (pp. 469-473) Vienna Declaration (pp. 479-491) Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities (look under 1992 at http://www.un.org./Depts/dhl/resguide/hrdec.htm) To be handed out: Bangkok Declaration Bilahari Kausikan, "Human Rights Must Adjust to Asian Power" Jin Yongjian, "Asia's Major Human Rights Concerns" Liu Huaqiu, "Proposals for Human Rights Protection and Promotion"
Thursday, October 2	Library day

THE CONFUCIAN TRADITION

Tuesday, October 7	Irene Bloom, "Confucian Perspectives on the Individual and Collectivity" (in Religious Diversity and Human Rights) In Confucianism and Human Rights: de Bary (pp. ix-xix) de Bary (pp. 1-26) Twiss (pp. 27-53)
Thursday, October 9	No class: Fall Study Day
Tuesday, October 14	In Confucianism and Human Rights: Ching (pp. 67-82) Kwok (pp. 83-93) Bloom (pp. 94-116) Judge (pp. 193-208)
Tuesday, October 16	In Confucianism and Human Rights: Zarrow (pp. 209-233) Peerenboom (pp. 234-260) Tu Weiming (pp. 297-307) Henkin (pp. 308-314)

HUMAN RIGHTS AND CONTEMPORARY EAST ASIA

Tuesday, October 21	In The East Asian Challenge for Human Rights: Bauer and Bell (pp. 3-23) Tatsuo (pp. 27-59) Sen (pp. 88-99) review Donnelly (pp. 60-87)
Thursday, October 23	Henry Rosemont, Jr., "Why Take Rights Seriously: A Confucian Critique" In Human Rights and the World's Religions) Henry Rosemont, Jr. "Human Rights: A bill of Worries" (In Confucianism and Human Rigths) Henry Rosemont, Jr. "Against Relativism" (e-res) Henry Rosemont, Jr., "Interlude: Modern Western and Ancient Chinese Concepts of the Person" (e-res) Henry Rosemont, Jr., "Reflections on Human Rights Conflicts" (e-res)
RESEARCH WEEK	October 28-30

HUMAN RIGHTS AND CONTEMPORARY EAST ASIA

Tuesday, November 4	In The East Asian Challenge for Human Rights: Yasuaki (pp. 103-121) Taylor (pp. 124-144)
Tuesday, November 6	In The East Asian Challenge for Human Rights: An-Nai'im (pp. 147-168) Othman (pp. 169-192) Satha-Anand (pp. 193-211) Chan (pp. 212-237)
Thursday, November 11	In The East Asian Challenge for Human Rights: Ghai (pp. 241-263) Tan (pp. 264-285) Solinger (pp. 285-312)
Thursday, November 13	In The East Asian Challenge for Human Rights: Huang (pp. 313-335) Kingsbury (pp. 336-377)

PAPER PRESENTATIONS

Tuesday, November 18
Thursday, November 20
Tuesday, December 2
Thursday, December 4
Tuesday, December 9

CONCLUDING DISCUSSION

Thursday, December 11

Professor Susan Diduk
Meeting Time/Place MW 14:30-15:50: BMRG 220
Office Hours: Tuesday 9:00-10:00: Thursday 11:00-1:00

Dr. Heather Hindman
Fellows 417, X8510 (direct)
Office Hours Mon. 10:30-11:30, Tues. 1-2

Dr. Heather Hindman
Fellows 417, X8510 (direct)
Office Hours Mon. 10:30-11:30, Tues. 1-2

Professor Andy Katz
Knapp305A Phone:6405
katz@denison.edu

INTERNATIONAL STUDIES 200-01

Varieties Of Environmentalism

Fall 2004
Tuesday, Thursday 1:30-2:50
Knapp 306

Prof. John E. Cort
Knapp 310
Phone:X6254
cort@denison.edu

This seminar asks the basic question, "What is environmentalism?". We explore some of the ways in which environmentalism is practiced in the developed First World and the developing Third World (or, in the terms preferred by many scholars and activities, the North and the South). Among the organizing questions for the seminar are: What are the similarities and differences of environmentalism in the North and the South? How is environmentalism related to issues of human inequality on bases such as race, class, gender, caste, and nationality? How do intro-human questions of justice intersect with inter-species questions of justice? What are they causes and consequences of environmental change: who pays the costs and who received the benefits? We will look at ways that natural resource issues (in particular timber and forests, water and dams, and energy), toxic waste disposal issues, and environmental justice issues are framed and expressed in the North and South. Our study will involve case studies from India and the United States.

COURSE REQUIREMENTS
Regular response papers on readings
Regular discussion initiation summaries and questions
Informed participation in discussions
Three six-page essays:
       First essay due Friday, October 1
       Second essay due Friday, November 5
 Third essay due Friday, December 17
All essays due in my box in the Religion Department (Knapp 310) by 4:00
The specific details of the essays will be explained in separate handouts. BOOKS
All the books are on reserve in the library
Required books:
      Amita Baviskar, In the Belly of the River
      Robert D. Bullard (ed.), Confronting Environmental Racism
J. Baird Callicott and Michael P. Nelson (eds.),The Great New Wilderness Debate
Luke W. Cole and Sheila R. Foster (eds.), From the Ground Up
Ramachandra Guha, Environmentalism: A Global History
       Ramachandra Guha, The Unquiet Woods
On e-res (case sensitive password: guha)
Ramachandra Guha and Juan Martinez-Alier, Varieties of Environmentalism Grades: participation, response papers, and discussion initiation papers together account for 25% of the seminar grade, and each of the three essays also counts for 25%.

TENTATIVE SEMINAR SCHEDULE

Introduction to the Seminar
      Tuesday, August 31
      Thursday, September 2
             Guha, Environmentalism, 1-9
Guha and Martinez-Alier, xi-xxiii, 3-21, 203-06Environmentalism: A Global History
      Tuesday, September 7
            Guha, Environmentalism, 10-62
      Thursday, September 9
            Guha, Environmentalism, 63-154 The Great New Wilderness Debate
      Some relevant web sites:
             http://www.earthfirst.org
             http://www.earthfirstjournal.org
      Tuesday, September 14
Callicott and Nelson, "Introduction," 1-20
Thoreau, selections from "Walking", 31-41
Muir, selections from Our National Parks, 48-62
Leopold, "Wilderness as a Form of Land Use, " 75-84
Marshall, "The Problem of Wilderness, " 85-96
"The Wilderness Act of 1964," 120-30
          Thursday, September 16
Nash, "The International Perspective," 207-16
Guha, "Radical American Environmentalism and Wilderness Preservation: A Third World Critique," 246-70
Naess, "The Third World, Wilderness, and Keep Ecology," 230-93
Bayet, "Overturning the Doctrine: Indigenous People and Wilderness - Being Aboriginal in the Environmental Movement", 314-24
Talbot, "The Wilderness Narrative and the Cultural Logic of Capitalism, 325-33
          Tuesday, September 21
Callicott, "The Wilderness Idea Revisited: The Sustainable Development Alternative," 337-67
          Rolston, "The Wilderness Idea Reaffirmed," 367-86
Callicott, "The Good Old-Time Wilderness Religion," 387-94
          Foreman, "Wilderness Areas for Real," 395-407
          Noss, "Sustainability and Wilderness," 408-13
          Thursday, September 23
Cronon, "The Trouble with Wilderness, or, Getting Back to the Wrong Nature, " 471-99
Henberg, "Wilderness, Myth, and American Character," 500-10
Noss, "Wilderness Recovery" Thinking Big in Restoration Ecology," 521-39
Waller, "Getting Back to the Right Nature: A Reply to Cronon's "The Trouble with Wilderness," 540-67
         Tuesday, September 28
             Foreman, "Wilderness: From Scenery to Nature," 568-84
Callicott, "Should Wilderness Areas Become Biodiversity Reserves?" 585-94
         Tuesday, September 28
All campus convocation: "The Human Face behind the Global Economy: Bangladesh Worker's Tour."
Slayer Auditorium - 7:30pm Friday, October 1
First essay dueEnvironmentalism in India: Forests
      Some relevant web sites:
      http://issd1.iisd.ca/50comm/commdb/list/c07.htm
      http://www.markshep.com/nonviolence/GT_Chipko.html      http://electronicsoapbox.com/es/hydepark/chipko.htm
      http://www.rightlivelihood.se/recip1987_2.html
      http://bostonglobalaction.net/UK/nandadevi
       Thursday, September 30
           Guha, The Unquiet Woods, x-xv, 1-34
      Tuesday, October 5
           Guha, The Unquiet Woods, 35-98
      Thursday, October 7
           Guha, The Unquiet Woods, 99-151
      Tuesday, October 12
           Guha, The Unquiet Woods, 152-222Environmentalism in India: Rivers and Dams
      Thursday, October 14
           no class: study day
      Tuesday, October 19
           Baviskar, In the Belly of the River, vii-viii, 1-48
      Thursday, October 21
           Baviskar, In the Belly of the River, 49-135
       Tuesday, October 26
           Baviskar, In the Belly of the River,136-96
      Tuesday, October 28
Narmada Diary
           Some relevant web sites:
           http://www.irn.org/programs/india
           http://www.narmada.org
           http://www.mp.nic.in/nvda       Thursday, October 28
All campus convocation
Sandra Steingraber, "Why Scientists Wear White and Poets Wear Black: Biology and Poetry in Service of the Environment"
Burton Morgan Auditorium - 7:30pm       Tuesday, November 2
           Baviskar, In the Belly of the River,197-272       Friday, November 5
Second essay dueEnvironmental Racism and Environmental Justice in the U.S.
           Some relevant web sites:
http://www.igc.org/envjustice
http://www.hensonscales.com/erlinks.htm
           Thursday, November 4
                Cole and Foster, From the Ground Up, 1-33, 185-95
           Tuesday, November 9
                Cole and Foster, From the Ground Up, 34-79, 195-215
           Thursday, November 11
                 Cole and Foster, From the Ground Up, 80-133, 215-26
           Tuesday, November 16
                 Cole and Foster, From the Ground Up 134-83, 227-30
           Thursday, November 18
Laid to Waste: Environmental Action in Chester, Pennyslvania            November 20-28
           Thanksgiving break            Tuesday, November 27
                 Bullard,Confronting Environmental Racisam, 1-40
            Thursday, November 29
                 Bullard,Confronting Environmental Racisam, 41-92
           Tuesday, December 4
                 Bullard,Confronting Environmental Racisam, 93-140
           Thursday, December 6
                 Bullard,Confronting Environmental Racisam, 141-206
             Friday, December 17, 4:00p.m.

Third essay due in my office, Knapp 310

Dr. Sita Ranchod-Nilsson
Fellows 420, X6528 direct, X6393 [ Truet McDowell Program Assistant]
email: ranchod@denison.edu
Office Hours M & W 1:00-2:00, Thursdays 1:30-3:30 and by appointment

INTL 200
Gender and Globalization
Spring 2005 The term globalization is often used as a kind of catch phrase for the multiple mobilities of people, capital, information, images and ideas that shape interactions between disparate locations as well as the choices and possibilities that people confront in their daily lives. Ideas and practices associated with gender identities are crucial to shaping these global processes. This course begins by laying the groundwork for gender analysis and taking an overview of some of the processes that tend to get lumped together as "globalization". Then, we will take a more detailed look at the gender dimensions, particularly of three areas often associated with globalization that affect women's lives: the gendered nature of global production, the globalization of domestic care, and violence against women related to prostitution and trafficking. We will also look at women's transnational organizing in reponse to these and other issuesRequired Readings:
Books-The following books are available for pruchase from the University bookstore:
Cynthia Enloe, Bananas, Beaches and Bases
Leslie Salzinger, Genders in Production
Rhacel Salazar Parrenas, Servants of Globalization
Kamala Kempadoo and Jo Doezema, Global Sex Workers
Nancy A. Naples and Manisha Desai, eds.,Women's Activism and Globalization In addition, required articles are available through the ERES system, or through the library's electronic catalog.

Course Requirements:
Participation (20%) - This course is not a place for passive learning. Hence, your intellectual engagement and active participation are very important. Of course you are expected to attend classes and complete assigned work on time. However, I anticipate that you will go well above these minimum expectations to demonstrate interest in and curiosity about the subject, and do offer meaningful insights and critical perspectives on the materials we cover. Three times during the semester I will give you written feedback about your participation. Essay (15%)-In the first half of the course I will ask you to write an essay addressing theoretical issues in the study of gender and globalization. This essay will be appproximately 5-6 pages in length. The topic will be handed out a week in advance of the due date. Critical Responses: (25%) -It is important that you develop critical perspectives on the material. Six times during the semester I will hand out critical response questions. You are requierd to write 3 page responses to three. Research Paper (20%) - You will have the opportunity to do a 15-20 page research paper on topic related to this course. Details of this assignment will be handed out in mid-February. Final Exam (20%)- This will be a cumulative, take home exam. It will be due during our regularly scheduled final exam period, Friday, May 6th at 11:00 a.m.

Course Policies:Plagiarism-I expect all students to conduct research and writing honestly and to appropriate reference for all sources consulted. Those of us who engage in research and writing take plagiarism very seriously. According to our student handbook, plagiarism is defined as follows: "In any academic assignment, plagiarism involves the use of data, ideas, or works of others without proper use of established or designated forms of acknowledgement, such as footnotes, quotations, bibliographies, etc. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism." All suspected instances of plagiarism will be referred to the Associate Provost's office for investigation and ajudication. Just as the expanding Internet provides many opportunities for plagiarism, it also provides many tools for professors to use to check for plagiarsim, and I do check. Class Attendance and Tardiness - You are expected to attend class regularly and faithfully. If you have a bonafide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss. Four absences during the semester will result in a full letter drop in your final grade. If you must miss class, please contact a classmate to review what you missed. While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes by individual students. Also, do not come to class late. Late arrivals are not only disruptive; they also convey a lack of respect for the course. Generally, I will shut the classroom door about five minutes after class begins. Please do not enter the class if the door is shut.

