Haddad
ANS 301M AMS 315 AAS 310
MWF 10-11 GAR 215
MWF 12-1 GAR 301
Dreams of economic opportunity propelled Chinese immigrants to the American west. Starting in the 1850s, Chinese came to prospect for gold, work in agriculture, build the western railroads, or start their own businesses. In the opposite direction, China has for over two centuries lured American dreamers of all types: from businessmen enchanted by the potential of one billion customers; to missionaries trying to save one fourth of humankind from darkness; to military men, educators, and engineers hoping to validate American ideas and technology by changing China for the better. In both cases, however, reality often failed to match these lofty expectations: Chinese immigrants found that while prejudice severely hindered their efforts towards success, and American expatriates ran into an impassive China that was indifferent to their goals. In this class, we will read works by and about a handful of these cross cultural figures. In the process, we will explore the history of Sino-American encounters, form the advent of the China trade in 1784 to the Chinese diaspora of the Deng and Jiang eras. We will examine many of these constructions of China and discuss their power in shaping American attitudes towards the actual China.
Texts/Readings
Caleb Carr, The Devil Soldier (1992); Pearl Buck, The Good Earth
(1931); John Hersey, A Single Pebble (1956); Jade Snow Wang, Fifth
Chinese Daughter (1945); Maxine Hong Kingston, Chinamen (1977);
Amy Tan, The Kitchen God’s Wife (1991); Gus Lee, China Boy
(1991); Course packet. Films: Mask of Fu-Manchu (1932), Charlie
Chan in New York (1934), Year of the Dragon (1985)
Grading/Requirements
Class participation, quizzes, attendance:
20%
Mid-term and final: 20 %ea.
Two 8 page papers: 20%ea.
Burns
ANS 301M HIS 305L
TTh 2-3:30 GSB 2.122
This course is a topical survey focusing on the cultures of
China, Japan,
and Korea in the modern era. Topics to be examined include the
impact of
Western
imperialism upon these societies, the process and consequences
of
modernization and modernity, the rise of socialism, communism,
and
militarism, the road
toward World War II and its aftermath, and social and political
transformation in the post-war period.
Texts/Readings
Rhoads Murphy, East Asia: A New History
Nagatsuka Takashi, The Soil
Ba Jin, Family
Chae Man-sik, Peace Under Heaven
Ooka Shohei, Fires on the Plain
Chen Yuan-tsung, The Dragon 's Village
Grading/Requirements
Your grades will be based on four categories
of assignments: a series of
quizzes, three tests and an interpretive essay.
1. Quizzes--20%.
2. Tests~0%
3. Essay--20%
Selby
ANS 301M HIS 306N
TTh 11- 12:30 GAR 309
This course is designed to provide the student with a structural and historical overview of Buddhism through the examination of various schools, doctrines, biographical narratives, and contemporary ethical issues. The course will be divided into four major sections. 1. We will begin our study in India and look at the ways in which the contexts of post-Vedic civilization and orthodox Hinduism made Buddhism possible, and ask the following questions about Buddhism’s founder: Who was the "historical Buddha "? What were the factors that led to his "enlightenment," and how might we interpret it in terms of religious and philosophical meaning? What did the Buddha teach, and what didn’t he? 2. We will study tandem developments in Theravada (also termed "Orthodox" or "Southern") and Mahayana ("Greater Vehicle") Buddhism and the spread of these two distinctive schools into Southeast and East Asia respectively. 3. We will study Vajrayana ("Diamond Vehicle") Buddhism as it manifested in Tibet through a close reading of the biography of one of Tibet’s greatest Buddhist teachers, poets, and mystics, Milarepa. 4. We will examine the peculiar relationship that Buddhism has had with the West and explore the various ways in which European and American societies have embraced Buddhism and made it their own.
Texts/Readings
Robinson, Richard H. and Willard L. Johnson,
editors. The Buddhist Religion: A Historical Introduction. (Fourth
edition.)
LaFleur, Willam R. Liquid Life: Abortion and Buddhism in Japan.
Williams, Paul. Mahayana Buddhism: The Doctrinal Foundations.
Evans-Wentz, W.Y., editor. Tibet’s Great Yogi Milarepa: A
Biography from the Tibetan.
Fields, Rick. How the Swans Came to the Lake: A Narrative History
of Buddhism in America.
Grading/Requirements
Research paper, 10-15 pages: 40%
Mid-term: 30%
Final: 30%
Sawada
ANS 301M
MWF 9-10 WAG 420
This course provides an opportunity to learn about Korean culture, Korean history, and their interrelationship. It begins by outlining Korean history and then explores competing interpretations and explanations of Korean cultural practices in different eras. The explorations introduce some of the major issues and debates in the Korean studies field today. The course gives most attention to the twentieth century, but it also looks back to earlier periods to identify precedents and assess transformations. Topics include Confucianism, shamanism, agricultural practices, family and kinship, performing arts, gender, and strategies for resisting political economic-inequality.
Texts/Readings
Carter Eckert, et al., Korea Old and New:
A History.
Hagen Koo, editor, State and Society in Contemporary Korea.
Course Reader, compiled by instructor
Grading/Requirements
Weekly 1-page papers: 25%
Class Participation: 10%
Quizzes: 10%
Long Paper: 25%
Final Examination: 30%
Higgins
ANS 301M PHL 302
MW 2-3 WAG 302
F 12-1 BUR 128
MW 2-3 WAG 302
F 1-2 SZB 330
MW 2-3 WAG 302
Th 4-5 BAT 101
MW 2-3 WAG 302
Th 5-6 GAR 201
Course description unavailable at this time.
Boretz
ANS 302C
MWF 1-2 WAG 101
Geographically, linguistically, ethnically, and economically, China today is a land of diversity, characterized by striking regional variations. Yet underlying this diversity is a shared cultural heritage: a unifying set of historical, literary, and artistic traditions; philosophical and religious ideas; political institutions; and a common writing system. This course introduces the study of Chinese society and culture through an examination of the cultural unities and diversities, continuities and discontinuities that comprise the historical development of Chinese civilization. Topics include philosophy and religion; cosmology and the life cycle; literature and arts; science, technology and medicine; power and authority; gender, ethnicity, and cultural identity.
Texts/Readings
Richard J. Smith, China’s Cultural
Heritage.
Patricia Ebrey, Chinese Civilization: A Sourcebook.
Reader compiled by the instructor
Textbooks available at the Co-op bookstore for purchase; also
on reserve at UGL
Grading/Requirements
Mid-term: 20%
Final exam: 30%
3 in-class quizzes: 10% ea.
Book review (3 pages): 20%
Introduction to Japan: Classic Narratives / Classic Films
University of Texas at Austin, Spring 2001
Robert Omar Khan
MWF 1000-1100
BUR 108
Description
What makes a book or a film a 'classic'? How culture-specific are 'great works'? What do the most highly regarded Japanese novels, short stories and films have to tell us about Japanese culture? We will examine works considered pinnacles of achievement by masters of Japanese writing and filmmaking, but which also throw into relief contrasts of medium, historical context, values, and interpretation, and as such provide an introduction to the great diversity of Japanese culture.
Prerequisite: None.
Texts / Readings will include:
1. Murasaki Shikibu, Tale of Genji [excerpts]
2. Konjaku Monogatari / Akutagawa Ryunosuke, 'Rashomon'
3. Ihara Saikaku, 'Life of an Amorous Woman'
4. Chikamatsu Monzaemon, 'Love Suicides at Amijima'
5. Ueda Akinari, 'Ugetsu Monogatari: Tales of Moonlight and Rain'
6. Akira Kurosawa, 'Seven Samurai and Other Screenplays'
7. Mori Ogai, 'Sansho the Bailiff'
8. Miyazawa Kenji, 'The Night on the Galactic Railway'
9. Abe Kobo, 'The Woman in the Dunes'
10. Ibuse Mabuji, 'Black Rain'
Grading / Requirements:
Two 4-6 page papers 20%
Quizzes 15%
Midterm Exam 20%
Final 25%
Participation / Journals 20%
--
Slawek
ANS 303M MUS 303M
MWF 11 -12 MRH 2.634
T 5-6 MRH M3.114
MWF 11 -12 MRH 2.634
Th 5-6 MRH M3.114
MWF 11 -12 MRH 2.634
Th 6-7 MRH M3.114
This course is intended for students who have little or no musical background. The primary aim of the course is to acquaint students with the traditional musics of several cultures from various parts of the globe. Methodologies and analytical techniques stemming from ethnomusicological theory will be drawn upon to explain the structural nature, social function and cultural meaning of music in human societies. The course will sample a diversity of musics ranging from the fine art music traditions of India to folk art traditions confined to small, local populations in West Africa. We will study the sonic, conceptual and behavioral components of each of the musical cultures we encounter. While the general plan of the course is determined by culture areas, issues of concern in the study of the musical arts will also enter into our discussions frequently. Thus, we will examine the dynamics of traditions experiencing cultural interaction with outside cultures, the role of political and religious ideologies, in determining musical styles, the role of musical styles in determining and promoting ideologies, and the place of music in advancing group identity at various levels--ethnic, national, generational, etc. Students with open, inquisitive minds who wish to approach music from an intellectual perspective are especially welcome!
