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211 - 220 of 1104 results for: all courses

COMM 186W: Media, Technology, and the Body (COMM 286)

This course considers major themes in the cultural analysis of the body in relation to media technologies. How do media and information technologies shape our understanding of the body and concepts of bodily difference such as race, gender, and disability? We will explore both classic theories and recent scholarship to examine how technologies mediate the body and bodily practices in various domains, from entertainment to engineering, politics to product design.
Terms: Spr | Units: 5 | UG Reqs: WAY-SI

COMM 230A: Digital Civil Society (AFRICAAM 230A, CSRE 230A)

Digital technologies are changing the way members of the civil society come together to change the world. The 'civil society' includes social movements, grassroots activism, philanthropists, unions, nonprofits, NGOs, charities, and cooperatives, among others. Their mission is to effect important social and political transformations to bring about what they see as a better world. But their work and strategies are subject to significant changes in the digital era. The course will analyze the opportunities and challenges digital technologies present for associational life, free expression, privacy, and collective action. We will cover a wide range of key themes, including digital rights advocacy and racial justice, community-owned networks and de-colonial design, activist resistance to surveillance technologies, algorithmic bias, Black Twitter, and digital misinformation, micro-targeting and voter suppression. The course is global in scope (we will read authors and study cases from America, Europe, Asia, and Africa), taught by a multidisciplinary team (history, communication, computational social science, education), and is committed to a syllabus centering on the scholarship, expertise, and voices of marginalized communities.No prerequisite.
Terms: Win, Spr | Units: 3 | UG Reqs: WAY-SI, WAY-EDP

COMM 230B: Digital Civil Society

Digital technologies have fundamentally changed how people come together to make change in the world, a sphere of action commonly called 'civil society'. How did this happen, what's being done about it, and what does it mean for democratic governance and collective action in the future? This course analyzes the opportunities and challenges technology presents to associational life, free expression, individual privacy, and collective action. Year-long seminar sequence for advanced undergraduates or master's students. Each quarter may be taken independently. Winter Quarter focuses on the 2000s and considers the emergence of social media platforms, the rise of mobile connectivity, institutional shifts in journalism, and major developments in intellectual property, state surveillance, and digital activism.
Last offered: Winter 2020 | UG Reqs: WAY-SI

COMM 230C: Digital Civil Society (CSRE 230C)

Digital technologies have fundamentally changed how people come together to make change in the world, a sphere of action commonly called 'civil society'. How did this happen, what's being done about it, and what does it mean for democratic governance and collective action in the future? This course analyzes the opportunities and challenges technology presents to associational life, free expression, individual privacy, and collective action. Year-long seminar sequence for advanced undergraduates or master's students. Each quarter may be taken independently. Spring focuses on emergent trends related to democracy and associational life, from the 2010s and into the future. Topics include the Arab Spring, global political propaganda, 'born digital' organizations, the development of electronic governments, and biotechnologies.
Last offered: Spring 2020 | UG Reqs: WAY-SI

COMPLIT 100: CAPITALS: How Cities Shape Cultures, States, and People (DLCL 100, FRENCH 175, GERMAN 175, HISTORY 206E, ILAC 175, ITALIAN 175, URBANST 153)

This course takes students on a trip to major capital cities, at different moments in time: Renaissance Florence, Golden Age Madrid, Colonial Mexico City, Enlightenment and Romantic Paris, Existential and Revolutionary St. Petersburg, Roaring Berlin, Modernist Vienna, and bustling Buenos Aires. While exploring each place in a particular historical moment, we will also consider the relations between culture, power, and social life. How does the cultural life of a country intersect with the political activity of a capital? How do large cities shape our everyday experience, our aesthetic preferences, and our sense of history? Why do some cities become cultural capitals? Primary materials for this course will consist of literary, visual, sociological, and historical documents (in translation); authors we will read include Boccaccio, Dante, Sor Juana, Montesquieu, Baudelaire, Gogol, Irmgard Keun, Freud, and Borges. Note: To be eligible for WAYS credit, you must take the course for a Letter Grade.
Terms: Sum | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI

COMPLIT 123A: Resisting Coloniality: Then and Now (ILAC 123A)

What are the different shapes that Western colonialism took over the centuries? How did people resist the symbolic and material oppressions engendered by such colonialist endeavors? This course offers a deep dive into history of the emergence of Western colonialism (alt: Spanish and Portuguese empires) by focusing on literary and cultural strategies of resisting coloniality in Latin America, from the 16th century to the present. Students will examine critiques of empire through a vast array of sources (novel, letter, short story, sermon, history, essay), spanning from early modern denunciations of the oppression of indigenous and enslaved peoples to modern Latin American answers to the three dominant cultural paradigms in post-independence period: Spain, France, and the United States. Through an examination of different modes of resistance, students will learn to identify the relation between Western colonialism and the discriminatory discourses that divided people based on their class, gender, ethnicity, and race, and whose effects are still impactful for many groups of people nowadays. Authors may include Isabel Guevara, Catalina de Erauso, el Inca Garcilaso, Sor Juana, Simón Bolívar, Flora Tristán, Silvina Ocampo, Jorge Luis Borges, and Gabriel García Márquez. Taught in Spanish.
Terms: Sum | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI

COMPLIT 155A: The Mafia in Society, Film, and Fiction (ITALIAN 155)

The mafia has become a global problem through its infiltration of international business, and its model of organized crime has spread all over the world from its origins in Sicily. At the same time, film and fiction remain fascinated by a romantic, heroic vision of the mafia. Compares both Italian and American fantasies of the Mafia to its history and impact on Italian and global culture. Taught in English.
Terms: Spr | Units: 4 | UG Reqs: WAY-A-II, GER:DB-Hum, WAY-SI

CSRE 1T: The Public Life of Science and Technology (STS 1)

The course focuses on key social, cultural, and values issues raised by contemporary scientific and technological developments. The STS interdisciplinary lens helps students develop and apply skills in three areas: (a) Historical analysis of contemporary global affairs (e.g., spread of technologies; responses to climate change); (b) Bioethical reasoning around health issues (e.g., disease management; privacy rights); and (c) The sociological study of knowledge (e.g., intellectual property, science publishing). A discussion section is required. Discussion sections meet once per week immediately after lecture. International time zone students are encouraged to fill out the following Google Form: https://tinyurl.com/STS1-Timezone
Terms: Win | Units: 4 | UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI

CSRE 3P: America: Unequal (PUBLPOL 113, SOC 3)

It was never imagined "when the U.S. was founded" that the rich would be so rich and the poor so poor. It was never imagined "when the U.S. was founded" that opportunities to get ahead would depend so profoundly on one's family circumstances and other starting conditions. How could this have happened in the "land of opportunity?" What are the effects of such profound inequality? And what, if anything, should be done about it?
Last offered: Autumn 2019 | UG Reqs: WAY-EDP, WAY-SI

CSRE 4: The Sociology of Music (AFRICAAM 4, SOC 4)

This course examines music¿its production, its consumption, and it contested role in society¿from a distinctly sociological lens. Why do we prefer certain songs, artists, and musical genres over others? How do we ¿use¿ music to signal group membership and create social categories like class, race, ethnicity, and gender? How does music perpetuate, but also challenge, broader inequalities? Why do some songs become hits? What effects are technology and digital media having on the ways we experience and think about music? Course readings and lectures will explore the various answers to these questions by introducing students to key sociological concepts and ideas. Class time will be spent moving between core theories, listening sessions, discussion of current musical events, and an interrogation of students¿ own musical experiences. Students will undertake a number of short research and writing assignments that call on them to make sociological sense of music in their own lives, in the lives of others, and in society at large.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI
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