 

Late Work-I do not like late work because it shows disrespect to your classmates. It is also unfiar to your fellow students who stayed up all night to complete a paper on time for you to receive extra time. All assignments will be handed out well in advance of the due date and all good scholars know that one should never postpone working on assignments until the last minute. All assignments should be submitted in class on the day they are due. No electronically submitted assignments will be accepted. Late work will be penalized 10% for 24 hours period after the deadline. Accomodation for Students with Disabilities- Any student who feels he or she may need an accomodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic support and Enrichment Center in 104 Doane to verify the need for reasonable accomodations based on documentation on file in their office.

In general, if you have questions, concerns or problems related to the course, it is always better to ask in advance than to allow the issue to grow over time.

 

Date	Topic	Assignment	Due
1/17	Introduction	None
1/19	Theorizing Gender	Enloe, ch. 1, and Freeman, "Is Local: Global as Feminine: Masculine?" *
1/21		Joan Scott, "Gender: A Useful Category of Historical Analysis," American Historical Review, 1986 91(5)*
1/24		Jane Flax, "Postmodernism and Gender Relations in Feminist Theory;" Chandra Mohanty, "Under Western Eyes" [ERES]
1/26	Where are the Women?	Enloe, ch 2
1/28	Job candidate	Reading TBA
1/31		Enloe, ch 4
2/2	Job candidate	Reading TBA
2/4	Job candidate	Reading TBA
2/7		Enloe, ch 6
2/9		Enloe, ch 8
2/11		Enloe, ch. 3, and Ranchod-Nilsson, "Zimbabwe" [ERES]	Handout essay Assignment
2/14		Peterson, "Sexing Political Identities: Nationalism as Heterosexism"
2/18	Summarizing themes in Enloe	Anthias and Davis, Introduction to Women-Nation-State[ERES]	Handout research assignment Essay due in class
2/21	Meet in library w/ Ann Watson	Read ahead in Salzinger
2/23	Film "Citizen Ruth"	Research day
2/25	finish film, "Citizen Ruth"	Research day
2/28	No class	Research day
3/2	Globalization, Gender and Production	Salzinger, ch 1-3	Research topic statement and preliminary bibliography (15)
3/4		Salzinger, ch 4-5
3/7		Salzinger, ch 6-7
3/9	Film, "Working Women of the World"	Salzinger, 8
3/11	Summary discussion
3/21	Globalization and domestic care	Review Enloe ch.8; Parrenas intro; ch from Global Woman [ERES]
3/23		Parrenas, ch 1-2
3/25		Parrenas, ch 3-4
3/28	Film, "Chain of Love"
3/30		Parrenas, ch 6
4/1
4/4	Globalization, Sex, Prostitution and Violence	Coomaraswamy, "Violence Against Women" Report to UN Social and Economic Council 2000 [ERES]
4/6		Kempadoo, ch 1-3
4/8	Film, "Sacrifice"	Bales, "Thailand: because she looks like a child."[ERES] and Kempadoo, ch 10
4/11		Kempadoo, ch 7-9
4/13		Kempadoo, selections from part III
4/15	Summary discussion
4/18	Women's Transnational Organizing	Naples and Desai, ch 1-3
4/20		Naples and Desai, TBA	none
4/22		Naples and Desia, TBA	Research Papers due
4/25	Research Presentations
4/27	Research Presentations
4/29	Research Presentations
5/2
5/6	Final Exam		Take home Due at 11:00 a.m. in Fellows 420

*Accessible through the Library homepage on J-Stor

Dr. Gary Baker
Fellows 419, X6213 direct, X6393 [Program Assistant]
email: bakerg@denison.edu

INTL 200.01
Dilemmas in the International System "Europe and Immigration"
Spring 2006 International Studies is the interdisciplinary exploration of global processes that shape broad international trends as well as the specific historically and culturally embedded lives of people throughout the world. As a field International Studies is relatively new, combining knowledge and methods from the social sciences, the humanities and the fine arts. The field emerged in the late 1970s partly in response to a number of global developments involving the increased mobility of people associated with political turmoil, labor and tourism; shifting forms of production and finance; the HIV?AIDS pandemic; human rights regimes; nuclear proliferation; expansion of consumer markets and commoditization; and developments in technology and global media, among others. Understanding these issues and, in some cases addressing related problems, required scholars to transcend the limitations of disciplinary boundaries. Our course on immigration to Europe falls into this framework. International Studies 200 "Dilemmas in the International System," the second core course in the International Studies major, takes a world issue and views it from multiple perspectives. Our topic is immigration in Europe and we will approach the topic keeping in mind the political, historical, cultural, and economic elements of immigration in that part of the world. We will explore the reasons for the tensions between the importance of migrant labor for developed economies, the putatively inclusive ideals of western liberal democracies and the "threat" that immigrants present to imagined cultural homgeneity and the maintenance of the welfare state in Europe. Equally contentious are the notion of state sovereignty where immigration policy is concerned the role EU institutions in making immigration policy for an integrating and expanding Europe.

Required Readings:
Books-The following books are available for pruchase from the University bookstore:
Peter Stalker, The No-Nonsense Guide to International Migration
Buchi Emecheta, Kehinde
John McCormick, Understanding the European Union
Saskia Sassen, Guests and Aliens
Andrew Geddes,The Politics of Immigration in EuropeArticles- a series of articles from a wide variety of publications is available on Electronic Reserve [ERES] and accessible through the library's webpage. The password for our class is global (case sensitive). PLEASE BRING THE ASSIGNED MATERIAL TO CLASS EACH DAY - This will allow us to consult the text during class.

Newspapers and Periodicals: If the opportunity presents itself we will talk about current events as they relate to the issue of immigration, in particular the European experience with it. Therefore, you are encouraged to seek out reliable sources of information on immigration, in particular the European experience with it. Therefore, you are encouraged to seek out reliable sources of information on immigration from the press. All students have access to three newspapers on campus of which The New York Times is probaly the most international it its scope. In order to locate new sources of information you might check out the international press on the web. The following websites may be helpful:http://allafrica.com
http://www.nytimes.com
http://washingtonpost.com
http://news.bbc.co.uk
http://aljazeera.net
http://timesofindia.indiatimes.com
http://www.lemonde.fr
http://www.lexpress.fr/
http://www.utm.edu/departments/french/french/(choose the link for press, readio and television
http://www.spiegel.de/
http://www.zeit.de/ This list is, of course, not exhaustive. Google also provides an international news indexing service at http//news.google.com/ and click on "World". Note that many newspapers in other countries have English language versions. In addition, I would recommend that you persue the following periodicals: Foreign Policy, The Atlantic Monthly, The Economist,even Time and Newsweek for news about development on immigration policy and trends. All are available in our library.

Required Film:     Films provide us the opportunity to think about problems experienced by immigrants in particular historical, geographical and cultural contexts. They also convey in visual terms key concepts and relationships that we will be reading about. The films exceed the time allotted for our regular class, so two films (Dirty Pretty Thingsand Inch' Allah Dimanche)are for viewing outside of class for discussion in class. The other three films are components of your first writing assignment.
Dirty Pretty Things
Inch' Allah Dimanche
Bread and Roses
Taxi to Timbuktu
The Terminal

Course Requirements:
Participation and Responses (20%) - Regular and meaningful participation is an important part of this course. This means, at minimum you will attend the course regularly, complete all reading and writing assignments in a timely fashion and offer valuable contributions to our class discussions on a regular basis. My assessment of participation also takes into account the level of student engagement. Does a student demonstrate a genuine interest in the topic and conceptual issues raised by the course? Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals, other courses, or independent reading) into our discussions? Truly exemplary participation will also demonstrate these characteristics. Failure to regularly and meaningfully participate in class will negatively affect your grade. To help encourage your participation and provide you an opportunity to demonstrate what you gained from readings I will ask you to submit six 350-400 word responses to reading questions throughout the semester. Three of these responses must be completed by March 6th. Responses that are off mark or unreflective will receive partial credit. Reading responses each count for 2% of your final grade of 12% in all. The other 8% break down accordingly, participated rarely 2%, sometimes 4%, frequently 6% or always 8%. Midterm and Final Exams - Both exams will primarily involve essay questions and some concept identifications. Questions for the mid-term will be distributed in advance, although the exam will be written in class. The final exam will be a take-home exam. (Each Exam will count for 20% of your final grade.)Research Project - Details of this assignment will be distributed a few weeks into the course. (this project counts for 20% of your final grade.)European Union Quiz - This quiz focuses on the information in the McCormick book and is worth 5% of your grade.Essay - Early in the semester you will be asked to write an essay in response to questions addressing course materials and the three films mentioned above. (This essay counts for 15% of your final grade.)

Course Policies:
Plagiarism-I expect all students to conduct research and writing honestly and to appropriate reference for all sources consulted. Those of us who engage in research and writing take plagiarism very seriously. According to our student handbook, plagiarism is defined as follows: "In any academic assignment, plagiarism involves the use of data, ideas, or works of others without proper use of established or designated forms of acknowledgement, such as footnotes, quotations, bibliographies, etc. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism." All suspected instances of plagiarism will be referred to the Associate Provost's office for investigation and ajudication. Just as the expanding Internet provides many opportunities for plagiarism, it also provides many tools for professors to use to check for plagiarsim, and I do check. Class Attendance and Tardiness - You are expected to attend class regularly and faithfully. If you have a bonafide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss. More than two absences during the semester will count for 1% subtracted from your final grade. Thereafter I will take 1% off your grade for every absence. If you must miss class, please contact a classmate to review what you missed. While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes by individual students. Also, do not come to class late! Late arrivals are not only disruptive; they also convey a lack of respect for the course. Consistent tardiness will be considered an absence.

 

Late Work -I do not accept late work because it shows disrespect to your classmates. When the deadline is upon you it is better to hand in what you have finished at that point rather than hand in something late. Partially finished work receive partial credit and late work receives NO credit. It is unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress. All assignments will be handed out well in advance of the due date and all good scholars know that one should never postpone assignments until the last minute. All assignments must be submitted in class on the day they are due. No electronically submitted assignments will be accepted. Accommodation for Students with Disabilities- Any student who feels he or she may need an accomodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic support and Enrichment Center in 104 Doane to verify the need for reasonable accomodations based on documentation on file in their office.

In general, if you have questions, concerns or problems related to the course, it is always better to ask in advance than to allow the issue to grow over time.

 

Date	Topic	Assignment	Due
1/16	Introduction
1/18	General view of Migration issues: Learning the Vocabulary of migration	Stalker 10-39
1/20		Stalker 40-97
1/25		Stalker 100-133	Celebrate MLK day Monday 1/23
1/27		Kapur and McHale "Migration's New Payoff" ERES	Receive first assignment due 2/10; view films for assignment
1/30	Locating Europe politically, culturally, geographically	Summary discussion and McCormick "what is the European Union?" 1-28
2/1		McCormick "The Idea of Europe" 29-55
2/3		McCormick "The Evolution of the EU" 56-83; Morley and Robins "No Place like Heimat: Images of Home(land) in European Culture" ERES
2/6		McCormick "The Institutions of the EU" 84-114
2/8		McCormick The EU and the Members States 115-140 and "The EU and its Citizens" 141-166
2/10		McCormick "Economic Integration" 167-192	Hand in first assignment
2/13		Giesen "National Identiy and Citizenship: The Cases of Germany and France" ERES
2/15		Summary Discussion
2/17	Study for EU quiz	EU quiz	Receive research assignment: due 4/14
2/20	The History of Immigration in Europe	Sassen "Introduction" 1-6 and "1800" 7-32
2/22		Sassen "After 1848" 33-50 and "Nations and Migrations: Germany, France, Italy" 51-75
2/24		Sassen "The State and the Foreigner" 77-98 and "Patterns, Rights, Regulations" 99-132
2/27		Sassen "Making Immigration Policy Today" 133-158
3/1		Summary discussion of history of immigration in Europe	Library visit for research project?
3/3		Castles "Migration in Highly Developed Countries Since 1945" ERES
3/6		Castles" Migrants and Minorities in the Labor Force" ERES
3/8		Soysal "Changing Boundaries of Participation in European Public Spheres" ERES
3/10		Torpey "Conclusion: A Typology of 'Papers'" ERES
3/20		Discussion of recent materials and research project
3/22			Midterm
3/24	Policies and Politics of Immigration	Geddes "Analysing the Politics of Migration and Immigration in Europe" 1-28
3/27		Geddes "Maintaining 'Fortress Britain'"29-51 and Layton-Henry "Britain:From Immigration Control to Migration Management" ERES
3/29		Geddes 52-78 "France: Still the One and Indivisible Republic?" And Hollifield "France: Republicanism and the Limits of Immigration Control ERES
3/31		Geddes 79-101 "Germany: Normalised Immigration Politics?" and Martin "Germany: Managing Migration in the Twenty-First Century" ERES	Daylight Saving Time Begins on Monday
4/3		Geddes 102-125 "Multicultural Dilemmas in Sweden and the Netherlands" and Muus "The Netherlands: A Pragmatic Approach to Economic to Economic Needs and Humanitarian Considerations" ERES
4/5		Summary discussion of readings so far; progress report on research
4/7		Geddes 126-148 "The Politics of Migration in an Integrating Europe"
4/10		Geddes 149-172 "Southern Europe: Immigration Politics in Newer Immigration Countries" and Cornelius "Spain: The Uneasy Transtion from Labor Exporer to Labor Importer" ERES
4/12		Geddes 173-190 "The Europeanisation of Migration Politics in Central and Eastern Europe"
4/14		Summary discussion of readings	Hand in research assignment
4/17		Ben Jelloun "French Hospitality: Introduction" ERES
4/19		Emecheta "Kehinde" 1-75
4/20 reminder	Film	Dirty Pretty Things View for tomorrow
4/21		Discussion of "Dirty Pretty Things"
4/24		Emecheta "Kehinde" 76-141	Course evaluations
4/26		Ozdamar "Karagoz in Alamania/Blackeye in Germany" and "Mother Tongue"; Asye "My Two Faces"; Devrim "You Will Never Be Able to Learn This Langauge," "I Thought I was in Hell," and "I Played a Role" ERES	Course evaluations
4/27 reminder	Film	Inch' Allah Dimanche View for tomorrow	Course evaluations
4/28		Discussion of "Inch'Allah Dimanche"	Course evaluations
5/1		Summary discussion of course; discussion of final	Course evaluations
Final Due May 4 by 4:30pm Fellows 419

INTERNATIONAL STUDIES 200-03

Varieties Of Environmentalism

Fall 2006
Tuesday, Thursday 1:30-2:50
Gilpatrick Seminar Room

Prof. John E. Cort
Knapp 310
Phone:X6254
cort@denison.edu

This seminar asks the basic question, "What is environmentalism?". We explore some of the ways in which environmentalism is practiced in the developed First World and the developing Third World (or, in the terms preferred by many scholars and activities, the North and the South). Among the organizing questions for the seminar are: What are the similarities and differences of environmentalism in the North and the South? How is environmentalism related to issues of human inequality on bases such as race, class, gender, caste, and nationality? How do intro-human questions of justice intersect with inter-species questions of justice? What are they causes and consequences of environmental change: who pays the costs and who receives the benefits? We will look at ways that natural resource issues (in particular timber and forests, water and dams, and energy), toxic waste disposal issues, and environmental justice issues are framed and expressed in the North and South. Our study will involve case studies from India and the United States.