Texts/Readings
Jeff Todd Titon et al., Worlds of Music
One additional monograph
Some supplemental reading
Required audio packet
Grading/Requirements
Two hour-long examinations: 25% ea.
Discussion section: 10%
One concert report: 5%
Final exam: 35%
Proferes
ANS 340 ANT 324L HIS 366N R S 321
TTh 11- 12:30 JES A217A
This course is designed as an introduction to Hindu religious thought and practice. It is divided into four equal sections covering Hindu myth, theology, iconography, and pilgrimage with the aim of offering both historical perspective and a systematic analysis of each subject. Primary readings will include translated excerpts from Sanskrit, Tamil and Hindi religious texts, and in-class slide presentations will introduce students to Hindu sculpture, architecture, and painting from the medieval and modern periods.
Texts/Readings
D. Darshan Eck, Seeing the Divine Image
in India.
C.J. Fuller, The Camphor Flame: Popular Hinduism and Society in
India.
T.J. Hopkins, The Hindu Religious Tradition.
Selected readings of Hindu religious texts in translation.
Grading/Requirements
Midterm exam: 25%
Research paper : 35%
Final exam: 40%
Reading assignments will average between fifty and seventy-five
pages per week.
Hyder
ANS 340 R S 341
TTh 2-3:30 RAS 313A
Sufism does not constitute a separate religion or sect; instead, it can more usefully be understood as the mystical dimension of Islam. The Sufi tradition has had a momentous impact upon the literatures, arts, and cultures of the Muslim peoples of South Asia. This course will assess the existentiality inherent in Sufism and the manner in which this existentiality manifests itself in the literatures and arts (including music) ranging from the Indus to the Ganges, and to the rest of South Asia. We will also explore the manner in which these works have reinforced or resisted particular social constructs. The historical critique that Sufis forfeit authentic Islam by having a penchant for holy intermediaries and shrine visits will be reviewed. While the course assumes no prior knowledge of Islam, some familiarity with its essential doctrines would be helpfull. In this regard, the earlier lectures will review Islamic doctrinal issues central to a proper contextual understanding of Sufism. The course is appropriate for both those who wish to acquire a bird's eye-view of Sufism as well as those contemplating future specialization in the field of Islamic or South Asian studies. A survey course such as this cannot attempt to deal with every facet of a movement as complex and variegated as Sufism.
Texts/Readings
Annemarie Schimmel, Mystical Dimensions
of Islam.
Carl Ernst, Eternal Garden: Mysticism, History and Politics at
a South Asian Sufi Center .
Jamal Elias, Death Before Dying: The Sufi Poems of Sultan Bahu.
Course Packet to be purchased at Speedway
Grading/Requirements
Class attendance andparticipation: 20%
Two book reviews, 4 pages each: 30%
Mid-term exam: 20%
Final paper (8-10 pages) on a topic related to Sufism in South
Asia: 30%
Rhoads
ANS 340K HIS 340K
TTh 2-3:30 GAR 109
This upper-division lecture and discussion course examines the history of China, the world’s oldest continuous civilization, from its beginnings around 1700 BC down to 1800 AD. It is organized around the problem of "periodization"—how to carve up these 3500 years of history into a few manageable, but meaningful, periods. The course is divided into five chronological parts. It tries to present, on the one hand, a broad chronological survey of Chinese history through the ages and, on the other, a systematic analysis of the economy, polity (or state structure), society, and ideology (or thought) of China at three widely-separated points in time (ca.1000 BC, 150AD, and 1500 AD).
Texts/Readings
John E. Wills, Jr., Mountain of Fame: Portraits
in Chinese History (Princeton: Princeton University Press, 1994).
Other readings for the course are undecided at this point.
There will be a textbook as well as a packet of photocopied materials.
Grading/Requirements
Map assignment: 10%
Short papers: 30%
Mid-term: 25%
Final: 35%
Minault ANS 340R
History 340R Gail Minault
Spring 2001
(Cross listed with Asian Studies)
This course covers the great age of European empires in the
19th and 20th centuries, when European powers established their
rule over much of the rest
of the world. We will look at British rule in India and the Malay
peninsula, Dutch rule in Indonesia, and French rule in Indochina.
We will look at relations between Europeans and the local peoples
in terms of cultural contact, economic exploitation, and political
domination, and the results of such relationships for both the
Europeans and the Asians they ruled. The results, as we shall
see, were far-reaching and are still with us today. We will also
look at the process of decolonization in the 20th century, as
the old reasons for imperial domination lost their force, and
as
new national identities emerged in Asia.
Requirements: Assigned readings, 2 map assignments,
2 book reports, a
mid-term exam and a final exam.
Grading: 25% for each paper, 25% for each
exam.
Textbooks: (Subject to change)
CA Bayly, Imperial Meridian
DA Low, Lion's Share
Sardesai, Southeast Asia: Past & Present
Bose and Jalal, Modern South Asia
Daniel Headrick, The Tools of Empire
A selection of novels
Rhoads
ANS 340S HIS 340S AAS 325
TTh 9:30-11 GAR 109
This is an upper-division lecture-and-discussion course on the history of the Chinese (and, to a lesser extent, other immigrants from East Asia) in the United States from their first arrival to these shores in significant numbers during the California Gold Rush in the mid-19th century, through the sixty-year period when the Chinese were the first (and for a longtime the only) ethnic group to be prohibited from entering the U.S., to the present when, because of recent changes in immigration laws, Chinese-Americans (along with other Asian-Americans) are one of the fastest growing minority groups in the US. It will consider, among others, the following questions: Where did the Chinese-Americans come from in China, and why did they leave China and come to the US Where did they settle in the US, and how were they employed How were they received, and perceived, by other Americans How did they themselves perceive America and China Finally, how were their experiences similar to and different from those of other ethnic minorities in the US, including other Asian-Americans
Texts/Readings
Daniels, Roger. Coming to America: A History
of Immigration and Ethnicity in American Life. (1990).
Chan, Sucheng. Asian Americans: An Interpretive History. (1991).
Grading/Requirements
Unavailable at this time
Hardgrave
ANS 347K GOV 347K
TTh 11- 12:30 BUR 136
The course will examine the domestic politics and international
relations of the nations of South Asia: India, Pakistan, Afghanistan,
Sri Lanka, Bangladesh, Nepal, Bhutan, and the Maldives. We will
consider the geopolitical, cultural, and historical context of
contemporary politics and then go on to explore the political
system of each country. India, the preeminent power of the subcontinent,
will receive greatest emphasis. In considering the international
relations of the region, special consideration will be given to
the issue of nuclear proliferation.
Students, organized in country teams, will participate in a "crisis
simulation" involving India and Pakistan.
Texts/Readings
Hardgrave and Kochanek, India: Government
and Politics in a Developing Nation, 6th ed. (2000).
Craig Baxter et al, Government and Politics in South Asia, 4th
ed. (l998).
Photocopied reader from Abel Copies
Grading/Requirements
A series of 6 short exams over the course
of the semester: 60%
Book review: 20%
Game participation and short paper on crisis simulation: 20%
Overall class participation may be reflected in a plus or minus
l0 points in determining course grade.
Park ANS 361 AAS 325 AMS 321 GOV 357M
TTh 3:30-5 GAR 311
This course is designed to provide an overview of American public law, as it developed in response to Asian immigrants and Asian Americans. The course relies heavily on state and federal cases, in several substantive fields where Asian immigrants and Asian Americans have played a central role in shaping American law. These fields include: immigration, naturalization, civil rights, economic rights, the criminal law, and racial segregation. Prior knowledge of Asian American history is recommended, but not required. Prior knowledge of law or American legal history is also recommended, but not required.
Texts/Readings
Sucheng Chan, Asian Americans (1991), chs. 1 and 2. Charles McClain
and Laurene Wu McClain, "The Chinese Contribution to the
Development of American Law," in Entry Denied: Exclusion
and the Chinese Community in America, 1882-1943 (Sucheng Chan,
ed., 1970). People v. Hall, 4 Cal. 399 (1854). [Chinese witnesses].
Ho Ah Kow v. Nunan, 5 Sawyer (1879). [the Queue Ordinance case].
Grading/Requirements
Unavailable at this time.
