4000 Level Courses

AP/HUMA 4107 6.00 The Ancient Greek & Roman Novel

This course studies selected ancient Greek and Roman novels in English translation, the social and literary currents which shape their narratives, and their role in the cultural politics of their era.

COURSE DIRECTOR:
M. Clark

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Classical Studies Majors and Minors.

AP/HUMA 4140 6.00 Childhood In Canadian Culture SECTION B: ONLINE

This course analyzes childhood as represented and experienced in Canadian culture through time, across regions, and among cultural groups. There are two primary aspects to the course: first, an exploration of the range of representations of children and childhood in Canadian expressive culture through different moments of history, throughout different regions, and among different cultural groups; and second, the relationship of these cultural constructs to the real-life experience of children at various times in different parts of, or groups within, Canada. The course will also focus on children’s own culture (through their folklore, reminiscences of being a child, and similar documents); on “child agency,” children’s rights, and their limitations; and on contemporary concerns about the role and status of children in Canada. The course utilizes several genres of “texts” (including visual art, fiction, poetry, life-writing, drama, and film) and multidisciplinary approaches (including the studies of literature, film, history, and ethnography).

COURSE DIRECTORS:
SECTION A: K. Verrall
SECTION B: G. Jolly

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Children’s Studies Majors and Minors.
PRIOR TO FALL 2009: Course credit exclusions: AS/HUMA 4000B 6.00 (prior to Fall/Winter 2003-2004), AS/HUMA 4140 6.00.

AP/HUMA 4141 6.00 Children, Youth And Digital Culture ONLINE

FULLY ONLINE

Investigates how children and youth use digital technologies and new media both as "extensions" of individual identities and facilitators of "youth culture." Texting, sexting, tweeting, learning, playing, protesting, creating-how are youth making meaning of the world through digital youth cultures? What are children and youth doing in a digital world and what are the implications of this for everyone?

COURSE DIRECTOR: S. Gennaro

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Children’s Studies Majors and Minors.

AP/HUMA 4142 6.00 Contemporary Children’s Culture SECTION M(WINTER): ONLINE

PRE-REQUISITE/CO-REQUISITE: AP/HUMA 3695 6.0: LISTENING TO CHILDREN

4142 6.0M (WINTER) FULLY ONLINE

This course proceeds from an understanding of children as agents in and of culture. It argues that children are not mere receivers of culture, but active producers of it as well. Like all distinguishable human groups, children have cultural artifacts with which they identify collectively and by which they are identified by outsiders. These artifacts may be material, oral, behavioural and, increasingly, virtual or digital. Young people manipulate these artifacts in response to a multiplicity of physical and social milieux to fulfill various needs and achieve desired ends. These artifacts comprise childhood culture as well as children’s own culture.

Childhood culture is that which supports and reflects the social construction(s) or child and childhood amongst a given people at a particular time and place. Its persistence tends to rely predominantly upon adults and the media and institutions they control. Examples include rhymes and games adults play with infants, manufactured toys, children’s literature, and traditional singing games taught in preschools and kindergartens.

Children’s own culture is that which resonates with young people’s sense of “childness” or state of being a child, again in particular sociocultural and historical-geographical contexts. Children inherit some of their own culture through oral tradition, as well as through observation and imitation of their older peers; some they appropriate from the world around and re-create or manipulate to their liking; while some they create themselves and share within whatever child-centered milieux and avenues are available to them.

Taken together, childhood culture and children’s own culture support childhood as a microcosm of the larger culture in which it exists. As such, children’s culture at any given time or place serves as a worthy topic for serious study as a means to appreciate the nature, meanings and functions of children’s “ways of being” and their “shared set of ideas,” these being two of the most humanistic definitions of culture. Further, children’s culture (by virtue of being typically more subversive and more creative than its “parent” culture) offers a particularly significant perspective on that larger culture and its potential trajectory into the future.