COURSE REQUIREMENTS
Regular response papers on readings
Regular discussion initiation summaries and questions
Informed participation in discussions
Three six-page essays:
       First essay due Monday, October 2
       Second essay due Monday, November 6
       Third essay due Friday, December 15
       All essays due in my box in the Religion Department (Knapp 310) by 4:00
      The specific details of the essays will be explained in separate handouts. BOOKS
All the books are on reserve in the library
Required books:
      Amita Baviskar, In the Belly of the River
      Robert D. Bullard (ed.), Confronting Environmental Racism
      J. Baird Callicott and Michael P. Nelson (eds.),The Great New Wilderness Debate
      Luke W. Cole and Sheila R. Foster (eds.), From the Ground Up
      Ramachandra Guha, Environmentalism: A Global History
      Ramachandra Guha, The Unquiet Woods On e-res (case sensitive password: wisdom)
      Ramachandra Guha and Juan Martinez-Alier, Varieties of Environmentalism Grades: participation, response papers, and discussion initiation papers together account for 25% of the seminar grade, and each of the three essays also counts for 25%.

TENTATIVE SEMINAR SCHEDULE

Introduction to the Seminar
Tuesday, August 29
Thursday, August 31
             Guha, Environmentalism, 1-9
             Guha and Martinez-Alier, xi-xxiii, 3-21, 203-06Environmentalism: A Global History
Tuesday, September 5
            Guha, Environmentalism, 10-62
Thursday, September 7
            Guha, Environmentalism, 63-154 The Great New Wilderness Debate
      Some relevant web sites:
             http://www.earthfirst.org
             http://www.earthfirstjournal.org Tuesday, September 12 Callicott and Nelson, "Introduction," 1-20
Thoreau, selections from "Walking", 31-41
Muir, selections from Our National Parks, 48-62
Leopold, "Wilderness as a Form of Land Use, " 75-84
Marshall, "The Problem of Wilderness, " 85-96
"The Wilderness Act of 1964," 120-30 Thursday, September 14 Nash, "The International Perspective," 207-16
Guha, "Radical American Environmentalism and Wilderness Preservation: A Third World Critique," 231-45
Johns, "The Relevance of Deep Ecology to the Third World: Some Preliminary Comments," 246-70
Guha, "Deep Ecology Revisted" in Great Wilderness Debate, 271-79
Naess, "The Third World, Wilderness, and Keep Ecology," 280-93
Bayet, "Overturning the Doctrine: Indigenous People and Wilderness - Being Aboriginal in the Environmental Movement", 314-24
Talbot, "The Wilderness Narrative and the Cultural Logic of Capitalism, 325-33 Tuesday, September 19 Callicott, "The Wilderness Idea Revisited: The Sustainable Development Alternative," 337-67
Rolston, "The Wilderness Idea Reaffirmed," 367-86
Callicott, "The Good Old-Time Wilderness Religion," 387-94
Foreman, "Wilderness Areas for Real," 395-407
Noss, "Sustainability and Wilderness," 408-13 Thursday, September 21 Denevan, "The Pristine Myth: The Landscape of the Americas in 1492, "414-42
Cronon, "The Trouble with Wilderness, or, Getting Back to the Wrong Nature, " 471-99
Henberg, "Wilderness, Myth, and American Character," 500-10
Noss, "Wilderness Recovery" Thinking Big in Restoration Ecology," 521-39
Waller, "Getting Back to the Right Nature: A Reply to Cronon's "The Trouble with Wilderness," 540-67 Tuesday, September 26 Foreman, "Wilderness: From Scenery to Nature," 568-84
Callicott, "Should Wilderness Areas Become Biodiversity Reserves?" 585-94
Snyder, "The Rediscover of Trutle Island," 642-51 Monday, October 2
First essay dueEnvironmentalism in India: Forests
      Some relevant web sites:
      http://issd1.iisd.ca/50comm/commdb/list/c07.htm
      http://www.markshep.com/nonviolence/GT_Chipko.html      http://electronicsoapbox.com/es/hydepark/chipko.htm
      http://www.rightlivelihood.se/recip1987_2.html
      http://bostonglobalaction.net/UK/nandadevi
Thursday, September 28
           Guha, The Unquiet Woods, x-xv, 1-34
Tuesday, October 3
           Guha, The Unquiet Woods, 35-98
Thursday, October 5
           Guha, The Unquiet Woods, 99-151
Tuesday, October 10
           Guha, The Unquiet Woods, 152-222
Thursday, October 12
           no class:study day
Environmentalism in India: Rivers and Dams
Tuesday, October 17
           Baviskar, In the Belly of the River, vii-viii, 1-48
Thursday, October 19
           Baviskar, In the Belly of the River, 49-135
Tuesday, October 24
           Baviskar, In the Belly of the River,136-96
Thursday, October 26
Narmada Diary
           Some relevant web sites:
           http://www.irn.org/programs/india
           http://www.narmada.org
           http://www.mp.nic.in/nvda
Tuesday, October 31
Monday, November 6
Second essay dueEnvironmental Racism and Environmental Justice in the U.S.
           Some relevant web sites:
http://www.igc.org/envjustice
http://www.hensonscales.com/erlinks.htm
           Thursday, November 2
                Cole and Foster, From the Ground Up, 1-33, 185-95
Tuesday, November 7
                Cole and Foster, From the Ground Up, 34-102, 195-217
Thursday, November 9
                 Cole and Foster, From the Ground Up, 103-183, 217-30
Tuesday, November 14
                 Cole and Foster, From the Ground Up 34-53
Thursday, November 16
                Laid to Waste: Environmental Action in Chester, Pennyslvania November 18-26
Thanksgiving break Tuesday, November 28
                 Bullard,Confronting Environmental Racisam, 1-40
Thursday, November 30
                 Bullard,Confronting Environmental Racisam, 41-92
Tuesday, December 5
                 Bullard,Confronting Environmental Racisam, 93-140
Thursday, December 7
                 Bullard,Confronting Environmental Racisam, 141-206
Friday, December 15, 4:00p.m.
Third essay due in my office, Knapp 310

Dr. Sita Ranchod-Nilsson
Fellows 420, X6528 direct, X6393 [ Truet McDowell Program Assistant]
email: ranchod@denison.edu
Office Hours M 1-3, Th 12-1 and by appointment INTL 200
Living in the Beat
Fall 2006 Since the 1986 release of Paul Simon's Graceland, world music has become the backbeat of our lives. Whether we're eating at a fast food restaurant or shopping at an upscale mall, world music is likely to create an atmosphere conducive to consumption. Since the 1980s categories of world music have also proliferated through a variety of commercial and entertainment venues. But what can world music tell us about the local circumstances that give rise to different types of music and the state of culture in the era of globalization? This course will weave together two sets of inquiry. We will pay attention to the local contexts of various forms of world music. What are the circumstances that give rise to the music? In what ways does music give voice to perspectives and identities within particular context? What can the stories associated with world music tell us about how people locate themselves within specific circumstances that are simultaneously global and local? We will explore world music in relation to current scholarship on the cultural dimensions of globaliztion. Do particular types of world music involving fusion and collaboration suggest new forms of culture identity that transcend the boundaries of national culture? How is world music related to contemporary global capitalism? Does world music end up exploiting artists in order to make global elites feel good about globalization?

Required Materials
Bookstore
Timothy D. Taylor,Global Pol(Routledge, 1997)
Marc Schade-Poulsen, Men and Popular Music in Algeria (Univ. of Texas, 1999)
Michael Vel, Fela :The Life and Times of An African Musical Icon (Temple University Press, 2000) ERES and on-line databasesThere are also a number of articles and book chapters available online through ERES. You will need a password to gain access to this material. The password for the semester is "rhythm". Articles available on ERES are designated [E] in the syllabus. The following articles are available through our library's electronic databases. These articles are designated [ED] in the syllabus: Jo Haynes (2005) "World Music and the Search for Difference, "Ethnicities, Vol. 5 (3): 365-385
Martin Stokes (2004) "Music and the Global Order," Annual Review of Anthropology,Vol. 33:47-42
Viet Erlmann (1994) "African Civilised, Africa Uncivilised: Local Culture, World System and South African Music" Journal of Southern African Studies, Vol. 20 (June):2
L. Meintjies (1990)"Paul Simon's Graceland, South Africa, and the Mediation of Musical Meaning,"Ethnomusicology 34:1
Al-Taee, Nasser (2003) "Running with the Rebels: Politics, Identity and Sexual Narrative in Algerian Rai," Echo [www.echo.ucla] Vol 5, No. 1 (Spring)On-line:
Library of Congress Country Studies, http://rs6.loc.gov/frd/cs/
National Geographic World Music, http://worldmusic.nationalgeographic.com/worldmusic/view/page.basic/home
Afropop Worldwide,http://www.afropop.orgCourse Requirements
Short Essays:(40%) - Over the semester you will be asked to write four short essays (4-5 pages). I will hand out the topics one week in advance. I expect these essays to be thoughtful and well written.
Collaborative Research Project:(20%) - This research project will focus on a particular world music artist. Details of the project will be handed out by the end of September. You may work with a partner on this project. The research will result in a 12-14 page research paper and an in-class presentation.
Final Exam (20%) - This take-home exam will be cumulative. The exam will be handed out during the final week of the semester. Participation(20%) - Meaningful participation is expected in this course. I expect that you will come to class each day and that you will critically read and review all assigned materials prior to class. I expect you to be interested in the material and to engage with me and your colleagues in a way that reflects interest (and even enthusiasm) for the material, as well as respect for the interests and opinions of others in the class. Please note that there are two evening events that are required. These events are integral to the course and you must be there. If you have another class or work obligations, please let me know and I will be happy to contact your professor or supervisor Course PoliciesAttendance- I expect you to attend class and to arrive on time. Usually, I will shut the door about 5 minutes into the classs and after that this time, you may not enter. Sorry, but late arrivals are disruptive. If you miss class, please talk with a classmate about what you missed. I am always available to discuss course materials, but I will not make up classes for individuals who missed class. If you are truly sick (e.g. fever, vomiting, etc) please do not attend clas. In these circumstances you will be better served by tending to your illness and won't make the rest of us ill. Please let me know ahead of time if you will miss class due to illness. Late Work- As a general policy, I do not accept late work. Deadlines for assignments are announced at the beginning of the semester and I expect that you will adjust your schedules accordingly. If you are ill (and can document it) let me know ahead of the assignment deadline. Otherwise, I will expect assignments in class on the day they are due.Academic Dishonesty-I expect all students to conduct research and writing honestly and to appropriate reference for all sources consulted. Those of us who engage in research and writing take plagiarism very seriously. According to our student handbook, plagiarism is defined as follows: "In any academic assignment, plagiarism involves the use of data, ideas, or works of others without proper use of established or designated forms of acknowledgement, such as footnotes, quotations, bibliographies, etc. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism." All suspected instances of plagiarism will be referred to the Associate Provost's office for investigation and ajudication. Just as the expanding Internet provides many opportunities for plagiarism, it also provides many tools for professors to use to check for plagiarsim, and I do check. Accomodation for Students with Disabilities- Any student who feels he or she may need an accomodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic support and Enrichment Center in 104 Doane to verify the need for reasonable accomodations based on documentation on file in their office.If you request accomodation, please make sure that you have contacted this office.

Cell phones - Thi is the first time I feel a need to put a note about this in my syllabus. Basically, I don't want cell phones ringing in class. Since most cell phone rings are like small performance pieces, they have become entirely too disruptive. If you must walk around with your cell phone, please be absolutely certain that it is on silent mode when you are in my class.