Zanasi
ANS 361 HIS 366N
TTh 11- 12:30 PHR 2.116
This course focuses on China in the years between the fall of the imperial system (1911) and the establishment of the Communist regime (the People’s Republic of China) in 1949. It is in this period that the Chinese attempted to transform China into a modern republican nation able to restore domestic social stability and economic prosperity and rise to a position of power in the international environment. The republican years of China are particularly important for understanding the formation of a Chinese national and cultural identity outside of both the imperial tradition and communist discourse. It is also the only point of reference for contemporary China’s development into a post-socialist nation. This course will specifically focus on such issues as the intellectual debate on nation building and nationalism, relations between state and society, and cultural and intellectual trends. Particular attention will be given to the growth of cosmopolitan urban centers, such as Shanghai, with their booming commercial economies and movie/entertainment industries, and their contributions, as "contact zones," to the development of a Chinese modernity that combined Chinese tradtion with Western influences.
Texts/Readings
Jonathan Spence, The Search for Modern
China, Northon, Second Edition 1999.
Reader compiled by the instructor.
All books are available for purchase at the Coop bookstore. They
are also on reserve at the UGL library. You can read them there
if you do not want to buy them.
Grading/Requirements
In-class mid-term: 20%
Final take-home exam: 20%
10 weekly one-page comments on readings: 5% ea.
Class participation: 10%
Liu
ANS 361 GOV
TTh 12:30-2 MEZ 136
The new Asian region has five parts: East Asia, Southeast Asia,
South Asia, Central Asia, and Eastern Russia. While the US sustains
a forward military presence and is the strongest force, it is
no longer a hegemonic power. There is no region-wide organization,
though ASEAN is growing in importance. The home of all the developing
world's "tigers" continues to advance economically,
if unevenly. It hosts the world's largest democracy (India) and
largest one-party authoritarian regime (China). It is extremely
vulnerable environmentally. It is riddled with ethnic and territorial
conflicts. It experienced colonialism first-hand through the mid-20th
century. And it remains a key arena of global politics. We will
explore China's foreign policy reasoning in light of these regional
characteristics, and consider implications for US-China relations.
The instructor is visiting from the Chinese Institute for International
Studies in Beijing for one semester only.
Texts/Readings
Robert Ross (ed), East Asia in Transition:
Toward a New Regional Order (Oxford, 1997).
Michael Swaine, China: Domestic Change and Foreign Policy (RAND
Corp., 1995).
Photocopied and Web materials
Grading/Requirements
Three take-home exercises: 45%
10-page paper: 45%
Class participation: 10%
Park
ANS 361 AAS 330 AMS 370
TTh 12:30-2 GAR 301
This course provides an overview of several major political, legal, and social issues facing Asian American communities. The course reviews developments in immigration trends, employment, residential patterns, education, criminal law, and community formation, particularly among immigrants from Asia after 1965. The course provides a closer look at the ethnic, class, and gender dynamics of emerging Asian American communities, and the course concludes with a series of case studies of Asian American political and legal activities in selected urban settings. Students will be encouraged to conduct original research on related topics.
Cultures of Southeast Asia
Keeler
ANS 361 ANT 324L
TTh 2-3:30 RAS 213
Course description unavailable at this time.
Bennett
ANS 361 GOV 365N
TTh 9:30-11 BUR 228
Review how well global environmental solutions are coordinated by existing international regimes, big and small. Evaluate current proposals for new types of coordination. Short of formal coordination, study factors affecting voluntarily adoption of international environmental standards, in particular, success winning necessary cooperation from local communities. Acquire workable ideas of how international environmental policy could be made better—effective, economical, cooperative, and durable—as well as realistic political strategies for putting the preferred policies in place.
Texts/Readings
Gareth Porter & Janet Brow, Global
Environmental Politics (2nd ed., 1996)
(ed) Peter Haas et. al. Institutions for the Earth: Sources of
Effective International Environmental Protection. (1993).
Grading/Requirements
Seven written exercises plus a 10-page
paper. No exams.
Value x Grade = Points. An exercise value of 1, 2, or 3 is multiplied
by a grade of 1 (mostly inadequate), 2 (partly inadequate), 3
(adequate), 4 (partly superior), or 5 (mostly superior) to make
1 to 15 course points each.
Bennett
ANS 361 GOV 344L
MWF 11-12 BUR 130
Patterns of conflict and political institutions that manage it. Three institutional dimensions—democracy, legitimacy, and performance—that rarely can be maximized together. Democratic transition and consolidation arguments in this light. Case materials from Great Britain, France, Germany, Russia, Japan, China, Brazil, South Africa, and Iran.
Texts/Readings
Michael Roskin, Countries and Concepts:
An Introduction to Comparative Politics (6th ed., 1998).
Grading/Requirements
Nine written exercises, 1-3 pages each,
analyzing selected problems from reading and lecture. Course–end
quiz for "A" rewards class participation. No hour exams
or final exam.
Burns
ANS 361 HIS 350L
TTh 9:30-11 GAR 107
This seminar is concerned with analyzing the way in which Westerners and the Japanese viewed each other in the second half of the nineteenth century, the first period of sustained contact and the time in which enduring modes of perception and misperception were formed. In the first section of the course we will examine a number of recent studies that are concerned with defining the contours of this problem. Then, we will turn to confront the images and representations produced in the late nineteenth century. We will look first at descriptions of the Japanese by Westerners, then at descriptions of the West by Japanese, and finally at attempts by the Japanese to describe themselves for a Western audience.
Texts/Readings
Hearne, Kokoro; Loti, Madame Chrysanthemum;
Said, Orientalism; Sugimoto, Daughter of the Samurai; Takeo, Labyrinths.
Reader available for purchase at Speedway in Dobie Mall
Grading/Requirements
Three short papers (3-4 pages ea.): 30%
Final paper (15 pages): 50%
Class participation: 20%
Ganguly
ANS 361 GOV 365L
TTh 2-3:30 CAL 100
This course will introduce students to the regional politics of South Asia. Among other topics the course will analyze the sources of nuclear proliferation, the origins of inter-state conflict, attempts at regional integration, regional responses to changes in global political economy and the spillover effects of internal conflicts.
Texts/Readings
Sumit Ganguly, Fearful Symmetry: Explaining
Indo-Pakistani Relations.
Sumit Ganguly, The Crisis in Kashmir: Portents of War, Hopes of
Peace.
Vernon Hewitt, The International Relations of South Asia.
Stephen P. Cohen, India: An Emerging Power.
Grading/Requirements
Mid-Term Examination: 30%
Final Examination: 30%
Book Review: 20%, Class Participation: 20%
Reading assignments will amount to about fifty to sixty pages
a week.
Boretz
ANS 361
MWF 10-11 CBA 4.348
This course introduces the history, culture, political institutions,
and economy of Taiwan. Taiwan has been a flashpoint for US relations
with China since 1950, and tensions have been building again since
1995. To understand the emotional and difficult question of Taiwan’s
status and identity, we need to understand not only the international
political issues, but Taiwan’s own fascinating, often violent
history, its rich and varied local culture, its vibrant economy,
as well as recent trends and events (e.g., globalization, democratization,
and environmental degradation) that are of particular concern
to the Taiwanese themselves. Readings include writings by anthropologists,
historians, political scientists, and others, as well as selected
fiction, films, and popular literature.
Prerequisite: Upper division standing required.
Texts/Readings
Course Reader prepared by the instructor
David Jordan, Gods, Ghosts, and Ancestors: Folk Religion in a
Taiwanese Village.
Johanna Meskill, A Chinese Pioneer Family: The Lins of Wu-feng,
Taiwan 1729-1895.
Murray Rubenstein, Taiwan, A New History.
Marjorie Wolf, Women and the Family in Rural Taiwan.
Grading/Requirements
Attendance and participation: 10%
Quizzes (five): 15%
Midterm examinations (two): 75%
Selby
ANS 372 ANS 384 ANT 324L R S 351
T 4-7 BAT 101
What does it mean to inhabit a body in India? This is the primary question that we will attempt to answer during the course of the semester in this seminar-style class, open to graduate and upper-division undergraduate students. The readings and discussion over the course of the term will parallel the development of the human being from conception, infancy and childhood and sexuality, and ending with aging and death. We will take an interdisciplinary approach, and will examine textual materials from an extensive range of sources and time periods. Sources will include selections from medical literature from India’s Ayurvedic traditions as well as readings from religious narratives that deal directly with issues of embodiment and provide powerful metaphors for it. We will also be drawing largely on sociological and anthropological studies of the different forms that embodiment takes, from metaphysical issues on what it means to be "alive" or "dead" and the human body’s connection to land and landscape to careful explorations of the body’s outer surfaces in terms of ritual, ascetic, and strictly sartorial concerns with adornment and fashion. We will also explore the fascinating interfaces between bodybuilding and nation-building in India.