The course will address the nature, significance and relevance of children’s culture today by exploring the qualities of children’s own culture has typically exhibited whenever it has been documented worldwide. This is not to essentialize children or their culture – the content definitely varies, but the characteristics persist. The culture that children themselves have considered strong enough to be remembered and passed on for their own use is oral, interpersonal and interactive; shows an omnipresence of play; is active as well as secretive, displaying strong boundary maintenance; is superstitious, imaginative and primarily creative; values tradition and honours fairness and justice (especially retributive justice); displays imagination and creativity; has short generations; is subversive and serves as children’s locus of control and a primary means for their development empowerment We will consider contemporary children’s culture in terms of these attributes that children themselves have value and that evidently have served them well. By so doing, we will analyze the ways and means by which contemporary culture of and for children does or does not work in their best interests. Further, we will explore contemporary social constructions of child and childhood and the agenda of child concern association with them as well as the childness of contemporary childhoods and its potential enduring impact on people’s lives.

COURSE DIRECTORS:
SECTION A: C. Cowdy
SECTION M: A. Emberly

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Children’s Studies Majors and Minors.
PRIOR TO FALL 2009: Course credit exclusion: AS/HUMA 4142 6.00.

AP/HUMA 4144 3.00 Indigenous Knowledge & Children's Literature in North America

Analyzes and examines Children's Literature and Indigenous Knowledge in North America, focusing on the similarities among diverse traditions of contemporary Indigenous Children's writers in both Canada and in the United States. Explores the many and the varied interpretations of the Indigenous Children and their historical experiences, residential schools, definitions of cultures, childhood self-determination and the meaning and implication of "Indian" identities and their representations in communities and in cities. Issues include on growing up Indigenous, including the experiences of Indigenous Children in Residential, Boarding and Day schools in North America. N. Scott Momaday, Louise Erdrich, Thomas King, Tomson Highway, Edward Benton-Banai, among others, will be the focus.
Course credit exclusions: None.

COURSE DIRECTOR: D. McNab

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Children’s Studies Majors and Minors.

AP/HUMA 4145 6.00 Fantasy And Children’s Culture

This course explores the fantasy mode in childhood and children’s culture made by and for them, including literature (poetry, picture books, and novels), film (live action and animated), toys, songs, and games (including video games).

COURSE DIRECTOR: G. Jolly

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Children’s Studies Majors and Minors.
PRIOR TO FALL 2009: Course credit exclusion: AS/HUMA 4145 6.0

AP/HUMA 4149 3.00 Contemporary Canadian Childhood & Law

This course explores childhood experience and the social construction of childhood in Canadian law. Students will examine the social policies that inform the law, consider how children experience the law through popular culture and direct contact with the legal system, and explore the current state of "children's rights," asking what reforms would empower children, making childhood an autonomous legal category.

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Children’s Studies Majors and Minors.

COURSE DIRECTOR: R. Fisher

AP/HUMA 4160 6.00 Storytelling, Multicentered Worlds and Resistance EVENING COURSE

EVENING COURSE

The world around us is changing rapidly and there are many who suggest that the values, perspectives and behaviours of human beings need also to change in order to meet the challenges posed by this new world. In the face of increasing globalization, some are calling for a rethinking of Western values that focuses more on who we are and how we live with respect to the places in which we live: our locals. This is an interdisciplinary course that examines what some of these changes in values and perspectives might be by drawing upon a wide range of theories and studying a diversity of texts, artifacts and cultural practices to interrogate the ways that humans make meaning of their lives, their values and their communities through stories and storytelling. We will explore the notion that stories emerge from a context of situated embodied knowledges that are grounded in a “local” and that comprise our multicultural and multicentered worlds, and focus on those that challenge some of the current and dominating stories of Western cultures.

The course will use a concept of “the local” that is derived especially from Native and Environmental philosophies, and from the idea of multicentered societies of feminist artist Lucy Lippard in which “the local” is a concept of place which is spatial as well as temporal, personal as well as political, and which encompasses all of the senses and is intimately connected with the histories, memories, and the relationships of all beings that reside there. We will consult a multiplicity of materials and disciplines such as oral traditions, literature, music, performance, art, film, architecture, ceremony/ritual, comics and graphic novels, news media, documentaries, historical documents, myth, folklore, popular culture, feminist studies, cultural studies; religious studies, anthropology, archaeology, and geography, to consider notions of place, notions of relationships, respect, and responsibility among human and other-than-human beings in the stories that we encounter, and to examine how individuals and groups whose stories and “locals” are different might, at particular moments, identify common concerns in their stories and work together over those common concerns to strengthen their communities and/or to make change.