 

Date	Topic	Assignment	Due in Class
8/29	Introduction	None
8/31		GP: Intro and Ch.1 Hayes, "World Music and the Search for Difference" [ED]
9/5		GP: Ch.2	Categories and Labels assignment
9/7		Stokes, "Music and Global Order" [ED]
9/12	Graceland	Muller, "Graceland: A Contested Musical Collaboration," and Humphries, excerpt from Still Crazy After all These Years [E]
9/14		Erlmann, "Africa Civilised, Africa Uncivilised [ED]
9/19		Meintjies, "Paul Simon's Graceland, South Africa, and the Mediation of Musical Meaning" [ED]
9/21	Culture and Global Homogenization	Barber, "Jihad vs. McWorld," [E] and Wallerstein/Boyne exchange [E]	Essay #1 due in class
9/26		Friedman, "Being in the World: Globalization and Localization" [E}
9/28	No Class today	At the ISA-West
10/3		Hall, "the Local and the Global" and "Old and New Identities, Old and New Ethnicities" [E]
10/5	Evening Performance: Debashish Bhatachrya, Wexner Center	Attendance at this event is required. Transportation and tickets will be provided	Essay #2 Due in Class
10/10	Music and Strageties of Resistance	GP: Ch. 3
10/12		Fela, Chas. 1-4 *For essential background see the Library of Congress Country Study on Nigeria, esp. the last part of Ch. 1-online	Handout research assignment Essay due in class
10/17		Fela, Chs. 5-8
10/19	Guest lecture, Anita Waters, Soc/Anthro	Denselow, "Rebel Music" [E} and Waters reading TBA	Essay #3 Due in Class
10/24	Resistance and Liberation in Souther Africa	Vail and White, "Plantation Protest," Pongweni, "The Chimurenga Sougs" and Berliner, "Political Sentiment in Shona Songs and Oral Literature" [E]
10/26
10/31	Rai Music, N. Africa and France	MPMA, Chs. 1-2 and Al-Taee, "Running with the Rebels" [ED] * for essential background see the Library of Congress Country Study on Algeria, particularly sections on post-colonial period.
11/2	DVD. Cheb Mami	MPMA, Ch. 3
11/4	Nitasha Sharma lecture at OSU	This event is optional - I can arrange for transportation.
11/7		MPMA, Chs. 4-5
11/8	7:30 concert in Swasey	Attendance at this event is required
11/9	Mbira Masters will be our guests in class	MPMA, Ch.6
11/14		MPMA, Chs. 7-8
11/16		GP, Ch. 8 and Erlmann, "The Aesthetics of the Global Imaginations" [E]	Essay #4 Due in class
11/28	Research Presentations	Schedule TBA
11/30	Research Presentations
12/5	Possibilities of collaboration	GP Ch. 5 and 7
12/7
12/11	Final Exam (Take home)		Due by 4:00 in my office

*this syllabus represents my plan for covering material this semester. It may be altered if we need to spend more time on difficult matierls, or to take advantage of unexpected opportunites. Any changes t the syllabus will be announced well in advance of deadlines.

Fall 2007                                                    
Tues/Thurs 1:30-2:50PM                            International Studies Program
Fellows 208                                                Office: Fellows 420, x-6528
Office Hours: Mon/Wed 2-3PM, Tues/Thurs 3-4PM                

E-mail: suzukit@denison.edu


EAST 200-01 / INTL 200-04 Dilemmas in the International System:
Japan Unbound: Diversity and Globalization


Course Description:
This is a course about Japan, but not the Japan; it is a course about Japanese culture and society, but not the Japanese culture and society. Although we are so accustomed to consider a country or region as one neatly bounded “society” that has a unique “culture,” rarely the boundaries of national/regional “society” and “culture” are unambiguously drawn. As part of International Studies, therefore, this course challenges the taken-for-granted notions of Japanese society and culture – Japaneseness – that we believe we can somehow “discover” and “learn.” Instead, we will inquire into the shifting and intersecting boundaries and changing meanings of “Japanese” society and culture within the context of global flows of people, information, and commodities.
What comes to your mind when you think of “Japanese society and culture”? A horde of suit-clad male office workers, or salaryman, in an overcrowded subway train in Tokyo? A zany postmodern cityscape, where everybody is instant-messaging with their high-tech cell phones? Anime, manga, and Hiro Nakamura of Heroes? These exotic, if sometimes stylish, images of Japan are nothing new. Since the mid-nineteenth century, Americans have viewed Japan as an alien and mysterious nation, having alternately been attracted and frightened by what they have regarded as an incommensurable cultural difference between the United States and Japan.
While Japan is often portrayed as a long-isolated and culturally uniform nation-state inhabited by homogenous population, beneath the calm surface of harmony lies a mesmerizing diversity in its population and a long history of trans-local connections through commerce and migration. This course takes historical and sociological approaches to the modern Japanese culture and society that have continuously transformed against the backdrop of global political economy. In particular, we will focus on the following themes: colonialism and nationalism, national and ethnic identities, emigration and immigration, and popular culture and mass media. Exploring these themes should help us put in perspective, if not dispel, the stereotypes of homogenous and isolated Japanese society and culture, and gain a more complex and nuanced understanding of them. Through these explorations, moreover, we hope to rethink what it means to “understand” society and culture of a country or region, without either exoticizing its distinctiveness or suppressing it.

Course objectives:
At the end of this course, I want students to be able to:
1.    Identify major economic and socio-cultural effects of globalization processes on Japanese society and culture both as a recipient and initiator of such processes.
2.    Critically evaluate the assumed boundaries and meanings asigned to Japanese people and their culture, and formulate a new vision of “Japan” as a diverse and fluid one.
3.    Critically evaluate the taken-for-granted social and cultural boundaries of other countries than Japan, and identify these countries’ internal economic and socio-cultural diversity and external economic and socio-cultural flows that truly shaped their societies and cultures.

Books to purchase:
-    Eades, J.S., Tom Gill, and Harumi Befu, eds. 2000. Globalization and Social Change in Contemporary Japan. TransPacific Press.
-    Nakasone, Robert, ed. 2002. Okinawan Diaspora. University of Hawai’i Press.
-    Ryang, Sonia 2000. Koreans in Japan: Critical Voices from the Margin. RoutledgeCurzon.
-    Roth, Joshua Hotaka. 2002. Brokered Homeland: Japanese Brazilian Migrants in Japan. Cornell University Press.
-    Allison, Anne. 2006. Millennial Monsters: Japanese Toys and the Global Imagination. University of California Press.

All books are available at the Denison University bookstore.

Articles from a wide variety of publications are available on Electronic Reserves (eRes) and electronic journals accessible through the library’s homepage.


Course Requirements:
1.    Class attendance and participation (20%)
Your attendance and participation are required (attendance will be taken in the beginning of all classes). Lectures, discussions, readings, films, and class activities are meant to compliment each other. While the instructor will offer frequent reminders, it is your responsibility to follow the course blackboard website to check the class schedule and assignment dues. In order to actively participate in the class, students are not only responsible for having read all class materials assigned prior to the class, but also taking notes during lectures, asking questions, and engaging in discussion and other in-class activities. To receive a passing grade in the course, you must attend class regularly and complete all assignments; more than two unexcused absences will result in downgrade in attendance.

2.    Ad-hoc short writing assignments (in-class and discussion board): 10%
There are approximately nine short (usually one paragraph-long) writing assignments presented during class (Midterm course evaluation, conducted during 10/16 class, will be counted as one of the assignments.). These are responses to class discussion, film, reading assignment, and in-class exercise. You will submit your assignments before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper. Each assignment will be evaluated by three criteria: 1. It has been submitted in time; 2. It indicates that you have thoroughly competed the reading, film-viewing, or in-class writing assignment; 3. Your assignment shows that you have gone beyond merely answering the question or stating personal opinion by integrating multiple issues discussed in class. If you have satisfied 1 and 2, you will receive full (100%) credit; if you have satisfied all three, you will receive 120% credit; if you have failed to satisfy 1 or 2, you will receive 80% of full credit; if you have failed to satisfy 1 and 2, you will receive 50% of full credit.    

3.    Three short (3-4 page) papers (30%: 10% X 3)
You will be required to submit a 3-4 page (double-spaced) essay on an assigned question. You will write these essays not as summaries of the readings and your responses to them, but as critical, insightful, and compelling arguments that synthesize issues raised by the readings and class discussions. Each paper will count for 10% of your course grade. Unexcused late papers will be penalized one-half grade (e.g., an A- becomes B+) for each day late.

4.    Group research project (15%)
Three to four students form a group, and each, as a team, must find a minimum of nine articles from at least three different newspapers or popular magazines about Japan on one of the following subjects: 1) an economic situation (labor market, working patterns, gender equality/inequality in employment, etc.); 2) an ethnic minority group (Koreans, Okinawans, Chinese, Ainu, etc.); 3) a group of transmigrants (from or into Japan); or 4) a genre or item of popular culture (anime, manga, fashion, film, etc.). Narrow your focus (e.g., Not “Japanese animation films,” but “Howl’s Moving Castle”; not “Women’s employment in Japan” but “1986 Equal Employment Opportunity Law”), and write a critical analysis of the topic (i.e., a specific event, group, or material). Pose a clear question in the beginning of the paper, and answer the question by applying some of the perspectives we have read about and discussed in class. This assignment has two components:
a.    Poster presentation: 5%
The groups will present their research projects in the form of poster session in the last two classes of the course (12/4 & 6). The poster presentation, which lasts about fifteen minutes, must concisely summarize the group’s research topic/theme, findings, and conclusions (10 minutes), and pose at least one relevant question to the rest of the class for further discussion on the subject (5 minutes). To prepare for the presentation, each group will collectively create a poster, in front of which the group will present. Each group will submit the poster (its PowerPoint template printout) as the evidence of their collective work. The presentation and discussion-leading will be graded with letters.
b.    Individual research paper: 10%
Each member of the group must write his/her own individual paper, on the subject of the group research project. Each student must pose a clear and specific question regarding the subject (e.g., Not a summary of Howl’s Moving Castle, but analysis of why Howl’s Moving Castle may be considered uniquely “Japanese” despite it is based on English novel; not a description of 1986 Equal Employment Opportunity Law in Japan, but what are benefits and limitations of the law for Japanese women.). The paper needs to be 6-7 page-long, double-spaced, no larger than 12pts font, with no larger than 1.25 inch margins. It must also be proofread, as the quality of writing (grammar, spelling, etc.) will be taken into consideration for grading. The paper will be graded with letters.

5.    Midterm and Final Exams
Both exams will have short answer/identification questions and essay questions. The final exam will be cumulative (i.e., it covers materials from the entire course, with emphasis on the materials from the second-half). The exams will be graded with points. If you miss an exam due to illness or a family emergency, you must take a make-up exam. Make-up exams must be taken no later than two days after the original exam date.  


Grading:
Class attendance and participation:                 20%
Discussion board assignment:                10%
Three short papers:                    30% (10X3)
Research project:
Poster presentation/discussion-leading:          5%
Final individual paper:                10%
Midterm exam:                        10%
Final exam:                         15%                                                                  100%

Percentage        Letter Grade
94-                     A
90-93.99            A-
87-89.99            B+
84-86.99            B
80-83.99            B-
77-79.99            C+
74-76.99            C
70-73.99            C-
67-69.99            D+
64-66.99            D
60-63.99            D-
-59.99                F


Course Policies:
1.    Plagiarism and Academic Integrity:
The students and faculty of Denison University and the International Studies Program are committed to academic integrity and will not tolerate any violation of this principle.  Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty is, in most cases, intellectual theft.  It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation.  This standard applies to all work ranging from daily homework assignments to major exams.  Students must clearly cite any sources consulted—not only for quoted phrases but also for ideas and information that are not common knowledge.  Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism.  It is the student’s responsibility to follow the appropriate format for citations. As is indicated in Denison’s Student Handbook, available through mydenison.edu , instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or expulsion. (For further information, see http://www.denison.edu/student-affairs/handbook/ar03s02s01.html)

2.    Class Attendance and Tardiness:
You are expected to attend class regularly and faithfully.  If you have a bona fide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss.  More than two absences during the semester will count for 1% taken from your final grade.  Thereafter I will take 1% off your grade for every absence.  If you must miss class, please contact a classmate to review what you missed.  While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes for individual students.  Also, do not come to class late.  Late arrivals are not only disruptive; they also convey a lack of respect for the course.  Tardiness will result in downgrading your attendance.

3.    Late Work:
I do not accept late work because it shows disrespect to your classmates.  It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress.  All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone assignments until the last minute.  Unless instructed otherwise, all assignments must be submitted electronically to the Digital Drop Box of the course blackboard before the beginning of the class on the due date.  When an assignment is due hand in what you have – partial work can receive partial credit.

4.    Writing Center:
The Center is a free resource available to all Denison students.  Student writing consultants from many majors help writers one-on-one in all phases of the writing process, from deciphering the assignment, to discussing ideas, to developing an argument, to finalizing a draft.  Because proofreading is a last step in that process, writers should leave plenty of time for getting their ideas right before expecting proofreading help.  Consultants also can help writers with personal documents, like job and internship applications.  The Center is located on the fourth floor of Barney-Davis Hall; satellite locations are on the third floor of the Library (the Entry level) and the first floor of Fellows near the Computer Lab.  Appointments between 4 p.m. and 9 p.m., Sunday through Thursday, can be made in the Barney location by phoning 587-JOT1. The satellite locations are drop-in; check the website at http://www.denison.edu/writingctr/ for those hours.

5.    Accommodation for Students with Disabilities:
Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support & Enrichment Center in 102 Doane to verify the need for reasonable accommodations based on documentation on file in that office.


Class Schedule:
All readings with asterisk [*] are available on e-Res or via the library’s on-line journal link (Use CONSORT journal title search and follow the link).

1. Introduction:
(8/28: Tu) Introduction / course overview / research group sign-up

2. Globalization and social changes in Japan
(8/30: Th) Historical overview: Who are “Japanese”? / Mini-presentations on media portrayal of Japan(ese)
*(eRes) Oguma, E. 2002. Excerpts of “Introduction” and “Conclusion” in A Genealogy of ‘Japanese’ Self-Images. Trans Pacific Press.
*(Online journal) Morris-Suzuki, T. 1995. “The Invention and Reinvention of ‘Japanese Culture.’” Journal of Asian Studies 54(3):759-80.
*(eRes) Hendry, J. 2003. “Sources of Japanese identity: historical and mythological foundations of Japan,” in Understanding Japanese Society (3rd. Ed.). Routledge.