Texts/Readings
Alter, Joseph S. The Wrestler’s Body:
Identity and Ideology in North India.; Cohen, Lawrence. No Aging
in India: Alzheimer’s, the Bad Family, and Other Modern Things;
Daniel, E. Valentine. Fluid Signs: Being a Person the Tamil Way;
Kakar, Sudhir. Shamans, Mystics and Doctors; Tarlo, Emma. Clothing
Matters: Dress and Identity in India; White, David Gordon. The
Alchemical Body: Siddha Traditions in Medieval India.
Readings packet (this will include translation of primary texts
and a number of articles)
Grading/Requirements
1 topics paper (8-10 pages) plus presentation:
20%
2 reaction papers (2-3 pages) plus presentation: 15% ea.
Formal oral presentation on research paper in progress: 20%
Final research paper (20-30 pages): 30%
Sawada
ANS 372 HIS 366N
MWF 2-3 GAR 111
This upper-division course explores the development of national and cultural identities in Korea since 1800. After a brief survey of "traditional" sources of social and political values (i.e. the yangban elite, Confucian ideology, village communitarianism), the course examines the rise of "modern" forms of Korean cultural nationalism in the midst of imperialist threats from China, Japan, and the West. To analyze the contentious process of "constructing" national/cultural identities, we focus on key individuals and groups (i.e. The Independence Club), ideas/ideologies (i.e. Christianity, Liberalism, Marxism), symbols (i.e. the national flag, "national script"), and institutions (i.e. the mass media, public education). For the period from the Korean War to the present, the course examines continuing struggles to define the nation, with an emphasis on seminal events and issues in South Korea. These include the April 1960 Student Revolution, social changes and pressures accompanying accelerated industrialization and urbanization in the 1960s and 1970s, the Democracy Movement of the 1980s, and globalization since the 1990s. We end with discussions of possible Korean Unification and the Korean "diaspora" in the United States, Japan, and elsewhere.
Texts/Readings
Carter Eckert, et al., Korea Old and New:
A History.
Hagen Koo, editor, State and Society in Contemporary Korea.
Gi-Wook Shin and Michael Robinson, editors, Colonial Modernity
in Korea.
(Other readings TBA)
Course Reader, compiled by instructor
Grading/Requirements
7 Short Assignments (2 pages each): 40%
Research Paper Proposal (5 pages): 10%
Research Paper (15 pages): 30%
Class Participation: 20%
Charlesworth
ANS 372 ARH 366J
TTh 12:30-2 ART 3.433
The geographical and cultural divisions between country and city will provide the analytical structure of the course. While such divisions have been extensively and well analyzed with regard to Britain, where a large scholarly literature is headed by Raymond Williams’ classic The Country and the City (1973), and where the antithesis is recognized as a primary tool in analyses of the formation of modernity, the situation with regard to India is a lot more fluid and uncertain. Nevertheless, given the realities of British rule in the subcontinent, the attempt to understand elements of the varied cultural history of that rule by applying this dichotomous structure arising from nineteenth century Britain seems at least worth making. London and Calcutta offer themselves as ready-made case studies for urban conditions in each location. Students will have the task of understanding concepts and features of the British Isles and the subcontinent which vary from the specific and the concrete (the understanding and representation of caves in both places, for example), to the historically determined (ordnance survey mapping of both places), to the broadly conceptual and the aesthetic (British pillage of India and consequent guilt; the picturesque way of seeing).
Texts/Readings
Italo Calvino, Invisible Cities; B. Chatterji,
Anandamath; Rudyard Kipling, Kim; Rudyard Kipling, Plain Tales
from the Hills; Raymond Williams, The Country and the City.
Selected articles
Grading/Requirements
4 assignments (4 pages each)
Ramirez Berg
ANS 372 RTF 370
TTh 2-3:30 CMA A3.120
W 5-8:30 BUR 106
This course will take a detailed look at the films directed by Akira Kurosawa, one of Japan's most well-known directors. He is also one of the most influential filmmakers and story tellers in the history of cinema, and directors who cite him as a major inspiration include Sam Peckinpah, George Lucas, John Woo, and Francis Ford Coppola. In weekly screenings, we will watch approximately 13 of his films in chronological order, including RASHOMON (1950), IKIRU (1952), THE SEVEN SAMURAI (1954), his version of MacBeth, THRONE OF BLOOD (1957), THE HIDDEN FORTRESS (1958), YOJIMBO (1961) and RED BEARD (1965). The course will analyze Kurosawa's cinematic and narrative style.
Texts/Readings
Donald Richie's The Films of Akira Kurosawa
Anderson and Richie's The Japanese Film
Readings packet
Grading/Requirements
The coursework will consist entirely of
written assignments on Kurosawa's films and broader subjects such
as Japanese cinema in general and Japanese history and culture.
There will be three writing assignments, two of approximately
5 pages and a final paper of 10–15 pages.
van Olphen
ANS 372
MWF 12-1 PAR 10
Th 5-8 PAR 10
Cinema plays a major role in reflecting and shaping a culture, and nowhere is this more true than in the development of Indian culture in the last 100 years. Thus Indian cinema reflects the diverse cultural tradition, the many flourishing languages and literatures, and the religious diversity of India, the largest film-producing country in the world with an annual production of around 900 feature films. Films play a central role in Indian society and have promoted and reflected modernization, westernization, urbanization, pan-Indianism, secularization, the emancipation of women and the rights of minorities. Moreover, for millions of Indians living outside the country a major part of India derives from its movies. In this course we will focus on these themes, first in a historical survey of the first half-century of cinema in India. Then we will turn to Satyajit Ray and his masterpiece "The Apu Trilogy." We will focus especially on the Ray films which were inspired by literary works. Then we will see some examples of the "parallel" cinema, which began with "Bhuvan Shome" in 1969 and produced many critical successes and occasional commercial successes as well. Last but not least, we will look at some examples of the commercial "Bollywood" cinema, for with all its stereotypes and formulaic structure, these films with their songs and dances have the greatest impact.
Texts/Readings
Banerji, Bibhutibhushan, Pather Panchali
; Ray, Satyajit, The Apu Trilogy ; Da Cunha, Uma. Film India:
The New Generation, 1960-1980; Chandan, Mangala. Indian Cinema,
1980-1985; Gokulsing, K.Moti and Wimal Dissanayake, Indian Popular
Cinema ; Chakravarty, Sumita S. National Identity in Indian Popular
Cinema.
Grading/Requirements
Exams: 30%
Book reviews: 40%
Term paper: 10%
Class participation: 20%
Aoyagi
ANS 372
MWF 2-3 PAR 301
This course examines the role of popular culture in Japanese society. Relevant research issues include the meaning and function of popular culture, the discourse of the popular, popular culture and ideology, and religiosity of popular-cultural performances. Not only are students introduced to interpretative models, but they will also be acquainted with ethnographic research methods. Discussions will focus on the critical understanding of personal, collective, and institutional aspects of popular arts and performances.
Texts/Readings (partial list - see course syllabus for
full list)
Clammer, John. Contemporary Urban Japan: A Sociology of Consumption.
Oxford: Blackwell Publishers, 1997.
Craig, Timothy (ed.). Japan Pop!: Inside the World of Japanese
Popular Culture. New York: M.E. Sharpe, 2000.
Hardacre, Helen. Marketing the Menacing Fetus in Japan. University
of California Press, 1997.
Robertson, Jennifer. Takarazuka: Sexual Politics and Popular Culture
in Modern Japan. Berkeley: University of California Press, 1998.
Sato, Ikuya. Kamikaze Biker: Parody and Anomy in Affluent Japan.
Chicago: University of Chicago Press, 1991.
Treat, John (ed.). Contemporary Japan and Popular Culture. Honolulu:
University of Hawai’i Press, 1996.
Grading/Requirements
Class participation and personal improvement:
10%
Four short essays: 40%
Research Proposal, 5-8 pages: 20%
Course paper, 15-20 pages: 30%
Harzer
ANS 372 ANS 384
W 2 -5 UTC 4.112
The two epics, the Mahabharata and the Ramayana, are an essential part of the living cultural tradition of the Indian subcontinent that has survived for more than two thousand years. There is no India without these two works. Both have been preserved in oral as well as textual tradition. They are brought alive in their performances, whether by storytelling (katha) or annual staging of gigantic theater productions. The course will explore the cultural and religious aspects of the narratives. These epics have been most influential in the formation of the values of the Indian peoples. The Mahabharata, which includes the Bhagavadgita, represents an encyclopedia of the Hindu culture. Since there are many "tellings" of each, we will sample different ones and study them as sources of information on other areas, such as social and political ideas, as well as a source book for mythology. We will also compare similar works in other cultures. These narratives form a living tradition and are normally performed. As such we shall view videos and live performances as well as study the texts.
Texts/Readings
Richman, Paula. Many Ramayanas: The Diversity
of a Narrative Tradition in South Asia. 1991.
Lutgendorf, Philip. The Life of a Text: Performing the Ramcaritmanas
of Tulsidas. 1991.