ASSIGNMENTS:
Cognitive Mapping: An Oral Narrative of Your “Locals” (in stages) (16%); Telling Stories “Otherwise” Research Project (in stages) (30%); Collaborative Research Project/Presentation: Stories / Memory or ”Oughtness” Maps and Affinity Groups (in stages) (40%); Participation (14%). (Subject to change.)

REPRESENTATIVE READINGS:
Lynda Barry, One! Hundred! Demons!, Daphne Marlatt, ANA Historic, Humanities 4160 6.0 Course Kit, available from the York Bookstore, various online materials. (Subject to change.)

There will also be several films and visual/aural materials that will be required materials for students.

COURSE DIRECTOR: S. Rowley

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities Majors and Minors.

AP/HUMA 4178 6.00 The Death of God

Nietzsche's famous, prophetic claim that "God is dead" is often taken as describing the declining significance of God within modernity. Adopting neither a pro- nor anti- theistic stance, this course critically examines the relationship between atheism and modernity in Western thought and culture by drawing upon religious, philosophical, scientific, literary, historical, sociological, artistic, and cinematic sources

COURSE DIRECTOR:
M. Cauchi

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities Majors and Minors.

 

AP/HUMA 4190 6.00 Faith, Reason and Modern Self-Consciousness in European Thought

This course examines texts in Ancient Greek philosophy, the Bible, and modern European thought in order to assess the fruitfulness of viewing modern self-consciousness in terms of the relationship of faith and reason.

COURSE DIRECTOR: A. Kulak

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & European Studies Majors and Minors.

 

AP/HUMA 4228 3.00 Nature in Narrative

This course explores narratives of nature in both literary and scientific texts. In the course, we examine how figures and understandings of nature are developed in and through literary forms—from novels and plays to essays and short stories. In some of the literary texts studied, ideas from science are employed as central metaphors or themes. A couple of the texts in the course are scientific works—works written to be accessible to a non-scientific audience—that are read for their use of literary forms, such as metaphors and rhetorical techniques, to enrich their narratives, to ease the comprehension of scientific ideas, and to persuade readers of the theories put forward. Students are encouraged to read all the texts in the course as narratives, as stories or points of view of the natural world or human nature, even the scientific works. Most of the texts in the course self-consciously play with their character as narrative, several presenting alternative versions of the story being told from contrasting viewpoints. This emphasis on the narrativity or literary forms of texts encourages us to reflect on the constructed character of all our narratives of nature, whether literary or scientific. But the course also asks how narratives can provide true accounts of our world, and examines the place of nature in the narratives shapes their truth value.

ASSIGNMENTS: Participation 15%; Presentation 15%; Notes on Readings (20%); Research Paper Proposal (15%); Research Paper (35%).

REPRESENTATIVE READINGS: Barry Lopez (1981), Winter count; Yann Martel (2001), Life of Pi; Charles Darwin (1859) The origin of species; Michael Frayn (2000), Copenhagen; William Cronon (1992), “A place for stories: Nature, history, and narrative;” Michael Pollan (2001), The botany of desire.

COURSE DIRECTOR:  J. Steigerwald

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities  Majors and Minors.
COURSE CREDIT EXCLUSION: AP/HUMA 4228 6.0.
PRIOR TO FALL 2009: Course credit exclusions: AS/HUMA 4225C 6.00 (prior to Fall/Winter 2003-2004), AS/HUMA 4228 6.00.

AP/HUMA 4410 6.00 Narratives of Family in Modern Korea

This course places the development of novels, tales, folk operas and other narratives focusing on the family within the context of changing cultural patterns in modern Korea.
Course credit exclusions: None.

COURSE DIRECTOR: T. Hyun

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities Majors and Minors.

AP/HUMA 4416 6.00 Premodern in Modern Japanese Literature & Film

Many works by 20th-century Japanese authors and filmmakers are based on ancient texts like Noh plays, the Tale of Genji and Buddhist fables and folk tales. This course studies those classical antecedents and their modern interpretations within a cultural-historical perspective.