(9/4: Tu) “Inward” and “outward” processes of globalization
*(eRes) Liu, J. 2001. “The Second Opening of Japan” in Multiethnic Japan. Harvard University Press.
Eades, “1: Introduction: Globalization and Social Change in Contemporary Japan” (Pp. 1-6), Befu, “Globalization as Human Dispersal: From the Perspective of Japan,” and Sedgwick, “The Globalizations of Japanese Managers” in Globalization.

(9/6: Th) Labor market changes in the 1990s
Bishop, “6: The Diversification of Employment and Women’s Work in Contemporary Japan” and Gill, “8: Yoseba and Ninpudashi: Changing Patterns of Employment on the Fringes of the Japanese Economy” in Globalization.
*(eRes) Saitō, T, et al. 2005. “Japan’s New Misfits.” Japan Echo: (Feb): 7-8, 14-17.

(9/11: Tu) Manufacturing, consumerism, and globalization / Mini-presentations on “traditional” commodities
Eades et al., “10: Houses of Everlasting Bliss: Globalization and the Production of Buddhist Altars in Hikone” and Clammer, “12: Received Dreams: Consumer Capitalism, Social Process, and the Management of the Emotions in Contemporary Japanese Society” in Globalization.
*(eRes) Faiola, A. 2006. “Twilight for the Kimono: A Venerable Japanese Weaver Toils and Watches As a Kyoto District’s Humming Looms Fall Silent.” The Washington Post, December 13.

3. Becoming and unbecoming “Japanese”: Okinawans and the Okinawan Diaspora
(9/13: Th) Okinawa and Japan
Nakasone, “1: ‘An Impossible Possibility’” and Hokama, “3: Okinawa in the Matrix of Pacific Ocean Culture” in Okinawan.
*(eRes) Hein, L. and M. Selden 2003. “Culture, Power, and Identity in Contemporary Okinawa,” in Islands of Discontent: Okinawan Responses to Japanese and American Power. Rowman and Littlefield.

(9/18: Tu) Colonialism and Okinawan Diaspora
Arakaki, “2: Theorizing on the Okinawan Diaspora,” Tomiyama, “4: The ‘Japanese’ of Micronesia: Okinawans in the Nan’yō Islands,” and Kaneshiro, “5: ‘The Other Japanese’: Okinawan Immigrants to the Philippines, 1903-1941” in Okinawan.
*** Short paper #1: “A symptom of Japanese globalization” Due ***

(9/20: Th) Diasporic transformations / Professor Suzuki’s presentation on an Okinawan community in Bolivia
Uenten, “6: Japanese Latin American Internment from an Okinawan Perspective,” Shirota, “8: Eissa: Identities and Dances of Okinawan Diasporic Experiences” and Arakaki, “9: Hawai‘i Uchinanchu and Okinawa: Uchinanchu Spirit and the Formation of a Transnational Identity” in Okinawan.

(9/25: Tu) Postcolonial predicaments
Nomura, “7: Colonialism and Nationalism: The View from Okinawa” in Okinawan.
*(eRes) Angst, L. I. 2003. “The Rape of a Schoolgirl: Discourses of Power and Gendered National Identity in Okinawa” in Islands of Discontent: Okinawan Responses to Japanese and American Power. Rowman and Littlefield.
*(eRes) McCormack, G. 2006. “The Okinawan Election and Resistance to Japan’s Military First Politics” Japan Focus November 15.
Film: Okinawa Protests (1998)

4. Uneasy neighbors: Resident Koreans in Japan
(9/27: Th) History of Koreans in Japan: Overview (Meet at Fellows 201)
Ryang, “Introduction: Resident Koreans in Japan” and Kashiwazaki, “The Politics of Legal Status: The Equation of Nationality with Ethnonational Identity” in Koreans.
Film: Haruko (2004): Part I

(10/2: Tu) Transnational connections (Meet at Fellows 201)
Ryang, “The North Korean Homeland of Koreans in Japan,” Inokuchi, “Korean Ethnic Schools in Occupied Japan, 1945-52,” Hester, “Kids between Nations: Ethnic Classes in the Construction of Korean Identities in Japanese Public Schools” in Koreans.  
Film: Haruko (2004): Part II

(10/4: Th) Imposed and ascribed self-images (Meet at Fellows 201)
Iwabuchi, “4: Political Correctness, Postcoloniality, and the Self-Representation of ‘Koreanness’ in Japan,” Yoneyama, Hayes, “8: Korean Children, Textbooks, and Educational Practices in Japanese Primary Schools,” in Koreans.
Film: Haruko (2004): Part III

(10/9: Tu) Hyphenated identity? / Debate on merits and dangers of “hyphenated” identity
Yoneyama, “5: Reading against the Bourgeois and National Bodies: Transcultural Body-Politics in Yu Miri’s Textual Representations” and Lie, “10: Ordinary (Korean) Japanese” in Koreans.
*(Online journal) Tai, E. 2004. “‘Korean Japanese’: A New Identity Option for Resident Koreans in Japan.” Critical Asian Studies 36(3): 355-82.

(10/11: Th) Midterm Exam

5. Traffic of the Diaspora: Japanese Brazilian “return” migrants
(10/16: Tu) Historical contexts of Japan-Brazil migrations / Midterm course evaluation
*(eRes) Tsuda, T. 2003. “When Minorities Migrate: The Japanese Brazilians as Positive Minorities in Brazil and Their Return Migration to Japan” in Strangers in the Ethnic Homeland: Japanese Brazilian Return Migration in Transnational Perspective.  Columbia University Press.
*(eRes) Yamanaka, K. 1996. “Return Migration of Japanese Brazilians to Japan: The Nikkeijin as Ethnic Minority and Political Construct” Diaspora 5(1): 65-97.

(10/18: Th) Transnational identification
Roth, “1: Introduction,” “2: Transnational Identifications at the Conference for Overseas Japanese” in Brokered.
*(eRes) Linger, D. 2003. “Do Japanese Brazilians Exist?” in Lesser, J., ed. Searching for Home Abroad: Japanese Brazilians and Transnationalism. Duke University Press.

(10/23: Tu) Being “dekasegi” workers
Roth, “3: On the Line at Yusumi Motors,” “4: Accidents, Apologies, and Compensation” in Brokered.
Film: Overstay (1998): Part I
*** Short paper #2: “Japan’s colonial legacies” Due ***

(10/25: Th) Becoming local in Japan
Roth, “5: Money and Community at the Brazilian Culture Center,” “6: Internationalization and the Hamamatsu Kite Festival” and “7: Conclusion” in Brokered.
Film: Overstay (1998): Part II

5. Global “Japanization”?: J-pop and its transnational implications
(10/30: Tu) Prehistory to the rise of J-pop
Allison, “1: Enchanted Commodities” “2: From Ashes to Cyborgs: The Era of Reconstruction (1945-1960)” in Millennial.
Film clips from: Gojira (2006 [1954])

(11/1: Th) Youth alienation and popular culture
Allison, “3: Millennial Japan: Intimate Alienation and New Age Intimacies” in Millennial.
*(eRes) Metraux, D. 1999. “Aum Shinrikyo and the Aum Generation,” “Aum’s Appeal to Younger Japanese,” and “The True Believer s of Aum” in Aum Shinrikyo and Japanese Youth. University Press of America. 

(11/6: Tu) Exporting J-Pop / Mini-presentations of students’ favorite J-pop
Allison, “4: Mighty Morphin Power Rangers: The First Crossover Superheroes” and “5: Fierce Flesh: Sexy Schoolgirls in the Action Fantasy of sailor Moon” in Millennial.
*(eRes) Yano, C. 2006. “Monstering the Japanese Cute: Globalization and Its Critics Abroad” in Tsutsui, W. M., and Ito, M. eds., In Godzilla’s Footsteps: Japanese Pop Culture Icons on the Global Stage. Palgrave McMillan.

(11/8: Th) Japanese literature and the United States: Guest lecture by Professor Michael Tangeman
*Reading assignments TBA

(11/13: Tu) J-pop in global political economy
Allison, “7: Pokémon: Getting Monsters and Communicating Capitalism,” “8: ‘Gotta Catch ‘Em All’: The Pokémonization of America (and the World)” and “Epilogue” in Millennial.
Film: Otaku Unite! (2006): Part I

(11/15: Th) Is World Becoming “Japanized”?
*(eRes) Iwabuchi, K. 2002. “Taking ‘Japanization’ seriously: Cultural globalization reconsidered” in Recentering Globalization: Popular Culture and Japanese Transnationalism. Duke UP.
*(eRes) Napier, S. 2005. “Why Anime?” and “Anime and Global/Local Identity” in Anime: from Akira to Howl's Moving Castle, Updated Edition: Experiencing Contemporary Japanese Animation. Palgrave Macmillan.
Film: Otaku Unite! (2006): Part II
*** Short paper #3: “Global effects of J-pop” Due ***

Thanksgiving Break!

7. Conclusions: Boundaries of “Japanese”
(11/27: Tu) Is Japan becoming “internationalized”? / Poster presentation guidelines
*(Online journal) Robertson, J. 1997. “Empire of Nostalgia: Rethinking ‘Internationalization’ in Japan Today.” Theory, Culture & Society 14(4):97-122.
*(eRes) Condry, I. 2001. “Japanese Hip-Hop and the Globalization of Popular Culture” in Gmelch, G. and Zenner, W. eds., Urban Life: Readings in the Anthropology of the City.
*(Online journal) Tsu, T. 1999. “From Ethnic Group to ‘Gourmet Republic’: The Changing Image of Kobe’s Chinatown in Modern Japan.” Japanese Studies 19(1):17-32.

(11/29: Th) Preparation for the research poster presentations (Meet at Fellows 101 computer lab) (Professor Suzuki will not be in class, due to his participation in the Annual Meeting for American Anthropological Association at Washington D.C.)
*** Complete the PowerPoint template of the poster and bring it to the Copy Center (Doane Rm. 3) ***

(12/4: Tu) Research project poster presentations/discussions I

(12/6: Th) Course evaluation (Meet at Fellows 101 computer lab) / Research project poster presentations/ discussions II

(12/7: Fri)
*** Research project paper due (5P.M.) ***

(12/15: Sa 2:00 – 4:00P.M.) Final Exam

Fall 2008                                Taku SUZUKI
Mon/Wed 4:30-5:50PM                            International Studies Program
Fellows 203                                Office: Fellows 420, x-6528
Office Hours: Mon/Wed 6-7PM, Thurs 5-7PM                E-mail: suzukit@denison.edu


EAST 200-01 / INTL 200-04 Dilemmas in the International System:
Japan Unbound: Diversity and Globalization


Course Description:
This is a course about Japan, but not the Japan; it is a course about Japanese culture and society, but not the Japanese culture and society. Although we are so accustomed to consider a country or region as one neatly bounded “society” that has a homogenous “culture,” rarely the boundaries of national/regional “society” and “culture” are unambiguously drawn. As part of International Studies, this course challenges the taken-for-granted notions of Japanese society and culture – Japaneseness – that we believe we can somehow “discover” and “learn.” Instead, we will inquire into the shifting and intersecting boundaries and changing meanings of “Japanese” society and culture within the context of global flows of people, information, and commodities.
What comes to your mind when you think of “Japanese society and culture”? A horde of suit-clad male office workers, or salaryman, in an overcrowded subway train in Tokyo? A zany postmodern cityscape, where everybody is instant-messaging with their high-tech cell phones? Anime, manga, and Hiro Nakamura of Heroes? These exotic, if sometimes stylish, images of Japan are nothing new. Since the mid-nineteenth century, Americans have viewed Japan as an alien and mysterious nation, having alternately been attracted and frightened by what they have regarded as an incommensurable cultural difference between the United States and Japan.
While Japan is often portrayed as a long-isolated and culturally uniform nation-state inhabited by homogenous population, beneath the calm surface of harmony lies a mesmerizing diversity in its population and a long history of trans-local connections through commerce and migration. This course takes historical and sociological approaches to the modern Japanese culture and society that have continuously transformed against the backdrop of global political economy. In particular, we will focus on the following themes: colonialism and nationalism, national and ethnic identities, emigration and immigration, popular culture and mass media, and local and trans-local social movements. Exploring these themes should help us put in perspective, if not dispel, the stereotypes of homogenous and isolated Japanese society and culture, and gain a more complex and nuanced understanding of them. Through these explorations, moreover, we hope to rethink what it means to “understand” society and culture of a country or region, without either exoticizing its distinctiveness or suppressing it.

Course objectives:
At the end of this course, I want students to be able to:
1.    Identify major economic and socio-cultural effects of globalization processes on Japanese society and culture both as a recipient and initiator of such processes.
2.    Critically evaluate the assumed boundaries and meanings asigned to Japanese people and their culture, and formulate a new vision of “Japan” as a diverse and fluid one.
3.    Critically evaluate the taken-for-granted social and cultural boundaries of other countries than Japan, and identify these countries’ internal economic and socio-cultural diversity and external economic and socio-cultural flows that truly shaped their societies and cultures.

Books to purchase:
-    Hein, Laura, and Mark Selden, eds. Islands of Discontent: Okinawan Responses to Japanese and American Power. Rowman & Littlefield.
-    Fukuoka, Yasunori. 2000. Lives of Young Koreans in Japan. Trans Pacific Press.
-    Roth, Joshua Hotaka. 2002. Brokered Homeland: Japanese Brazilian Migrants in Japan. Cornell University Press.
-    Kelts, Roland. 2007. Japanamerica: How Japanese Pop Culture Has Invaded the U.S. Palgrave Macmillan.
-    Chan, Jennifer, ed. 2008. Another Japan is Possible: New Social Movements and Global Citizenship Education. Stanford University Press.

All books are available at the Denison University bookstore.

Articles from a wide variety of publications are available on Electronic Reserves (eRes) and electronic journals accessible through the library’s homepage.