Hiltebeitel, Alf. The Ritual of Battle: Krishna in the Mahabharata.
1976.
Lal, P. The Mahabharata.
Lal, L. The Ramayana.
Grading/Requirements
Two short writing assignments: 5% each
= 10%
Revised final paper: 40%
Oral presentation of the final paper: 20%
Progress report and class participation: 30%
Radhakrishnan
ANS 372 HIS 366N
TTh 12:30-2 JES A203A
This course will explore cultural history of South India which has a significant role in the Indian cultural traditions. A picture of the cultural life of the society can be had by a study of Fine Arts, Architecture, Literature etc. To know fully the cultural history of any land, it is imperative to know the political, social, religious history of the land. Hence this course explores the details about cultural ethos, art and architecture, classical dances, music, handicrafts, folk forms and traditions, tribal heritage, fairs, and festivals of the land. There will be a number of video films and slides, pictures on the culture of South India. A focus on the comparison of the components of cultures of the four states (Tamilnadu, Andhra, Karnataka, Kerala) in South India will be shown. Views of different scholars about culture will be open for discussion. Hence the course will explore South India by describing the cultural history staring with political, literary, religious, art and artistic aspects of South India and try to establish how politics, religious movements, and art from part of culture or influence culture.
Texts/Readings
A History of South India, Nilakanta Sastri,
1976.
South Indian Studies, eds. H.M. Nayak and B.R. Gopal, 1990.
The Dravidian Element in Indian Culture, Gilbert Slater, 1987.
Social and Cultural History of Ancient India, M.L. Bose, 1979.
Grading/Requirements
Class participation: 20%
Short papers/presentation: 30%
Mid-term exam: 20%
Final exam: 30%
Kahera
ANS 372 MES 322K MEL 372 R S 361 ARC 368R
TTh 2-3:30 GAR 3
This course explores in textual and visual format the cultural, aesthetic and historical characterisitcs of a mosque. We will discuss the origins and meaning of the term masjid (mosque) and how it relates to art, architecture and worship. We will explore what it symbolizes as a political and religious entity in some communities. Attention will be paid to the configuration and the evolution of religious space and recent aesthetic themes of the mosque architecture in the Muslim and non-Muslim world. For example, the role played by the American Diaspora communities in producing "imagined images", as a reflection of collective memory and identity; other examples will include Hassan Fathy’s mosque at Abiqui, New Mexico; and Robert Venturi’s mosque for Baghdad; SOM’s mosque for New York. The course approach is emphatically multi-disciplinary. Students from a wide range of different fields and interests are ecouraged to register and a background in Islam or a Middle Eastern language is not a requirement.
Text/Readings:
Course packet available from Speedway at Dobie Mall
Grading/Requirements selected paper topics to be approved
by the instructor
One mid-term essay (10 pages); one class presentation
One final research paper (10 pages)
Zanasi
ANS 372 HIS 350L W S 340
TTh 2-3:30 CAL 323
This course aims at understanding the role of women in contemporary Chinese society. We will start with a brief overview of the situation of Chinese women in the Late Imperial period. We will then look at the early women liberation movements in the Republican years (1911-1949). We will then turn to the main focus of the course, women in the Maoist regime (1949-1987) and the post-Mao period. In the course of the semester we will address such issues as gender/role constructions, the situation of women in the workplace and in the family, her role as producer and reproducer, her participation in the Communist Revolution, first, and, later, in the "four modernization" program. The course will favor a comparative approach using China as a case study for understanding important issues in a wider women studies context. We will especially draw a comparison with the situation of women under other Communist and Post-Communist regimes. Because this is a writing component seminar, a large portion of the grade is based on writing assignments and class participation.
Texts/Readings
Ida Pruit, A Daughter of Han.
Gilmartin et al. eds, Engendering China.
Emily Honig, Sisters and Strangers: Women in the Shanghai Cotton
Mills, 1919-1949.
Reader compiled by the instructor
Grading/Requirements
Paper proposal: 15%
Anonymous comment on paper by another student: 15%
Class presentation: 15%
Final 15-20 p. paper: 40%, Attendance and class participation:
15%
ANS 379H
The Honors Tutorial requires on-going interaction with supervising
faculty. Students produce a general statement of research interest,
a list of readings in the form of a working bibliography, a detailed
outline, a formal prospectus, working drafts of either sections
or chapters, and a final paper. At each stage, supervising faculty
help shape, refine, and otherwise focus the topic leading up to
the finished honors thesis. The final grade reflects the entire
semester’s work.
Prerequisite: Upper-division standing, Asian Studies 378 with
a grade of at least B, admission to the Asian Studies Honors Program
no later than two semesters before expected graduation, a University
grade point average of at least 3.00, and a grade point average
in Asian studies of at least 3.50.
Texts/Readings
Individual instruction course - the readings will vary.
Grading/Requirements
Research paper (as described above, minimum
of 20 pages)
Bennett
ANS 381 GOV 390L
TBA
Individual-instruction for Comparative Politics or Asian Studies students wishing to gain familiarity with the Chinese Politics literature. I suggest a range of important studies (see list below) supplemented by works of special interest to you. No regular class; we may meet together as participants wish. I assume some prior knowledge of contemporary Chinese history and government. If you lack that, I would recommend the GOV 322M survey instead. We read works with a critical eye, inquiring into strengths and weaknesses of argument, evidence, and comparative perspective.
Texts/Readings
Unavailable at this time.
Grading/Requirements
The requirement is to write concise abstracts
of 20 or more relevant scholarly works, each on a page or 5x8
card, with:
1) Full cite, 2) Restatement of the main argument(s), even if
implicit, and 3) Brief evaluation.
No paper. "A" for 20 items well abstracted and properly
noted as above."A" for 20 items well abstracted and
properly noted as above.
Selby
ANS 384 ANS 372 ANT 324L R S 351
T 4-7 BAT 101
See ANS 372 for description.
Leoshko
ANS 384 ARH 392
T 3:30-6:30 ART 3.432
Course description unavailable at this time.
Harzer
ANS 384 ANS 372
W 2 -5 UTC 4.112
See ANS 372 for description.
Hansen
ANS 384
M 2 -5 PAR 10
This graduate seminar will examine the interlinked phenomena of female performance and female impersonation in South Asia. Historical and ethnographic studies as well as contemporary cultural critiques of "women" in music, dance, and theatre will be the focus. The seminar will consider both gender formation in the colonial period and its reworking in recent times. Theoretical frameworks drawn from feminist film theory, literary criticism, and performance studies will be juxtaposed with materials specific to South Asia. Reflective viewing of films and live performances will provide an important supplement to the required readings.
Texts/Readings (partial list - see course syllabus for
full list)
Sumanta Banerjee, Marginalization of Women’s Popular Culture
in Nineteenth Century Bengal.
Rimli Bhattacharya, Binodini Dasi: My Story and My Life as an
Actress, and Public Women: Early Actresses of the Bengali Stage.
Sharmila Rege, The Hegemonic Appropriation of Sexuality: The Case
of the Lavani Performers of Maharashtra.
Ann Gold, Sexuality, Fertility, and Erotic Imagination in Rajasthani
Women’s Songs.
Kathryn Hansen, Making Women Visible: Gender and Race Cross-Dressing
in the Parsi Theatre, and Grounds for Play: The Nautanki Theatre
of North India.
Avanthi Meduri, Bharata Natyam: What Are You and Can the Devadasi
Speak
Amrit Srinivasan, Temple "Prostitution" and Community
Reform.
Rustom Bharucha, Chandralekha: Woman, Dance, Resistance.
Susan Seizer, Roadwork: Offstage with Special Drama Actresses
in Tamilnadu, South India.
Grading/Requirements
Two research papers, one primarily devoted
to a historical topic, the other engaging with current gender
and cultural politics: 80%
Two brief oral reports on films and performances: 10%
Leading discussion of seminar readings: 10%
Institution of Literature: Modern China
Chang
ANS 385 CHI 384
W 4-7 UTC 3.120
Course description unavailable at this time.
Bhatt
ANS 388 LIN 384
TTh 2-3:30 HRH 2.106C
We will look at the comparative syntax of the Modern Indo-Aryan languages. Throughout the course, we will introduce data from the less studied Indo-Aryan languages such Marwari, Kumaoni, Magahi, Bhojpuri, Maithili, and Bundelkhandi. The course will focus on the various syntactic phenomena that appear in these languages. In particular, we will study correlativization and other relativization strategies, question formation, modal verbs and other modal constructions, case and agreement with special focus on Ergativity, and the tense-aspect system including marking of counterfactuality. Throughout the course, we will try to refine our hypotheses about what (if anything) constitutes a Modern Indo-Aryan universal and the domain of possible variation found in the constructions/phenomena under examination. This course will be a crosslinguistic course and we will not stop at the borders of South Asia. Constant comparison will be made to the somewhat more analyzed Germanic and Romance languages.