COURSE DIRECTOR: T. Goossen

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & East Asian Studies Majors and Minors.

AP/HUMA 4430 6.00 Living Confucianism

No one has had a greater impact on Chinese culture than Confucius. His ideas about self-cultivation, the proper ordering of society, the role of the individual in the social order, the relationship between humanity and the cosmos et cetera not only shaped the underlying fabric of Chinese civilisation, they deeply influenced several neighbouring cultures as well. Though Confucianism has taken many forms over the millennia, it remains central to any meaningful understanding of East Asia and is, therefore, critical for constructive international engagement in the 21st century.
In the first half of the course, we will follow the development of Confucian thought and practice in imperial China and the corresponding relevant periods in Vietnam, Korea and Japan. In the second half of the course, we will analyse the ways that different groups, including East Asian modernizers and non-Asian scholars, have tried to tie Confucianism to emerging national and global issues.

ASSIGNMENTS:
Essays (2, each = 25%); Quizzes (4, each = 5%); Seminar Presentation (20%); Participation (10%).

REPRESENTATIVE READINGS:
Confucius (D.C. Lau trans.). The Analects.; Gardner, Daniel. The Four Books: The Basic Teachings of the Later Confucian Tradition.; Young-oak Kim & Jung-kyu Kim. The Great Equal Society: Confucianism, China and the 21st Century.; journal articles.

COURSE DIRECTOR: G. Anderson

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & East Asian Studies Majors and Minors.

 

AP/HUMA 4620 6.00 Works and Days

This course explores the creative process through the study of the works and lives of a select group of modern artists and writers. As well as novels, plays, short stories, poems and films, the course considers journals, autobiographies, essays and letters that show writers reflecting on their work and its relation to their own lives and to the lives of others. What does it mean to live creatively? How does an artist arrive at such a life? What are the criteria for success – for the artist and for his or her age? What role does the unconscious (collective and individual) play in the creative process? What links exists between creativity and psychological disorder, and creativity and morality? These are some of the questions the course asks and attempts to answer. The course also involves a consideration of the relation between art and life as well as art and its historical moment.

ASSIGNMENTS:
One oral seminar presentation – 30% (10% for the oral presentation and 20% for the written version, handed in the following week);

Short paper (500-650 words) – 5%

Book review (500-650 words) – 5%

Attendance and participation – 20%;

Major research paper – 40% (proposal and bibliography: 5%; paper: 35%).

NOTE: The seminar presentation will examine a facet of the work of the writer discussed that week. Oral presentations should last no longer than 15 minutes; written presentations should be about 1,500 words, or 6-8 typewritten, double-spaced pages. E-mail submissions of written work are not accepted.

REQUIRED READINGS:
Emily Bronte, Wuthering Heights;Anton Chekhov, Five Plays, selections from Forty Stories; Goethe, The Sufferings of Young Werther; Janet Malcolm, Reading Chekhov; J.D. Salinger, Franny and Zooey; May Sarton, Mrs Stevens Hears the Mermaids Singing and Journal of a Solitude; Gertrude Stein, Selected Writings of Gertrude Stein and Blood on the Dining Room Floor; Virginia Woolf, To the Lighthouse, A Room of One’s Own/Three Guineas.

COURSE DIRECTOR:
R. Teleky

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities Majors and Minors.

AP/HUMA 4630 3.00 Text and Interpretation

Examines selected issues in the study of textual interpretation including selected interpretive controversies; the roles that the author, audiences and interpreter's perspective play; genre disputes; dating controversies; theories of meaning.

COURSE DIRECTOR: M. Herren

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities Majors and Minors.

AP/HUMA 4775 3.00 South Asian Religions and Popular Culture

This course explores Buddhist responses to the changing conditions of modernity in Southeast Asia. Seeking to understand Buddhism as a living religion, it investigates how Buddhists have drawn on religious narratives, symbols and rituals to respond to social and political challenges from the nineteenth century to the present, including issues of religious reform, colonialism, nationalism and ethnicity.

The course first develops a background in basic Buddhist concepts and practices before looking at the contemporary life of Buddhism in Southeast Asia. Subsequent sections explore Buddhist responses to colonialism through considerations of changes in cosmology, ethics, and interactions with the nation and the state. It also investigates the vipassana meditation movement and the ways in which Buddhist practice has come to shape ethnic identity.