Course Requirements:
1.    Class attendance and participation (10%)
Regular and meaningful participation is an important part of this course.  Students are expected to be active participants in this course.  This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in on time and that you will offer valuable contributions to our class discussions on a regular basis.  My assessment of participation also takes into account the level of student engagement.  Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the course?  Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals, other courses, or independent reading) into our discussions?  Failure to regularly and meaningfully participate in class will negatively affect your grade.  See the attendance policy below.

2.    Ad-hoc short writing assignments (10%)
There are ten short (usually one paragraph-long) writing assignments presented during class (Midterm course evaluation, conducted during 10/27 class, will be counted as one of the assignments.). These are response to class discussion, film, reading assignment, and in-class exercise. You will submit your assignments before or upon the subsequent meeting in a form of either discussion board-posting, completed worksheet, or typed paper. Each assignment will be evaluated by three criteria: 1. It has been submitted in time; 2. It indicates that you have thoroughly competed the reading, film-viewing, or in-class writing assignment; 3. Your assignment shows that you have gone beyond merely answering the question or stating personal opinion by integrating multiple issues discussed in class. If you have satisfied 1 and 2, you will receive full (100%) credit; if you have satisfied all three, you will receive 120% credit; if you have failed to satisfy 1 or 2, you will receive 80% of full credit; if you have failed to satisfy 1 and 2, you will receive 50% of full credit.    

3.    Two (3-4 page) papers (20%: 10% X 2)
You will be required to submit a 3-4 page (double-spaced) essay on an assigned question. You will write these essays not as summaries of the readings and your responses to them, but as critical, insightful, and compelling arguments that synthesize issues raised by the readings and class discussions. Your citation and reference listing must follow the APA format (See the library’s link: http://library.osu.edu/sites/guides/apagd.php). Each paper will count for 10% of your course grade. Unexcused late papers will be penalized one-half grade (e.g., an A- becomes B+) for each day late.

4.    Group research presentations (10%)
Two to three students form a group, and each, as a team, research on one of the two following subjects: (1) A Japanese popular culture product that has become popular abroad; and (2) A social movement in Japan and its transformative potentials. The groups that signed up for (1) will present their projects on 11/10 and those for (2) will present on 12/8. To prepare for the presentation, each group will create a poster by using PowerPoint, in front of which the group will present. The poster presentation, which lasts about fifteen minutes, must concisely summarize the assigned case, the group’s findings, and conclusions (10 minutes), and pose at least one relevant question to the rest of the class for further discussion on the subject (5 minutes). Each group will submit the poster (its PowerPoint template printout) as the evidence of their collective work. The presentation and discussion-leading will be graded by both evaluations of the posters themselves (qualities of design and organization) by peers (3%) and of the quality of oral presentation by the instructor (7%).

5.    Two Midterm Exams (30%: 15% X 2)
Two midterm exams consist of identification questions, focusing on the topics and issues discussed during its previous two to four weeks.

6.    Take-home Final Exam (20%)
The final exam will be cumulative (i.e., it covers topics and issues from the entire course, with emphasis on the materials from the second-half). The final exam questions will be distributed in the last week of class (12/8), and will be turned in electronically by the due date & time (12/14, 6p.m.). The exams will be graded with points. If you need an extension due to illness or a family emergency, you must notify me at least three days before the due. Un-notified and delayed submission of final take-home exam will be downgraded each passing day after the due date by ten percentile of the exam grade.


Grading:
Class attendance and participation:                 10%
Ad-hoc writing assignments:                          10%
Two short papers:                                           20% (10X2)
Group presentation:                                        10%
Two midterm exams:                                      30% (15X2)
Final exam:                                                     20%                                                                     100%

Percentage        Letter Grade
94-                     A
90-93.99            A-
87-89.99            B+
84-86.99            B
80-83.99            B-
77-79.99            C+
74-76.99            C
70-73.99            C-
67-69.99            D+
64-66.99            D
60-63.99            D-
-59.99                F


Course Policies:
1.    Plagiarism and Academic Integrity:
The students and faculty of Denison University and the International Studies Program are committed to academic integrity and will not tolerate any violation of this principle.  Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty is, in most cases, intellectual theft.  It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation.  This standard applies to all work ranging from daily homework assignments to major exams.  Students must clearly cite any sources consulted—not only for quoted phrases but also for ideas and information that are not common knowledge.  Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism.  It is the student’s responsibility to follow the appropriate format for citations. As is indicated in Denison’s Student Handbook, available through mydenison.edu , instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or expulsion. (For further information, see http://www.denison.edu/student-affairs/handbook/ar03s02s01.html)

2.    Class Attendance and Tardiness:
You are expected to attend class regularly and faithfully.  If you have a bona fide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss.  More than two absences during the semester will count for 1% taken from your final grade.  Thereafter I will take 1% off your grade for every absence.  If you must miss class, please contact a classmate to review what you missed.  While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes for individual students.  Also, do not come to class late.  Late arrivals are not only disruptive; they also convey a lack of respect for the course.  Tardiness will result in downgrading your attendance.

3.    Late Work:
I do not accept late work because it shows disrespect to your classmates.  It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress.  All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone assignments until the last minute.  Unless instructed otherwise, all assignments must be submitted electronically to the Digital Drop Box of the course blackboard before the beginning of the class on the due date.  When an assignment is due hand in what you have – partial work can receive partial credit.

4.    Writing Center:
The Center is a free resource available to all Denison students.  Student writing consultants from many majors help writers one-on-one in all phases of the writing process, from deciphering the assignment, to discussing ideas, to developing an argument, to finalizing a draft.  Because proofreading is a last step in that process, writers should leave plenty of time for getting their ideas right before expecting proofreading help.  Consultants also can help writers with personal documents, like job and internship applications.  The Center is located on the fourth floor of Barney-Davis Hall; satellite locations are on the third floor of the Library (the Entry level) and the first floor of Fellows near the Computer Lab.  Appointments between 4 p.m. and 9 p.m., Sunday through Thursday, can be made in the Barney location by phoning 587-JOT1. The satellite locations are drop-in; check the website at http://www.denison.edu/writingctr/ for those hours.

5.    Accommodation for Students with Disabilities:
Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support & Enrichment Center in 102 Doane to verify the need for reasonable accommodations based on documentation on file in that office.


Class Schedule:
All readings with asterisk [*] are available via course Blackboard’s “Reading Materials” section. Click “Link to e-Res” or “Online journals” to access. eRes page may require you to type in password (pokemon).

1. Introduction:
(9/1: M) Introduction / course overview / research presentation group sign-up

2. Modern Japan: Nation-building and rebuilding
(9/3: W) Who are “Japanese”? What is “Japanese society”?
*(eRes) Hendry, Joy 2003. “Sources of Japanese identity: historical and mythological foundations of Japan,” in Understanding Japanese Society (3rd. Ed.). Routledge.
*(eRes) Morris-Suzuki, Tessa. 1998. “Becoming Japanese: Imperial Expansion and Identity Crisis in the Early Twentieth Century” in Japan’s Competing Modernities: Issues in Culture and Democracy 1900-1930, ed. Sharon A. Minichiello, Pp.157-180. University of Hawaii Press.

(9/8: M) From occupation to “miracle”
*(Online journal) Yoshimi, Shunya. 2003. “‘America’ as desire and violence: Americanization in postwar Japan and Asia during the Cold War.” Inter-Asia Cultural Studies 4(3): 433-450.
*(eRes) Hein, Laura E. 1993. “Growth Versus Success: Japan’s Economic Policy in Historical Perspective” in Postwar Japan as History, ed. Gordon, Andrew. Pp. 99-122. University of California Press.

(9/10: W) “Inward” and “outward” processes of global migration
*(eRes) Liu, John 2001. “The Second Opening of Japan” in Multiethnic Japan. Pp. 6-26. Harvard University Press.
*(eRes) Befu, Harumi 2000. “Globalization as Human Dispersal: From the Perspective of Japan” in Globalization and Social Change in Contemporary Japan, eds., Eades, J.S., Tom Gill, and Harumi Befu. Pp. 17-40. TransPacific Press.
*(Online journal) Ben-Ari, Eyal, Going National: The Japanese Community in Contemporary Singapore
Essay by Eyal Ben-Ari

3. Ambiguous Insiders: Okinawans
(9/15: M) Modern Okinawa and Japan: Is Okinawa “Japan” or its “colony”?
Hein and Selden, “1. Culture, Power, and Identity in Contemporary Okinawa,” and Allen, “2. Wolves at the Back Door: Remembering the Kumejima Massacres” in Islands.   
Film: Testimonies of the Battle of Okinawa (Okinawa Historical Film Society, 2007)

(9/17: W) Cultural formations  
Roberson, “7. Uchinā Pop: Place and Identity in Contemporary Okinawan Popular Music,” and Gerow, “From National Gaze to Multiple Gazes: Representations of Okinawan in Recent Japanese Cinema” in Islands.  
*** Short paper #1: Japan’s path to globalization Due ***

(9/22: M) Between two superpowers: Military Base Problem
Figal, “Waging Peace on Okinawa,” Angst, “The Rape of a Schoolgirl: Discourses of Power and Women’s Lives in Okinawa,” Yonetani, “Future ‘Assets,’ but at What Price?: The Okinawa Initiative Debate” in Islands.
Film: Development with Destruction (Steve Couri, 2005)

(9/24: W) Okinawan Diaspora
*(eRes) Arakaki, Makoto 2002. “Hawai‘i Uchinanchu Spirit and the Formation of a Transnational Identity,” in Okinawan Diaspora, ed. Nakasone, Ronald Y. Pp. 130-141. University of Hawai’i Press.
*(eRes) Ueunten, Wesley 2008. “Okinawan Diasporic Identities: Between being a Buffer and a Bridge” in Transcultural Japan: At the Borderlands of Race, Gender, and Identity, eds., Willis, David Blake, and Stephen Murphy-Shibematsu. Pp.159-178. Routledge.

4. Uneasy neighbors: Resident Koreans in Japan
(9/29: M)  History of Koreans in Japan: Overview
Fukuoka,”Introduction: ‘Japanese’ and ‘Non-Japanese,” “1. The History of Japan’s Korean Minority,” “2. Japan’s Korean Minority Today,” and “3. A Typology of Zainichi Identities” in Young Koreans.

(10/1: W) Ethnic identity formations
Fukuoka, “4. Learning to Live with the Japanese,” “5. For the sake of Our Fellow Zainichis,” “6. Living as Overseas Nationals,” “7. Going It Alone,” and “8. Turning Japanese” (assigned chapters) in Young Koreans.
Film: Haruko (2004): Part I
*** Short paper #2: Are Okinawans “Japanese”? ***

(10/6: M) Locating selves  
Fukuoka, “Part Two: Korean Women in Japan: Their Lives and Struggles” (assigned chapters) in Young Koreans.
Film: Haruko (2004): Part II

(10/8: W) Hyphenated identity? : Merits and dangers of “hyphenated” identity
Fukuoka, “Conclusion: Towards as Society of Peaceful Coexistence” in Young Koreans.
*(Online journal) Tai, Eika 2004. “‘Korean Japanese’: A New Identity Option for Resident Koreans in Japan.” Critical Asian Studies 36(3): 355-82.
Film: Haruko (2004): Part III

5. Traffic of the Diaspora: Japanese Brazilian “return” migrants
(10/13: M) Historical contexts of Japan-Brazil migrations
Roth, “1: Introduction” in Brokered.
 *(eRes) Tsuda, Takeyuki 2003. “When Minorities Migrate: The Japanese Brazilians as Positive Minorities in Brazil and Their Return Migration to Japan” in Strangers in the Ethnic Homeland: Japanese Brazilian Return Migration in Transnational Perspective.  Columbia University Press.

(10/15: W) Being “dekasegi” workers / Midterm course evaluation
Roth, “3: On the Line at Yusumi Motors” “4: Accidents, Apologies, and Compensation” in Brokered.
Film: Overstay (1998): Part I

(10/20: M) “Official” vs. “grassroots” multiculturalism
Roth, “5: Money and Community at the Brazilian Culture Center,” “6: Internationalization and the Hamamatsu Kite Festival,” and “7. Conclusion” in Brokered.
Film: Overstay (1998): Part II

(10/22: W) First midterm exam (Koreans and Nikkeijin minorities)

6. Global “Japanization”?: J-pop and its transnational implications
(10/27: M) Global appeal of J-Pop / Midterm course evaluation
Kelts, “1. May the G-Force Be With You” in Japanamerica.
*(eRes) Allison, Anne 2004. “Cuteness as Japan’s Millennial Product” in Pikachu’s Global Adventure: the Rise and Fall of Pokémon. Joseph Tobin, ed. Pp. 34-49. Duke University Press.
*(Online journal) Smith, Roberta. 2008. “Art with Baggage in Tow: Art Review: Takashi Murakami.” The New York Times. April 4.

(10/29: W) From Godzilla to Pokémon: Changing Faces of J-Pop
Kelts, “2. Atom Boys” and “4. Toy Story” in Japanamerica.
*(Online journal) Ryfle, Steve 2005. “Godzilla’s Footprint.” Virginia Quarterly Review 81(1): 44-63.

(11/3: M) Trans(national)formations of J-Pop
Kilts, “5. Japan’s IP Problem,” “6. Strange Transformations,” and “7. Cosplay and Otakudom: The Draw of DIY” in Japanamerica.
Film: Otaku Unite! (2006)

(11/5: W) Are the United States and the world “Japanized”?  
Kilts, “9. Anime Appeals” in Japanamerica.
*(eRes) Allison, Anne 2006. “‘Gotta Catch ‘Em All’: The Pokémonization of America (and the World)” in Millennial Monsters: Japanese Toys and the Global Imagination. Pp. 234-270. University of California Press.