Texts/Readings
Colin P. Masica. The Indo-Aryan Languages
(Cambridge Language Surveys). Cambridge University Press (Short);
ISBN: 0521299446
Grading/Requirements
Active participation in class, occasional
assignments, and a paper at the end of the semester. The work
in the assignments can be used to contribute to the paper required
at the end of the semester.
Proferes
ANS 390 R S 383
W 3-6 UTC 1.142
This seminar will be structured around a single, deceptively simple question: what is 'ritual' ? Over the years, many answers have been offered. According to some, ritual is a symbolic medium that bears and conveys meaning. According to others, it is characterized primarily by action, which is contrasted with discursive thought and therefore devoid of meaning. Still others emphasize the regulatory function of ritual, seeing in it a mechanism to achieve balance between disparate social groups, between a social group and its environment, or between an individual and his or her own body. Making the matter more complex is the fact that it is often difficult to meaningfully distinguish ritual from a wide array of other concepts such as custom, convention, ceremony, and even instinctive behavior. General readings include classic works by Mauss, Malinowski, Turner, and Geertz, as well as more recent works by Catherine Bell and Stanley Tambiah. Specific topics will include rites of passage, calendrical rites, political rites, and rites of communion. Examples from India, China, Medieval Europe, and Modern Greece will be discussed, as well as examples from contemporary American culture.
Texts/Readings
TBA
Grading/Requirements
Presentation: 25%
Participation: 25%
25-page research paper : 50%
Wilkins
ANS 390 RTF 387D LAS 381 MES 381
M 2 -5 CMA A3.128
This course surveys the field of development communication, involving the strategic use of communication technologies and processes toward the alleviation of social problems in developing country settings. We will explore theories of individual and national modernity, cultural imperialism, Orientalism, dependency, and participatory communication, as well as the practice of development communication, reviewing implemented project strategies. We will take into account frameworks of power in global structures, institutional discourse and strategic intervention. Students will concentrate their written work in an Asian region if getting course credit through the Asian Studies.
Texts/Readings
Unavailable at this time.
Grading/Requirements
Unavailable at this time.
Louis
ANS 391 HIS 384K E 392M
Th 5-6:30 HRC 3.206
F 3-4:30 HRC 3.206
This seminar is designed as a reading course in history, literature, and politics. It meets in conjunction with the Faculty Seminar on British Studies and will include students from the three disciplines of history, government, and English as well as Middle Eastern and Asian Studies. The scope of the seminar includes not only the literature, history and politics of England, Wales, Scotland, and Ireland but also the interaction of British and other societies throughout the world. Students will design their own reading in consultation with departmental advisers, but the purpose will be to assist students in preparation for comprehensive examinations or in independent reading and research. The main requirements of the course are met by students reading a book or its equivalent each week and by submitting a weekly synopsis.
Texts/Readings
TBA
Grading/Requirements
TBA
Hardgrave
ANS 391 GOV 390L
T 3:30-6:30 BUR 234
The seminar will focus on the formation of ethnic identies; on ethnic/cultural conflicts in multi-ethnic socieities; on the status of ethnic/cultural/religious minorities in states around the world; and on government response and policy. Of principal interest will be ethnic movements for independence or autonomy and irridentism and claims for "group rights in the forms of protection or privilege. The problems are manifest, as, for example, "ethnic cleansing" in the former Yugoslavia; ethnic minority problems in Eastern Euorpe and the multinational states of the former Soviet Union; separatist pressures in the Russian Federation; insurgency in Kashmir; Hindu nationalism in India; Sikh demands for an independent Khalistan; Tamil terrorism in Sri Lanka in quest of Eelam; the Kurdistan movement; slaughter in Rwanda and Burundi; civil war in the Sudan; aspirations for an independent Tibet; and the Moros in the Philippines. The list goes on, and cases can be drawn from countries throughout the world.
Texts/Readings
John Hutchinson and Anthony Smith, eds.,
Ethnicity; Benedict Andersen, Imagined Communities;
Donald Horowitz, Ethnic Groups in Conflict; Ted Gurr, Peoples
Versus States : Minorities at Risk in the New Century ;
Will Kymlicka, The Rights of Minority Cultures.
Grading/Requirements
Oral presentation on the theoretical literature:
25%
Research paper and oral presentation in seminar: 50%
Discussant on another student’s paper: 15%
General seminar participation: 10%
Minault
ANS 391 HIS 382N MES 381
W 3-6 BAT 217
History 388K Gail Minault
ANS/ MES/ WS Spring 2001
This course will deal with the history, social and political
roles, and contemporary problems of women in selected Muslim societies,
with particular emphasis upon women in Turkey, Iran, the Indian
subcontinent, and Indonesia. The approach will be interdisciplinary,
and wherever possible, the readings will incorporate the ideas
and feelings of the women themselves about their lives. Topics
to be covered in the readings and discussions will include traditional
roles of women, religious beliefs, marriage customs, child-rearing
practices, and work patterns. We will also examine changes that
have occured in women's lives as a result of historical events:
Turkish nationalism and secularism, the Islamic revolution in
Iran, nationalist
movements in India, Pakistan, Bangladesh, and Indonesia, and current
trends in political activism and economic development. Readings
will include creative literature as well as historical and anthropological
texts.
Requirements for the course include the weekly readings and discussions in class, a least two oral reports to be given in class that will then be written up as short papers, one book report on a work of literature, and a longer research paper.
Textbooks: TBA
Grading:
Class participation: 10%
Oral reports and short papers: 25%
Book report: 25%
Research paper: 40%
Ho
CHI 612
MWF 10-11 RLM 7.120
TTh 9:30-11 RLM 6.120
This course is the equivalent of CHI 412K and CHI 412L. This
course is open to students who have taken CHI 604 and received
a grade of C or better, or students with any native ability in
Chinese who are eligible for credit in the placement exam for
CHI 412K. Students who are eligible for credit in CHI 412K may
not accept that credit and enroll in CHI 612 because CHI 412K/L
and CHI 612 may not both be counted for credit.
Prerequisite: CHI 604 with a grade of at least a C, credit by
examination for CHI 507 or consent of instructor.
Texts/Readings
TBA
Ho
CHI 506
TTh 2-3:30 CPE 2.212
MWF 1-2 RLM 6.120
TTh 2-3:30 CPE 2.212
MWF 2-3 RLM 7.118
TTh 2-3:30 CPE 2.212
MWF 3-4 RLM 7.118
Students will learn to speak and understand Chinese, as well as to read and write Chinese. CHI 506 and CHI 507 are designed for students who do not understand Mandarin Chinese. Those who do must take CHI 604. Not open to students who understand or speak Mandarin Chinese.
Texts/Readings
Practical Chinese Reader I (Lessons 1-24)
Hsieh
CHI 507
TTh 11- 12:30 GAR 7
MWF 10-11 RLM 5.122
TTh 11- 12:30 GAR 7
MWF 10-11 RLM 5.124
TTh 2-3:30 RLM 5.122
MWF 2-3 RLM 5.116
TTh 2-3:30 RLM 5.122
MWF 2-3 RLM 6.112
CHI 507 will continue to develop skills in speaking, listening,
reading, and writing. CHI 506 and CHI 507 are designed for students
who do not understand Mandarin Chinese. Those who do must take
CHI 604. Not open to native speakers of Chinese. CHI 604 and 507
may not both be counted.
Prerequisite: CHI 506 with a grade of at least C.
Texts/Readings
Practical Chinese Reader I (Lessons 25
- 30) and II (Lessons 31 - 40)
Teng
CHI 412K
TTh 1-2 RLM 6.114
MW 12- 1 RLM 6.112
TTh 1-2 RLM 6.114
MW 12- 1 RLM 6.124
Modern standard Chinese (Mandarin). Not open to native speakers
of Chinese. Chinese 612 and 412K may not both be counted.
Prerequisite: CHI 507 with a grade of at least C. Texts/ Readings:
Chou, Intermediate Reader of Modern Chinese.
Teng
CHI 412L
MW 10-11 RLM 6.126
TTh 10-11 RLM 5.114
MW 10-11 RLM 6.126
TTh 10-11 RLM 5.126
MW 11 -12 RLM 7.118
TTh 11 -12 RLM 7.114
MW 11 -12 RLM 7.118
TTh 11 -12 RLM 7.116
Continuation of CHI 412K.
Chinese 612 and 412L may not both be counted.
Not open to native speakers of Chinese.
Prerequisite: CHI 412K with a grade of at least C.
Texts/Readings
Chou, Intermediate Reader of Modern Chinese
Teng
CHI 320L
TTh 2-3:30 RLM 6.120
We will read expository essays from the 1920s to the 1980s
written by influential Chinese intellectuals on controversial
issues of their time. Reading comprehension, grammatical analysis,
and vocabulary build-up will be the concentrations for this class.