COURSE DIRECTOR: TBA
RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Religious Studies Majors and Minors.

AP/HUMA 4803 6.00 Church, Mosque And Synagogue

The Muslim conquest of the Iberian peninsula in 711 inaugurated a complex trireligious society that was to endure nearly eight hundred years (and more than eight centuries on the Muslim lunar calendar). This development has given rise to Spain’s designation as a “land of three religions” and Spain’s reputation as premodern western Europe’s foremost “pluralist” society. It has also made Spain, as compared with other European lands, a hard country for non-Spaniards to understand.

This course seeks to explore diverse facets of Jewish-Muslim-Christian convivencia (“dwelling together”; coexistence), a topic that continues to be the object of attention for a range of scholars -- and many beyond the academy who have found it pertinent to an understanding of our own age. The course focusses on religious, intellectual, and cultural contacts and their socio-psychological dynamics, placing these in various historical and at times (very partial) geographic, linguistic, political, economic, and technological contexts. The course centers on written sources but does not wholly neglect iconography, music, and architecture. It stresses diverse perspectives within and across religious boundaries and at times forces us to ponder difficulties faced by scholars seeking to explain religious or religiously-linked phenomena (e.g., what actual human experience lies behind the metaphor of “religious conversion”?). Methodologically, our enterprise emphasizes study of primary sources as the only way to arrive at a trustworthy model of convivencia. In the course of such study, attention is paid to peculiarities of genre, the frequent indeterminacy of evidence, and difficulties involved in formulating historical assessments.

COURSE DIRECTOR: TBA

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Religious Studies and History Majors and Minors.
PRIOR TO FALL 2009: Course credit exclusions: AS/HUMA 4000V 6.00 (prior to Fall/Winter 2003-2004), AS/HUMA 4803 6.00.

AP/HUMA 4809 6.00 The Hebrew Bible & The Literature of the Ancient Near East

This course examines various biblical literary genres and themes within the context of literature from the ancient Near East.
Course credit exclusions: None.

COURSE DIRECTOR: C. Ehrlich

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Religious Studies Majors and Minors.

AP/HUMA 4812 3.00 Christianity and Film

This course examines the role and representation of the Christian in popular film. Interdisciplinary in approach, it brings together the critical vocabularies of Christian Studies and Film Studies to explore the relationship between Christianity and film as aspects of contemporary culture. Drawing mainly on mass-distributed films from Europe and North America, the course analyzes the ways in which contemporary cinema narrativizes Christian myths, histories, rituals and doctrines and non-Christian attitudes towards them. Issues addressed include: To what extent do particular films reflect the personal beliefs of particular film directors? How is Jesus portrayed in popular film? How does contemporary cinema depict Christian leaders, institutions and histories? How do popular films embody Christian images, teachings and traditions, and to what purpose? How does contemporary cinema represent Christian values and world-views, in both individual and societal terms? How does the cinema help shape relations between Christians and members of other religious traditions? Topics for discussion include: the creator and the created; free will and destiny; sin and salvation; evil and responsibility; selfhood and identity; missionizing and conversion; transcendence and the afterlife. It is assumed that students enrolling in this course will already have a working familiarity with Christian traditions. Any recently published introduction to Christianity will serve this purpose well.

Assignments
1) Participation 10%
2) Quizzes 20%
3) Mid-term test 20%
4) Final examination 50%

Representative Films
Monty Python’s Life of Brian (Terry Jones, 1979); The Passion of the Christ (Mel Gibson, 2004); Black Robe (Bruce Beresford, 1991); The Apostle (Robert Duvall, 1997); Mystic River (Clint Eastwood, 2003); As It Is in Heaven (Kay Pollak, 2004); The Cider House Rules (Lasse Hallström, 1999); Dead Man Walking (Tim Robbins, 1995); Se7en (David Fincher, 1995); The Rapture (Michael Tolkin, 1991)
Critical readings accompany each film.

COURSE DIRECTOR:
J. Scott

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Religious Studies and History Majors and Minors.