(11/10: M) Poster presentations I: Globalizing J-Pop

(11/12: W) Second midterm exam (Popular culture)

7. Transforming Japan: Social Movements
(11/17: M) Social movements and Japan
Chan, “Introduction: Global Governance and Japanese Nongovernmental Advocacy Networks” in Another Japan.
*(eRes) Mayer, Margit, and Roland Roth 1995. “New Social Movements and the Transformation to Post-Fordist Society” in Cultural Politics and Social Movements, eds., Darnovsky, Marcy, Barbara Epstein, and Richard Flacks. Pp. 299-319. Temple University Press.

(11/19: W) Potentials and limits of change I
Chan, Selected parts (I ~ II) from Another Japan.

Thanksgiving Break!

(12/1: M) Potentials and limits of change  II / Mini presentations on communicating with Japanese NGO
Chan, Selected parts (III ~ V) in Another Japan.

(12/3: W) Potentials and limits of change III
Chan, Selected parts (VI ~ VIII) in Another Japan.

(12/8: M) Is another Japan possible? / Poster presentations II: Social movements in Japan
Chan, “Conclusion” in Another Japan.

8. Conclusions: Boundaries of “Japanese”
(12/10: W) Who are “Japanese”? What is “Japanese society”?: Redux
*(eRes) Hannerz, Ulf 1992. “The Nature of Culture Today”(Excerpt), in Cultural Complexity: Studies in the Social Organization of Meaning, Pp. 3-36. Columbia University Press.
*(eRes) Robertson, Jennifer 2005. “Introduction: Putting and Keeping Japan in Anthropology” in A Companion to the Anthropology of Japan, ed. Robertson, Jennifer, Pp. 3-16. Blackwell.
Film: What's an Anthropologist Doing in Japan? (1992)

(12/14: Fri, 6:00P.M.) Final Take-home Exam Due (via course Blackboard)

Spring 2008                                                SUZUKI, Taku
Tues/Thurs 3:00-4:20PM                            International Studies Program
Fellows 208                                                Office: Fellows 420, x-6528
Office Hours: Mon-Thurs 4:30-5:30PM                    E-mail: suzukit@denison.edu


INTL200-02/SA245-03 Dilemmas in the International System:
TransPacific Communities and Identities

Course Description:
The course explores how social processes of globalization, represented by accerelated flows of information, people, and goods, shape people’s individual and collective identity formation across nation-state boundaries. Specifically, the course examines community and identity (trans)formations of transmigrants (and their descendants) who moved from the (loosely defined) East, Southeast, and South Asia to the U.S. (and Europe, in one case). Throughout the course, we will address such questions as: What is the significance of place for people’s national and ethnic identity if they are on the move? How do people create a sense of belonging in the increasingly interconnected world via transportation and telecommunication technologies? What is the nature of the interaction and interface between global and local phenomena? We will attempt to answer these questions by exploring ethnographic and theoretical writings that analyze the ways in which these transnational flows are accommodated, rejected, or transformed in various situations.  
After overviewing several key theoretical concepts, such as globalization, world-system, and diaspora, we will delve into a collection of ethnographies on Asian diasporic communities which, in one way or another, shape their lives and identities beyond the confinement of nation-state boundaries: Chinese Americans’ root-searching tour to PRC, 1.5 generation South Asian youth culture in New York City, Filipina domestic workers in Rome and Los Angeles, Korean immigrant entrepreneurs in urban neighborhoods in Los Angeles, Chicago, and New York, and Cambodian refugees’ journey from Southeast Asia to California. The goal of the course is, regardless of your national, ethnic, or racial background, you will learn to engage these materials not as a set of knowledge about the peoples unfamiliar to you, but as those who experience and participate in the transnational flows of information, people, and goods in which you, too, are deeply embedded.

Books to purchase:
-    Parreñas, Rhacel Salazar. 2001. Servants of Globalization: Women, Migration, and Domestic Work. Stanford UP.
-    Louie, Andrea. 2004. Chineseness across Borders: Renegotiating Chinese Identities in China and the United States. Duke UP.
-    Maira, Sunaina. 2002. Desis in the House: Indian American Youth Culture in New York City. Temple UP.
-    Ong, Aihwa, 2005. Buddha is Hiding: Refugees, Citizenship, the New America. U of California P.
-    Kim, Kwang Chung (Ed.). 1999. Koreans in the Hood: Conflict with African Americans. Johns Hopkins UP.
All available at the bookstore

Course requirements:
1.    Class Attendance and participation: 10%
Your attendance and participation are required (attendance will be taken in the beginning of all classes). Regular and meaningful participation is an important part of this course.  Students are expected to be active participants in this course.  This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in on time and that you will offer valuable contributions to our class discussions on a regular basis.  My assessment of participation also takes into account the level of student engagement.  Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the course?  Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals, other courses, or independent reading) into our discussions?  Failure to regularly and meaningfully participate in class will negatively affect your grade.  See the attendance policy below.

2.    Ad-hoc short writing assignments (in-class and course Blackboard site): 10%
There are ten short (usually one paragraph-long) writing assignments (including midterm course evaluation during 3/4 class). These writings include responses to class discussion, film, reading assignment, in-class exercise, and quiz during the class. You will submit your assignments in a form of quiz, course Blackboard-posting, completed worksheet, or typed paper. Each assignment will be evaluated by three criteria: 1. It has been submitted in time; 2. It indicates that you have thoroughly competed the reading, film-viewing, or in-class writing assignment; 3. Your assignment shows that you have gone beyond merely answering the question or stating personal opinion by integrating multiple issues discussed in class. If you have satisfied 1 and 2, you will receive full (100%) credit; if you have satisfied all three, you will receive 120% credit; if you have failed to satisfy 1 or 2, you will receive 80% of full credit; if you have failed to satisfy 1 and 2, you will receive 50% of full credit.    

3.    Group presentation and discussion-leading: 5%
The class will be broken into groups of two to three students, and all will sign up for their presentation date during the first class. These groups will be your units for presentation and discussion. Each group will present the day’s topic/theme in fifteen minutes, and then we will break into discussion groups for fifteen minutes to talk about the readings and critique the presentation. In the last fifteen minutes, we will come back together and share our observations with the entire class. The format of the presentation is up to the students, whether it be a power point presentation, slide show, skit, or karaoke-style singing, but it must contain commentary on how it is related to the week’s theme and reading assignments and how the group analyzed those materials. The group members must meet outside of class to coordinate their presentation, and see me at least one week prior to the scheduled presentation to discuss its format and content. The presentation will be graded with letters, and all members of the group will receive the same grade.

4.    Four short (4page) essays: 40% (10% each)
You will submit 4 page (double-spaced) essays on assigned questions. You will write these essays not as summaries of the readings and your responses to them, but as critical, insightful, and compelling arguments that synthesize issues raised by the readings, lectures, and class discussions. Each essay is graded by letters, and unexcused late assignment will be penalized one-half grade for each day late.

5.    Biography paper (Due 4/28): 10%
Over the semester, conduct at least two interviews with (loosely defined) an Asian American individual (but not an international student here, who has not lived in the U.S. until s/he came to Denison) by phone or in person. You are required to ask a set of questions listed by me (basic biographical information of the interviewee), but other interview questions are set by yourself. Before conducting the interviews, you must consult with me about your list of questions. Based on the interviews, you have to write a 7 page paper. Instead of merely listing a series of life-events in your interviewee’s life so far, you must construct your argument (your claim about the interviewee’s life experience) in your paper, and also need to draw on at least two course readings to frame your argument. In the last class meeting (4/24), all will present about their interviews – what you found poignant, relevance to the course, and difficulties you faced in interviews, etc. The paper will be graded by letters.  

6.    Midterm and final exams: 20% (Midterm: 10%; Final: 15%)
The midterm exam will involve short-answer (identification) questions about the readings and one essay question.  The final exam will be a take-home exam, in a form of essay questions.  The final exam questions will be distributed in the last class meeting (4/24). The exams will be graded with points. If you miss a midterm exam due to illness or a family emergency, you must take a make-up midterm exam. Make-up exams must be taken no later than two days after the original exam date. Delayed final take-home exam will be downgraded each passing day after the due date by ten percentile of the exam grade.


Grade distributions:
Class attendance and participation:             10%
Ad-hoc writing assignment:                        10%
Group presentation/discussion leading:         5%
Four short essays:                                        40% (10%X4)
Biography paper:                                        10%
Midterm exam:                                           10%
Final exam:                                                 15%                                                                 100%


Percentage        Letter Grade
94-                     A
90-93.99            A-
87-89.99            B+
84-86.99            B
80-83.99            B-
77-79.99            C+
74-76.99            C
70-73.99            C-
67-69.99            D+
64-66.99            D
60-63.99            D-
-59.99                F


1.    Plagiarism and Academic Integrity:
The students and faculty of Denison University and the International Studies Program are committed to academic integrity and will not tolerate any violation of this principle.  Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty is, in most cases, intellectual theft.  It includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation.  This standard applies to all work ranging from daily homework assignments to major exams.  Students must clearly cite any sources consulted—not only for quoted phrases but also for ideas and information that are not common knowledge.  Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism.  It is the student’s responsibility to follow the appropriate format for citations. As is indicated in Denison’s Student Handbook, available through mydenison.edu , instructors must refer every act of academic dishonesty to the Associate Provost, and violations may result in failure in the course, suspension, or expulsion. (For further information, see http://www.denison.edu/student-affairs/handbook/ar03s02s01.html)

2.    Class Attendance and Tardiness:
You are expected to attend class regularly and faithfully.  If you have a bona fide and documented excuse for missing class (illness, family emergency, scheduled athletic competition) please inform me in advance of the class that you will miss.  If you must miss class, please contact a classmate to review what you missed.  While I am happy to answer questions and clarify material, I do not consider it my obligation to make up missed classes for individual students.  Also, do not come to class late.  Late arrivals are not only disruptive; they also convey a lack of respect for the course.  Unexcused absence and tardiness will result in downgrading your attendance.

3.    Late Work:
I do not accept late work because it shows disrespect to your classmates.  It is also unfair for you to receive extra time when your fellow students complete assignments on time, sometimes under duress.  All assignments will be handed out well in advance of the due date and all savvy scholars know that one should never postpone assignments until the last minute. Unless instructed otherwise, all assignments must be submitted electronically to the Digital Drop Box of the course blackboard before the due date and time.  When an assignment is due hand in what you have – partial work may receive partial credit.

4.    Writing Center:
The Center is a free resource available to all Denison students.  Student writing consultants from many majors help writers one-on-one in all phases of the writing process, from deciphering the assignment, to discussing ideas, to developing an argument, to finalizing a draft.  Because proofreading is a last step in that process, writers should leave plenty of time for getting their ideas right before expecting proofreading help.  Consultants also can help writers with personal documents, like job and internship applications.  The Center is located on the fourth floor of Barney-Davis Hall; satellite locations are on the third floor of the Library (the Entry level) and the first floor of Fellows near the Computer Lab.  Appointments between 4 p.m. and 9 p.m., Sunday through Thursday, can be made in the Barney location by phoning 587-JOT1. The satellite locations are drop-in; check the website at http://www.denison.edu/writingctr/ for those hours.

5.    Accommodation for Students with Disabilities:
Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Academic Support & Enrichment Center in 102 Doane to verify the need for reasonable accommodations based on documentation on file in that office.


Class schedule:
All readings with asterisk [*] are e-Res articles available through the link provided in the “Reading Materials” page of the course Blackboard. Films with asterisk [*] are available at the library course reserve.

1. Introduction / Theorizing transnationalism and Diaspora
(1/15: Tu) Course overview

(1/17: Th) What is transnationalism?
*(eRes) Glick Schiller, et al. 1992. “Transnationalism: A New Analytic Framework for Understanding Migration,” in Towards a Transnational Perspective on Migration: Race, Class, Ethnicity and Nationalism Reconsidered. The New York Academy of Science.  
*(eRes) Featherstone, M. 1996. “Localism, Globalism, and Cultural Identity,” in Global/Local: Cultural Production and the Transnational Imaginary. Duke University Press.

(1/22: Tu) Globalization and Diaspora
*(eRes) Appadurai, A 1994. “Global Ethnoscapes: Notes and Queries for a Transnational Anthropology,” in Modernity at Large: Cultural Dimensions of Globalization. University of Minnesota Press.
*(eRes) Dirlik, A. 1999. “Asians on the Rim: Transnational Capital and Local Community in the Making of Contemporary Asian America,” in Across the Pacific: Asian Americans and Globalization. Temple University Press.

2. Global capital, gender, and family: Filipina/o Diaspora
(1/24: Th) Filipina dislocation
Parreñas, “Introduction” (Pp. 1-15), “1: The Dislocations of Migrant Filipina Domestic Workers,” and “2: The Philippines and the Outflow of Labor” in Servants.

(1/29: Tu) Transnational families
Parreñas, “4: The Transnational Family: A Postindustrial Structure with Preindustrial Values” and “5: Intergenerational and Gender Relations in Transnational Families” in Servants.
Film: Chain of Love (Marije Meerman, 2001)
*** Short essay #1 “Theorizing transnationalism and Diaspora” Due ***

(1/31: Th) Social class and transmigration
Parreñas, “6: Contradictory Class Mobility: The Politics of Domestic Work in Globalization” in Servants.

(2/5: Tu) Global yet “partial” belonging
Parreñas, “7: The Dislocation of Nonbelonging: Domestic Workers in the Filipino Migrant Communities of Rome and Los Angeles” in Servants.
*(Library course reserve) watch film: The Debut (Gene Cajayon, 2001)

(2/7: Th) Group presentation/discussion-leading #1: Diaspora, gender, and family
Parreñas, “Conclusion: Different Settings, Parallel Lives” in Servants.

3: Ethnicity and its “roots”: Chinese Americans’ “root-searching” tour
(2/12: Tu) Politics of “roots”
Louie, “Introduction: On Boundary Crossings” and “1: Identities Fixed in Place: Ancestral Villages and Chinese/Chinese American Roots” in Chineseness.