There will also be in-class oral discussions.
Prerequisite: CHI 320K or consent of instructor.
Texts/Readings
Chou, Chiang & Chao, Advanced Reader
of Modern Chinese
Grading/Requirements
Five tests: 60%
Vocabulary quizzes : 20%
Preparation: 20%
Hsieh
CHI 325K
TTh 3:30-5 CBA 4.340
Not open to native speakers of Chinese.
The goal of this course is to help students develop their communicative
competence using modern standard Chinese. In addition to situations
provided in the textbook, we will discuss topics related to student
life.
Prerequisite: CHI 412L or consent of instructor.
Texts/Readings
Situational Chinese
Chang
CHI 384 ANS 385
W 4-7 UTC 3.120
See ANS 385 for description.
Slawek
HIN 507
MW 9-10 PAR 10
TTh 9:30-11 PAR 10
MW 10-11 PAR 10
TTh 11 - 12:30 PAR 10
MW 1-2 PAR 10
TTh 12:30-2 PAR 10
Prerequisite: HIN 506 or the equivalent.
van Olphen
HIN 312L
MWF 11-12 PAR 10
Prerequisite: HIN 312K or the equiavalent with a grade of C or better.
Hansen
HIN 330 HIN 384
TTh 12:30-2 PAR 214
This advanced reading course will focus upon the stories and novels of a diverse group of writers, including Muslims, women, Biharis, and Marwaris, who have broadened the landscape of Hindi writing in recent decades through their distinctive voices. We will explore the articulation of social identities in the context of post-Independence cultural and political change, looking closely at the varieties of language use that compete with "official Hindi." For comparison, one or two works by Urdu authors will be read in Devanagari transliteration.
Texts/Readings (partial list - see course syllabus for
full list)
Nagarjun, Ugratara; Phanishwarnath Renu, Rasapriya; Ismat Chughtai,
Chauthi ka Jora; Krishna Sobti, Ai Larki
Abdul Bismillah, Jhini Jhini Bini Chadariya; Alka Saraogi, Kali
Katha; Badriuzzaman, Chako ki Vapasi
Grading/Requirements
Mid-term: 20%
Final exam: 30%
Paper: 40%
Class participation: 10%
Prerequisites: Facility in Devanagari, plus 5 semesters of coursework
in Hindi and/or Urdu, or consent of instructor.
Hansen
HIN 384 HIN 330
TTh 12:30-2 PAR 214
See HIN 330 for description.
TTh 9:30-11 RLM 7.116
MWF 9-10 RLM 5.120
TTh 9:30-11 RLM 7.116
MWF 10-11 RLM 7.112
TTh 11- 12:30 RLM 5.126
MWF 11 -12 RLM 6.116
TTh 11- 12:30 RLM 5.126
MWF 12- 1 RLM 7.112
Not open to native speakers of Japanese.
Course Objectives:
1) to acquire four skills in the Japanese language:
a) listening: ability to understand simple everyday conversation.
b) speaking: ability to handle some survival situations through
circumlocutions and repetitions.
c) reading: ability to read simple, short reading materials including
semi-authentic materials.
d) writing: ability to write simple sentences learned in class
using the appropriate hiragana, katakana, and kanji
2) To acquire a fundamental knowledge of Japanese grammatical
structres.
3) To acquire some knowledge of the Japanese culture.
Texts/Readings
Yasu-Hiko Tohsaku, Yookoso! An Invitation
to Contemporary Japanese. Vol. One, 2nd edition (Chapters 1-3)
Workbook/Laboratory Manual for Yookoso!, An Invitation to Contemporary
Japanese. Vol. One, 2nd edition
Grading/Requirements (May vary)
Various quizzes , Homework, Compositions,
Tests, Oral performance , Oral interview, Final exam
JPN 507
TTh 9:30-11 RLM 7.112
MWF 9-10 RLM 6.112
Continuation of JPN 506. Not open to native speakers of Japanese.
Course Objectives:
1) To acquire four skills in the Japanese language:
a) listening: able to understand simple everyday conversation
with repetitions.
b) speaking: able to handle some survival situations with circumlocutions
and repletions, within a limited topic.
c) reading: able to read simple, short reading materials including
semi-authentic materials.
d) writing: able to write short memos and letters somewhat necessary
for reading and writing.
2) To acquire the fundamental knowledge of Japanese grammar necessary
for reading and writing.
3) To acquire general knowledge of the Japanese people and their
culture.
Prerequisite: JPN 506 or the equivalent with a grade of at least
C.
Texts/Readings
Yasu-Hiko Tohsaku, Yookoso! An Invitation
to Contemporary Japanese. Vol. One, 2nd edition,
(Chapters 4-7)
Workbook/Laboratory manual for Yookoso, Vol. 1, 2nd edition
Grading/Requirements (May vary)
Various quizzes , Homework, Compositions
Tests, Oral performances, Oral interview, Final exam
TTh 2-3 RLM 6.116
MWF 2-3 RLM 5.122
TTh 9:30-11 RLM 7.112
MWF 10-11 RLM 6.112
TTh 11- 12:30 RLM 7.120
MWF 11 -12 RLM 5.112
TTh 11- 12:30 RLM 7.120
MWF 12- 1 RLM 7.116
TTh 12:30-2 RLM 5.112
MWF 12- 1 RLM 5.112
TTh 12:30-2 RLM 5.112
MWF 1-2 RLM 6.126
TTh 2-3:30 RLM 7.118
MWF 2-3 RLM 7.114
TTh 2-3:30 RLM 7.118
MWF 3-4 RLM 7.112
TTh 2-3 RLM 6.116
MWF 3-4 RLM 5.122
Not open to native speakers of Japanese.
The main objective of this course is to develop four communication
language skills (listening, speaking, reading, and writing) at
the intermediate level. Students will acquire not only knowledge
about the language (grammar, vocabulary and expressions) but also
competence in using the language through daily activities in communication.
Prerequisite: JPN 507 or the equivalent with a grade of at least
C.
Texts/Readings
Yookoso 2, Continuing with Contemporary
Japanese (Chapters 1-3) 1995
Vocabulary Dictionary Accompanying Yookoso Vol. 2
JPN 412L
MWF 10-11 RLM 7.116
TTh 10-11 RLM 7.118
TTh 11-12 RLM 6.124
MWF 11-12 RLM 6.114
TTh 11-12 RLM 6.124
MWF 12-1 RLM 6.126
Not open to native speakers of Japanese.
The main objective of this course is to develop four communication
language skills (listening, speaking, reading, and writing) at
the intermediate level. Students will acquire not only knowledge
about the language (grammar, vocabulary and expressions) but also
competence in using the language through daily activities in communication.
Prerequisite: JPN 412K or the equivalent with a grade of at least
C.
Texts/Readings
Yookoso 2, Continuing with Contemporary
Japanese (Chapters 4-6)
Vocabulary Dictionary Accompanying Yookoso Vol.2
JPN 320K
MWF 1-2 RLM 6.122
A) This course focuses on reading and writing skills at the
intermediate to advanced levels.
B) We will be spending about two weeks for each chapter.
C) The class is conducted in Japanese.
D) Besides the textbook, we will be reading outside sources such
as fiction, newspaper articles, etc.
Texts/Readings
An Integrated Approach to Intermediate
Japanese (Ch1-Ch 6) by Miura and McGloin (1994)
Grading/Requirements (May vary)
Attendance and participation, Homework
Vocabulary quizzes, Kanji reading and writing quizzes
Essays, Project, Chapter tests
Final Exam
Prerequisites: JPN 412L or the equivalent with a grade of at least
C.
JPN 320L
MWF 10-11 RLM 5.112
MWF 11-12 RLM 5.126
This course will mainly focus on developing reading and writing
skills. The goals of this course include:
1) review and reinforcement of basic grammar
2) expansion of vocabulary, expressions, and kanji
3) ability to read short essays, stories, and some newspaper articles
intensively (close reading) and extensively (rapid reading)
4) ability to write simple essays and letters in Japanese
5) acquisition of general knowledge of Japanese culture
We will discuss reading materials in class in order to expand
oral and aural skills. The four skills - listening, speaking,
reading, and writing - are inseparable to gain proficiency in
Japanese.
Texts/Readings
An Integrated Approach to Intermediate
Japanese, Miura and McGloin (1994 Japan Times)
Grading/Requirements
Attendance/class participation: 8%, Homework:
9%
Quizzes (Kanji and vocabulary): 15%, Hand-written composition:
10%,
Letter: 5%, Diary/Journal: 8%, Chapter tests: 25%, Final exam:
20%
Khan
JPN 322 JPN 384
MWF 11 -12 RLM 6.126
This course is an introduction to the principal elements of
pre-modern literary or ‘classical’ Japanese (bungo)
the standard form of the written language for more than a millennium.