AP/HUMA 4813 3.00 The Arabian Nights

This course examines the history of the reception and interpretation of The Arabian Nights from its first appearance in Galland’s 1701 translation, to its latest edition by Malcolm Lyons in 2010. Interdisciplinary in approach, this course exposes students to a variety of textual interventions – omissions, inventions, alterations, interpretations, – which European and non-European editors and translators committed as they engaged in different editions of this text. In the course of analysis of the significance of these ‘transactions’ – the students focus on the tales which deal with Islamic morality and sexuality in an imaginary society of ‘the Orient.’ As the students perform close readings of differing editions of these tales, they examine continuities and discontinuities in the interpretations of the tropes of ‘Oriental’ morality and sexuality in European and non-European renditions of The Arabian Nights.

 

COURSE DIRECTOR:
S. Zecevic

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Religious Studies Majors and Minors.
Course Credit Exclusion: AP/HUMA 4813 6.00

AP/HUMA 4814 6.00 The Qur'an and its Interpreters

This course explores key themes of the sacred scripture of Islamic religion and culture. It seeks to place it in a broader historical and interpretative context by looking at several topics: the history of the text in its oral and written forms; the notion of revelation; major themes; the idea of the Qur’ans inimitability; its narrative composition and style; the history and variety of its interpretative trajectories; its liturgical, cultural, and aesthetic value and function.
Key objectives of the course include:
1. To gain and analytical overview understanding of the Qur’an in terms of its history, composition and role as the foundational text of Islam.
2. To encourage students to think of the concept of „sacred scripture‟ and related terms in a critical-analytical way;
3. To help students develop tools and perspectives by which to approach the terms, texts and contexts associated with the study of Qur’an from a non-normative perspective, and to engage them in the understanding of how Muslims across time and space have related to their sacred text.
ASSIGNMENTS:
Reviews (4x5) 20%
Moodle discussions (10x1) 20%
Midterm exam 20%
Final Essay 30%
Presentation 10%

REPRESENTATIVE READINGS:
Rippin, A. The Blackwell Companion to the Qur'an (2005).
Rippin, Andrew (ed.) The Qur’an: Style and Contents (1999).
Sells, M. A. Approaching the Qur’an: the Early Revelations. (1999).
Turner, Colin. The Qur’an: Critical Concepts (2004).
Wadud, A. The Qur’an and Woman (1992).

COURSE DIRECTOR:
A.Buturovic

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Religious Studies Majors and Minors.

AP/HUMA 4816 6.00 Women In Islamic Literature

This interdisciplinary course focuses on the representations of women in modern-day literary, scholarly, and visual “texts,” produced by both men and women in Muslim-majority countries and their diasporas in the West. It covers a wide range of geographical regions and treats a variety of literary texts (novels, short stories, poetry), as well as other art forms (painting, photography, film). Thematically, its main goals are two: a/ To explore issues of gender, as reflected in the selected sources, and to discuss the factors which affect the perception of gender roles and the representations of women in a given cultural setting; b/ To acquaint students with authors of international renown, whose works reflect important cultural, ideological, and aesthetic trends in modern Muslim societies and communities.

Students are invited to consider the extent to which religion shapes the creative choices of the authors. Is the dominant mode of women’s representation typified by Islamic values and ideals? Or is there an array of associations and images of women that stem out of different cultural, political, and aesthetic sensibilities? How is the female body, behavior, sexuality, and identity at large constructed in reference to literary, cultural, and societal norms? What is the relationship between text and context? How do historical circumstances, “the spirit of the times”, and the priorities of the moment affect the representation of women, and the issues which authors choose to highlight? In addressing these topics, the course explores--and in part problematizes--the term "Islamic literatures/cultures" when used as a common denominator for a host of creative activities that transcend purely religion-oriented behavior and experience. It also tests the conventional polarities between tradition and modernity, religion and secularism, East and West.

All course materials are read in English/ translation. As part of their course work, students are welcome to introduce other relevant texts and stories, especially oral narratives that they may be familiar with, but which do not exist in English translation.