(2/14: Th) “Roots”: Birth of Asian America
Louie, “2: Welcome Home!(?): Crafting a Sense of Place in the United States in the In Search of Roots Homeland Tour” and “3: Crafting Chinese American Identities: Roots Narratives in the Context of U.S. Multiculturalism” in Chineseness.
*(Library course reserve) watch film A Great Wall (Peter Wang, 1986)
*** Short essay #2 “Reexamining ‘ethnicity’” Due ***

(2/19: Tu) “Roots” within global political-economy
Louie, “4: The Feng Shui Has Taken a Turn: Changing Views of the Guangdong Chinese toward Life Abroad following the Open Policy” and “5: The Descendants of the Dragon Gather: The Youth Festival as Encounter between the Chinese and Chinese American Other” in Chineseness.

(2/21: Th) Group presentation/discussion-leading #2: Ethnic identity across borders
Louie, “6: Remaking Places and Renegotiating Chineseness” in Chineseness.
*(eRes) Ang, I. 2001. “Can one say no to Chineseness?” in On Not Speaking Chinese: Living Between Asia and the West. Routledge.

(2/26: Tu) Midterm Exam

4. Critical nostalgia of “1.5” generation: Indian American youth subculture
(2/28: Th) What is “youth subculture”? / History of Indian Diaspora
Maira, “1: Introduction” in Desis.  

(3/4: Tu) What is Bhangra subculture? / Midterm course evaluation
Maira, “2: To Be Young, Brown, and Hip: Race, Gender, and Sexuality in Indian American Youth Culture” in Desis.
Film: The Bhangra Wrap (Nandini Sikand, 1994)

(3/6: Th) Nostalgia as an ideology
Maira, “3: Nostalgia: Ideology and performance” in Desis.
*(Library course reserve) watch film The Namesake (Mira Nair, 2007)

Spring Break!!

(3/18: Tu) Group presentation/discussion-leading #3: Diaspora and youth/popular culture
Maira, “4: Chaste Identities: The Eroticization of Nostalgia” and “Conclusion: Critical Nostalgia and Commodified Cool” in Desis.

5. Making of “refugees” and “citizens”: Cambodian Americans
(3/20: Th) History of Southeast Asian Diaspora
Ong, “Introduction: Government and Citizenship” and “1: Land of No More Hope” in Buddha.
Film clip from: Pol Pot (A & E Biography, 1996)
*** Short essay #3 “Reexamining ‘home’” Due ***

(3/25: Tu) “Cultural” citizenship
Ong, “3: The Refugees as Ethical Figure” and “4: Refugee Medicine: Attracting and Deflecting the Gaze” in Buddha.
Film: House of the Spirit: Perspectives on Cambodian Health Care (Ellen Bruno and Ellen Kuras, 1984)

(3/27: Th) Gendered citizenship
Ong, “5: Keeping the House from Burning Down” and “6: Refugee Love as Feminist Compassion” and “7: Rescuing the Children” in Buddha.

(4/1: Tu) Need Cambodians be “saved”?
Ong, “7: Rescuing the Children” and “8: The Ambivalence of Salvation” in Buddha.
Film: A.K.A. Don Bonus (Sokly Ny and Spencer Nakasako, 1998)

(4/3: Th) Group presentation/discussion-leading #4: Refugees and citizens
Ong, “10: Asian Immigrants as the New Westerners?” and “Afterword” in Buddha.

7. Localizing Diaspora: Koreans in the ’hood
(4/8: Tu) History of Korean Diaspora
*(eRes) Abelmann, N. and Lie, J. 1997. “Diaspora Formation: Modernity and Mobility,” in Blue Dreams: Korean Americans and the Los Angeles Riots. Harvard University Press.
Choi, InChul, “9: Contemplating Black-Korean Conflict in Chicago” in Koreans.   

(4/13: Th) Interpretations of the Black-Korean conflict
Park, Kyeyoung, “4: Use and Abuse of Race and Culture: Black-Korean Tension in America” and Lee, Helon Cheol., “6: The Dynamics of Black-Korean Conflict: A Korean American Perspective” in Koreans.
Film: Sa-i-gu: From Korean Women’s Perspectives (Dai Sil Kim-Gibson, 1995)
*** Short essay #4 “Reexamining ‘citizenship’” Due ***

(4/15: Tu) Structural analysis of the conflict
Lee, Heon Cheol, “7: Conflict between Korean Merchants and Black Customers: A Structural Analysis” and Min, Pyong Gap, and Andrew Kolodny, “8: The Middleman Minority Characteristics of Korean Immigrants in the United States” in Koreans.   
Film: Wet Sand: Voices from L.A. Ten Years Later (Dai Sil Kim-Gibson, 2003)

(4/17: Th) Group presentation/discussion-leading #5: Diasporic vs. local relations
Choi, InChul, and Shin Kim, “10: Portrait of a Community Program: The African American and Korean American Community Mediation Project” and Park, Jung Sun, “11: Identity Politics: Chicago Korean-Ameicans and the Los Angeles ‘Riots’” in Koreans.

8. Conclusion: Re-imagining Asian Diaspora
(4/22: Tu) Benefit and risk of transnational studies
*(eRes) Wong, S. C. 1995. “Denationalization Reconsidered: Asian American Cultural Criticism at a Theoretical Crossroads.” Amerasia Journal 21(1&2):1-27.
*(eRes) Nishi, “Asian Americans at the Intersection of International and Domestic Tensions: An Analysis of Newspaper Coverage” (1999)

(4/24: Th) Biography paper presentations

(4/28: Sat)
*** Biography paper due (6P.M.) ***

(5/2: Fri, 4P.M.) Take home final exam due

Spring 2008                                              SUZUKI, Taku
Mon/Wed 2:30-3:50PM                            International Studies Program
Fellows 207                                               Office: Fellows 420, x-6528
Office Hours: Mon-Thurs 4:30-5:30PM         

E-mail: suzukit@denison.edu


INTL200-01/SA245-02 Dilemmas in the International System:
Race and Class in Transnational Perspectives


Course Description:
The categories of race and class are taken for granted as “real” entities in society. But what are they, really? By examining how these sociological categories are defined and understood in different economic, political, and cultural contexts around the world and in different historical circumstances, this course explores intersections between the two concepts to help us redefine “race” and “class beyond skin color and wealth.
We start with the historical overview of the “race” and “class” concepts: from the quasi-scientific race theories in 19C, to the “ethnicity” concept popularized in the mid-20C, to the disembodied and re-embodied “race” concept in the discourses of cultural absolutism and genetic sciences in the late 20C; and (primarily) the Marxist and Weberian conceptualizations of “class” and class formations. We will then explore not only the works of sociologists, anthropologists, and historians, but also those of scholars in postcolonial and feminist studies, to illuminate the mutually constitutive processes of racial and class formations in conjunction with (post)colonial and gendered subjectivity formations. Although a bulk of studies of race and class have been conducted in USA (especially on race and racism), the readings for this course include case studies from 20C UK, late 19-early20C USA, late-20C Brazil, 18-19C Indonesia, and 21C Taiwan (ROC), in hope of enabling us to think beyond the contemporary U.S.-centered conceptualization of “race” and “class.”
The goal of the course is to provide us with theoretical tools and frameworks regarding social differentiations and economic inequalities in various scholarly disciplines, with which we can not only analyze ethnographic and historical case-studies that we read about, but also, more importantly, understand the causes and outcomes of social injustices around the world today.  

Books to purchase:
-    Willis, Paul 1977. Learning to Labor: How Working Class Kids Get Working Class Jobs. Columbia UP.
-    Roediger, David 2005. Working Toward Whiteness: How America's Immigrants Become White. Basic Books.
-    Twine, France Winddance 1998. Racism in Racial Democracy: The Maintenance of White Supremacy in Brazil. Rutgers UP.
-    Stoler, Ann Laura 1995. Race and the Education of Desire: Foucault’s History of Sexuality and the Colonia Order of Things. Duke UP.
-    Lan, Pei-Chia 2007. Global Cinderellas: Migrant Domestics and Newly Rich Employers in Taiwan. Duke UP.        
All available at the bookstore

Course objectives:
At the end of the course, I want students to be able to:
-    Apply the concepts of “race” and “class” beyond conventionally used terms to describe particular social groups in society
-    Explain to others that “race” and “class” are socially constructed categories, but nonetheless “real” ones that people around the world live by, regardless of location
-    Form an informed opinion regarding race and class both in and outside of the United States, and engage discussions on domestic and foreign policies that address racism and class-ism.  

Course requirements:
1.    Class Attendance and participation: 10%
Your attendance and participation are required (attendance will be taken in the beginning of all classes). Regular and meaningful participation is an important part of this course.  Students are expected to be active participants in this course.  This means, at minimum that you will attend the course regularly, complete all reading and writing assignments in on time and that you will offer valuable contributions to our class discussions on a regular basis.  My assessment of participation also takes into account the level of student engagement.  Does a student demonstrate a genuine interest in the topics and conceptual issues raised by the course?  Does a student go beyond the syllabus to introduce new information (from regular reading of news periodicals, other courses, or independent reading) into our discussions?  Failure to regularly and meaningfully participate in class will negatively affect your grade.  See the attendance policy below.

2.    Ad-hoc short writing assignments (in-class and course Blackboard site): 10%
There are ten short (usually one paragraph-long) writing assignments (including midterm course evaluation during 3/5 class). These writings include responses to class discussion, film, reading assignment, in-class exercise, and quiz during the class. You will submit your assignments in a form of quiz, course Blackboard-posting, completed worksheet, or typed paper. Each assignment will be evaluated by three criteria: 1. It has been submitted in time; 2. It indicates that you have thoroughly competed the reading, film-viewing, or in-class writing assignment; 3. Your assignment shows that you have gone beyond merely answering the question or stating personal opinion by integrating multiple issues discussed in class. If you have satisfied 1 and 2, you will receive full (100%) credit; if you have satisfied all three, you will receive 120% credit; if you have failed to satisfy 1 or 2, you will receive 80% of full credit; if you have failed to satisfy 1 and 2, you will receive 50% of full credit.    

3.    Group presentation and discussion-leading: 5%
The class will be broken into groups of two to three students, and all will sign up for their presentation date during the first class. These groups will be your units for presentation and discussion. Each group will present the day’s topic/theme in fifteen minutes, and then we will break into discussion groups for fifteen minutes to talk about the readings and critique the presentation. In the last fifteen minutes, we will come back together and share our observations with the entire class. The format of the presentation is up to the students, whether it be a power point presentation, slide show, skit, but it must contain commentary on how it is related to the week’s theme and reading assignments and how the group analyzed those materials. The group members must meet outside of class to coordinate their presentation, and see me at least one week prior to the scheduled presentation to discuss its format and content. The presentation will be graded with letters, and all members of the group will receive the same grade.

4.    Four short (4page) essays: 40% (10% each)
You will submit 4 page (double-spaced) essays on assigned questions. You will write these essays not as summaries of the readings and your responses to them, but as critical, insightful, and compelling arguments that synthesize issues raised by the readings, lectures, and class discussions. Each essay is graded by letters, and unexcused late assignment will be penalized one-half grade for each day late.

5.    Group research project: 15%
Three students form a pair, and each, as a team, must conduct a research on how race and class are involved in one given particular incident or development as a case-study.  Each pair will be assigned with a particular incident or situation from around the world as their case-study; then the pair will collectively research the case in order to identify what roles race and class played in the case by drawing on not only popular (media) sources but also academic (scholarly) sources.  Each of the two, by applying some of the perspectives we have read about and discussed in class, must reveal how racial(ized) groups and classes are defined in the given case, and, then, identify the roles that 1) race and 2) class played in it. This assignment has two components:
a.    Poster presentation: 5%
The groups will present their research projects in the form of poster session in the last two classes of the course (4/23 & 28). The poster presentation, which lasts about fifteen minutes, must concisely summarize the assigned case, the group’s findings, and conclusions (10 minutes), and pose at least one relevant question to the rest of the class for further discussion on the subject (5 minutes). To prepare for the presentation, each group will collectively create a poster, in front of which the group will present. Each group will submit the poster (its PowerPoint template printout) as the evidence of their collective work. The presentation and discussion-leading will be graded with letters.
b.    Research paper: 10%
c.    Each member of the group must write his/her own individual paper, drawn from the materials the group collectively gathered. In the paper, one must explain how (in what ways) races or classes are defined in the case you researched, and how (in what ways) they contributed to the situation. The paper needs to be 6-7 page-long, double-spaced, no larger than 12pts font, with no larger than 1.25 inch margins. It must also be proofread, as the quality of writing (grammar, spelling, etc.) will be taken into consideration for grading. The paper will be graded with letters.

6.    Midterm and final exams: 20% (Midterm: 10%; Final: 10%)
The midterm exam will involve short-answer (identification) questions about the readings and one essay question.  The final exam will be a take-home exam, in a form of essay questions.  The final exam questions will be distributed in the last class meeting (4/24). The exams will be graded with points. If you miss a midterm exam due to illness or a family emergency, you must take a make-up midterm exam. Make-up exams must be taken no later than two days after the original exam date. Delayed final take-home exam will be downgraded each passing day after the due date by ten percentile of the exam grade.


Grade distributions:
Class attendance and participation:            10%
Ad-hoc writing assignment:                       10%
Group presentation/discussion leading:         5%
Three short essays:                                      40% (10%X4)
Research project:
Poster presentation:                                       5%
Research paper:                                           10%
Midterm exam:                                            10%
Final exam:                                                 10%                                                                 100%


Percentage        Letter Grade
94-                     A
90-93.99            A-
87-89.99            B+
84-86.99            B
80-83.99            B-
77-79.99            C+
74-76.99            C
70-73.99            C-
67-69.99            D+
64-66.99            D
60-63.99            D-
-59.99 &nb