A survey of the principal linguistic features will accompany close
reading and translation of a wide range of prose and poetry texts
from the literary canon, focusing on the Heian and Kamakura periods.
Intended for all those who wish to read pre-WWII Japanese for
research and pleasure. Experience one of the world’s richest
traditional literatures in its orginal form.
Prerequisite: Japanese 320L or the equivalent with a grade of
at least C.
Texts/Readings
A kogo (Classical Japanese) dictionary
Helen Craig McCullough, Bungo Manual.
Miner, Odagiri, Morrell, The Princeton Companion to Classical
Japanese Literature.
Kamo no Chomei, Hojoki.
Fujiwara Teika, Hyakunin Isshu, Course Reader
Grading/Requirements
Written tests: 20%, Mid-term exam: 20%
Final/Project*: 25%, Attendance and participation: 25%
Memorized passages: 10%
*For graduate students, in lieu of the final exam there will be
a substantial translation project.
JPN 325L
MWF 2-3 CBA 4.336
MWF 3-4 CBA 4.336
JPN 325L is designed for those who have finished JPN 325K.
The primary goal of the course is to increase students’ communicative
competence in various situations such as apologizing, complaining,
etc. and to express themselves in Japanese more freely, integrating
what they have learned in the first and the second year Japanese.
Students also learn how to express themselves through debates,
discussions, etc.
Prerequisite: JPN 325K or the equivalent with a grade of at least
C.
Texts/Readings
Miura and McGloin, An Integrated Approach
to Intermediate Japanese
Grading/Requirements
TBA
Mizobe
JPN 326
MWF 2-3 RLM 5.112
JPN 326 is a course focusing on those situations and events
that occur primarily in the daily business environment such as:
formal introduction, interviewing, telephone skills, making an
appointment, requesting or refusing a request, etc. Throughout
the course, cultural concepts as they impact the business world
will be introduced. There will be several guest speakers.
Prerequisite: JPN 412L or the equivalent with a grade of at least
C.
Texts/Readings
Takamizawa, Office Japanese (1993).
Grading/Requirements (May vary)
Vocabulary quizzes, Lesson quizzes
Homework, Attendance & participation
Oral exams, Final exam
Class presentation
Aoyagi
JPN 330
TTh 9:30-11 CAL 419
This course explores current Japan-related issues through sociological and anthropological readings in Japanese. Students who have relatively strong backgrounds in Japanese language and culture will expand their intellectual horizon. Research issues include Japanese selfhood and identity, cultural continuity and change, as well as Japan in a global world.
Texts/Readings
Hibbett, Howard, and Itasaka, Gen [1967].
Modern Japanese: A Basic Reader (2 Vols.). Cambridge: Harvard
University Press.
Japanese Language Promotion Ctr. [1980]. Intensive Course in Japanese:
Intermediate. Tokyo: Language Services Co., Ltd.
Course packet
Grading/Requirements
Class participation: 10%
10 Quizzes: 20%
Mid-term exam: 20%
Research Proposal, 3-5 pages: 20%, Course Paper, 10-15 pages:
30%
Khan
JPN 384 JPN 322
MWF 11 -12 RLM 6.126
See JPN 322 for course description.
Tahk
KOR 612
MWF 1-2 BEN 204
TTh 12:30-2 RAS 313A
Prerequisite: KOR 604
Choo
KOR 507
MW 11 -12 GAR 215
TTh 11 - 12:30 GAR 111
MW 12-1 GAR 215
TTh 12:30-2 GAR 215
This course places an even emphasis on the reading, writing,
listening and speaking of elementary level modern Korean.
Prerequisite: KOR 506 with a grade of C or better or placement
credit for KOR 506.
Texts/Readings
Korea University, Hankuko 1 (Korean 1)
Hankuko Hwehwa (Korean Conversation 1) (Lessons 11-20 fropm each
text)
Tahk
KOR 412L
MTWTh 10-11 UTC 1.136
MTWTh 11 -12 ECJ 1.214
This
course will continue the emphasis on reading, writing, listening
and speaking of intermediate level modern Korean.
Prerequisite: KOR 412K with a grade of C or better.
Texts/Readings
Korea University, Hankuko 2 (Korean 2)
Hankuko Hwehwa 2 (Korean Conversation 2) (lessons 11-20 from each
text).
Moag
MAL 507
MTWThF 11 -12 BAT 107
The Malayalam script is taught and used from the outset. The
textbook, available from the instructor, teaches vocabulary, conversation,
grammar, and cultrual information and features a proficiency-based
approach. A compter-aided program helps in mastering the Malayalam
script and in memorizing vocabulary.
Prerequisite: MAL 506 or the equivalent.
Texts/Readings
Moag, A University Course and Reference
Grammar
Grading/Requirements
Final exam, or project: 30%
Average score of all homework assignments: 30%
Two in-class exams: 10% ea.
Classwork, (attendance, degree of preparedness, effort, attitude,
and level of participation in the classroom.): 20%
Moag
MAL 312L
MWF 1-2 BAT 107
The Malayalam script is taught and used from the outset. The
textbook, available from the instructor, teaches vocabulary, conversation,
grammar, and cultrual information and features a proficiency-based
approach. A compter-aided program helps in mastering the Malayalam
script and in memorizing vocabulary.
Prerequisite: MAL 312K or the equivalent.
Texts/Readings
Moag, A University Course and Reference
Grammar
Grading/Requirements
Final exam, or project:30%
Average score of all homework assignments: 30%
Two in-class exams: 10% ea.
Classwork, (attendance, degree of preparedness, effort, attitude,
and level of participation in the classroom.): 20%
Harzer
SAN 507
MW 12-1 CAL 22
TTh 12:30-2 RAS 211B
This course is a continuation of the introduction to the Sanskrit
language. It builds directly on the grammatical, lexicographic
and semantic foundation, given in the first semester. The main
difference in the structure from the previous instruction is the
introductions to reading actual Sanskrit texts from a Reader.
The Reader has selections from the Mahabharata, the Hitopadesa,
the Vedas, etc. The handy glossary and copious notes are instructive
and make first steps for reading easy. The study of grammar and
syntax is based on the reading material. The students will be
responsible for the preparation for the reading passages studied
in class.
Prerequisite: SAN 506 or consent of instructor.
Texts/Readings
Lanman, Sanskrit Reader.
Whitney, Sanskrit Grammar.
Grading/Requirements
Attendance - Mandatory
Mid-term: 20%
Final: 30%
Five quizzes: 5% ea., Homework: 25%
Proferes
SAN 312L
TTh 2-3:30 UTC 4.114
Prerequisite: SAN 312K or consent of instructor.
Harzer
SAN 325L SAN 384S
TTh 2-3:30 PAR 214
The reading will be from two main genres, kavya (belle lettres) and philosophical texts. Of the first, the students will read Kalidasa’s Sakuntala and a play by Bhasa. As for the second genre, the philosophical material will be Hastamalaka and selections from the Yuktidipika and Bhamati. Discussions will involve cultural context, syntax, grammar and the commentaries.
Texts/Readings
Photocopied packet
Grading/Reqirements:
Attendance mandatory
Preparations and class participation: 40%
Mid-term: 30%
Final: 30%
Harzer
SAN 384S SAN 325L
TTh 2-3:30 PAR 214
See SAN 325L for description.
Radhakrishnan
TAM 507
MTWThF 10-11 PAR 8C
Prerequisite: TAM 506 or the equivalent.
Radhakrishnan
TAM 312L
MWF 11 -12 BAT 217
Prerequisite: TAM 312K or the equivalent.
Radhakrishnan
TAM 320L
Prerequisite: TAM 320K or consent of instructor.
Hyder
URD 330 URD 384
M 5-8 PAR 204
That women were and still are marginalized in literary traditions should not be a revelation. However, in spite of being bludgeoned by scriptures, essentialized by their male counterparts, and trivialized by anthology compilers, women did manage to assert their own agency. At times women created this agency by appropriating the language of their oppressors and using that very language to undermine the totalizing discourse that began with "the fall of man." The daughters of Eve and sisters of Sita have always spoken out, albeit not usually heard. This course, through primary and secondary sources, will evaluate the concept of "sin" as reflected in women's writings in Urdu. It will also question the extent to which the oppressor's language can be used by the oppressed to gain any sort of constructive, liberating agency. The course will explore the issues of translation and multivocality that emerge in these texts. We will discuss the manner in which class differences have been obscured in the literature at hand, literature by and large remaining an elitist enterprise.
Texts/Readings
Course Packet
Grading/Requirements
Class attendance, completion of translations
before coming to class, and active participation: 30%
Three five-page essays in reaction to class readings: 45%
Final paper that addresses the manner in which a particular issue
has been worked and reworked into women's writings: 25%
Hyder
URD 384 URD 330
M 5-8 PAR 204
See URD 330 for description.