ASSIGNMENTS:
Review of a scholarly article: 10%
Research Project: 20% (Including Project proposal: 5%, and Research essay: 15%)
Two Term Tests: 40 %
Two Panel Discussions (group projects): 16%:
Participation: 14%

REPRESENTATIVE READINGS:
*Course kit (comprising a sampling of shorter literary forms: poetry, short stories, a novella, etc.)
*Fatima Mernissi. The Veil and the Male Elite : A Feminist Interpretation of Women's Rights in Islam.[E-book, select chapters], 1991
*Sadeq Hedayat (1903-1951), The Blind Owl (novel, first pub. 1937, Bombay). Tr. F Costello—130 pp.
*Shahrnush Parsipur (b. 1946-) Women Without Men (novel, first pub.1989, Tehran)--108 pp.
*Naguib Mahfouz (1911-2006; Nobel prize for literature 1988), The Day the Leader Was Killed (first pub. 1983, Cairo), 102 pp.
*Layla Abu Zaid (b. 1950). “Year of the Elephant: A Moroccan Woman’s Journey toward Independence” (first pub. 1980) in Year of the Elephant: A Moroccan Woman’s Journey toward Independence and Other Stories. Austin, Texas: University of Texas Press, 1989. (pp, 1-70) [E-book] *Tayeb Salih (1929-2009), Season of Migration to the North (novel, first pub. 1966, Beirut), 169 pp.
*Marjane Satrapi (b. 1969--), The Complete Persepolis (graphic novel, first pub. in installments in Paris, 2000—2004), 314 pp.

COURSE DIRECTOR:
M. Simidchieva

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Religious Studies Majors and Minors.
PRIOR TO FALL 2009: Course credit exclusions: AS/HUMA 4890C 6.00 (prior to Fall/Winter 2003-2004), AS/HUMA 4816 6.00.

AP/HUMA 4821 3.00 Culture, Society and Values in Israel

This course decodes aspects of culture, society and values in Israel through contemporary Israeli literature—mainly short stories and poems—seasoned lightly with visual art, artifact, film, television and cuisine. Texts will be read and discussed in English.

COURSE DIRECTOR: TBA
RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Jewish Studies Majors and Minors.

AP/HUMA 4823 3.00 Contemporary Israeli Society

This course explores how Israel offers a theoretical and practical model for explorations of questions surrounding national identity, religion and the state, war and society, management of linguistic and religious diversity, and environmental regulation. It focuses on the years since the 1967 War, a crucial dividing line in Israeli history.

COURSE DIRECTOR: TBA
RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities & Jewish Studies Majors and Minors.

AP/HUMA 4906 6.00 Propaganda And Culture

Investigates the employment of the created environment and other expressions of culture for propagandistic purposes, meant to advance privileged ideologies in politics, religion, and social interchange. Discusses examples chosen from different eras and communities, including modern and contemporary applications. Special emphasis will be placed on examining war propaganda across diverse media in the United States from 1898 to the present.

Prerequisites: 78 credits and permission of the coordinator of Culture and Expression. Course credit exclusion: AP/CLTR 4850 6.00. PRIOR TO FALL 2009: Prerequisites: 78 credits and permission of the coordinator of Culture and Expression. Course credit exclusions: AK/CLTR 4850 3.00, AK/CLTR 4850 6.00.

ASSIGNMENTS:
Attendance and participation 20%
Student Presentations (2X15%) 30%
2 Essays (2X25%) 50%

REQUIRED READING:
Mirrlees, Tanner. Hearts and Mines: The US Empire’s Cultural Industry. Vancouver: UBC Press, 2016.

Taylor, Philip M. Munitions of the Mind: A History of Propaganda From the Ancient World to the Present Day. Third Edition. Manchester UK: Manchester University Press, 2003.

COURSE DIRECTOR:
J. Kispal-Kovacs

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities and Culture & Expression Majors and Minors.

AP/HUMA 4907 3.00 Modernism Across the Arts

Examines literary, musical, and visual arts of the modernist period to explore why there is an inter and multidisciplinary impetus during the period and how such crossovers between and among different cultural forms contributes to the generation of new modes of artistic material.
Course credit exclusion: AP/CLTR 4851 6.00.

COURSE DIRECTOR: TBA

RESERVED SPACES: All spaces reserved for Yr 03 & 04 Humanities and Culture & Expression Majors and Minors.