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171 - 180 of 293 results for: ENGLISH

ENGLISH 172J: The Ethics of Metaphor: Identities in Parallel

Many of our political arguments are arguments by analogy. But analogies between ethnic and racial experiences are especially problematic, and especially incendiary. This class will think about metaphor and contend with how it¿s used in both fictional and nonfictional texts concerning race and ethnicity. nThe works we will read in this class are uncomfortable. They¿re uncomfortable because they address suffering and pain; they¿re uncomfortable because they compare suffering and pain; they¿re uncomfortable because of what they get right and because of what they don¿t. This is a class fundamentally concerned with how we traverse boundaries of race and ethnicity ethically, and about thinking through when and how authors have failed to do so. When does empathy become presumption? When does altruism become condescension? When does exploration become voyeurism? We will plumb these questions (to which there are no clear answers) through the lens of speeches, poetry, sci-fi, film, essays, short stories, and novels.
Last offered: Spring 2016

ENGLISH 175E: Animals and the Fictions of Identity (AMSTUD 175E)

In a post-Darwin world, the notion that we might all have an animal alter-ego lurking inside seems quite familiar. But ideas about animals¿how they think and feel, act and react¿involve identity categories such as race, gender, class and ability in surprising ways. This course will trace the relationship between animality and human life in twentieth-century American fiction, from race and indigeneity in Jack London¿s dog stories to the storytelling practices of contemporary animal advocacy groups. The course may also include an experiential component in which students will have the opportunity to explore multispecies concerns with a local organization.
Last offered: Summer 2017

ENGLISH 177: Contemporary Novel in U.S. Perspective (AMSTUD 177)

This course investigates a selection of novels from 2001 to the present, either authored in the United States or strongly and meaningfully received here by critics and gatekeepers. In the absence of a fixed academic canon or acknowledged tradition of exemplary works, this course includes evaluation as one of its central enterprises. Students help to make arguments for which works matter and why. Students consider topics including the demotion of the novel to a minor art form, competition from the image, transformations of celebrity culture (in literature and outside it), relevance or irrelevance of the digital age, aftermaths of the modernist and postmodernist project, eccentricity and marginality, race and gender politics in putatively post-feminist, post-racial,and post-political vantage, and problems of meaning in rich societies oriented to risk, probability, economization, health, consumption, comfort, and recognition or representation (rather than action or event). Novels and short stories may be supplemented by philosophical and sociological visions of the contemporary.
Last offered: Winter 2019

ENGLISH 179: Cultures of Disease: Cancer and HIV/AIDS (ANTHRO 179)

History, politics, science, and anthropology of cancer; political and economic issues of disease and health care in the U.S., including the ethics and economics of health care provision, the pharmaceutical industry, carcinogen production, and research priorities.
Last offered: Spring 2016

ENGLISH 180B: Reading Politics: The History and Future of Literacy

Reading is a political act. Through our major texts of Charles Dickens's Oliver Twist, Zora Neale Hurston¿s The Eatonville Anthology, and Azar Nafisi¿s Reading Lolita in Tehran, we will explore the classed, racialized, and gendered power dynamics of literacy and literature. How can books incite social revolutions? How can they maintain harmful inequalities? When is reading a tool of empowerment and when is it a tool of social control? We will examine these questions in a number of contexts, ranging from Victorian London, to the Jim Crow American South, from the Islamic revolution in Iran to a Silicon Valley proliferating with new forms of scientific, technological, and financial literacy. The course includes a significant service learning component, in which students will volunteer to tutor underprivileged readers through Bay Area literacy programs. Final projects will ask students to reflect on these tutoring experiences and consider the complex politics at work in the act of teaching someone to read.
Last offered: Summer 2017 | UG Reqs: GER:DB-Hum, WAY-SI

ENGLISH 182E: Photography in Fiction

Since its invention in the early 19th century, photography has found countless documentary and artistic applications. As an art form, it is not only a medium of its own, but one which has entered into fascinating dialogue with other media, from film to dance. Perhaps nowhere has photography been put to such intriguing multimedia use as in fiction. Since the early 20thcentury, authors as diverse as Virginia Woolf, German novelist W.G. Sebald, and the contemporary Sri-Lankan-Canadian writer Michael Ondaatje, have deployed photographs throughout their texts. In this course, we will look at this literary tradition, exploring the way that text and image enter into a complex dance, at times enhancing narrative, at times troubling it. What can we make of these strange and wonderful hybrids? What place do images have in traditional narratives? What are the ethics of such work in an age in which the technological distinction between truth and fiction is becoming ever more blurred? As we read (and look), we will find ourselves not only drawn into the narratives themselves, but sent beyond them, into questions of history, gender, trauma, and memory.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE

ENGLISH 182J: "When We Dead Awaken": Breakthroughs in Conceptions of the Gendered Self in Literature and the Arts (FEMGEN 112, FEMGEN 212)

Remarkable breakthroughs In conceptions of the gendered self are everywhere evident in literature and the arts, beginning primarily with the Early Modern world and continuing into today. Many of these works inhere in innovations in literary and artistic forms in order to capture and even evoke the strong cognitive, or psychological, dimension of such ¿awakenings.¿ The reader, or viewer, is often challenged to adapt her or his mind to new forms of thought, such as John Donne¿s seventeenth century creation of the Dramatic Monologue, a form popular with modern writers, which requires the reader¿s cognitive ¿presence¿ in order to fill out the dramatic scene. In so doing, the reader often supplies the presence of the female voice and thereby enters into her self-consciousness and inner thoughts. Adrienne Rich, for example, specifically ¿rewrites¿ one of Donne¿s major poems from the female perspective. This can be, in Rich¿s words, an ¿awakening¿ for the active reader, as he or she assumes t more »
Remarkable breakthroughs In conceptions of the gendered self are everywhere evident in literature and the arts, beginning primarily with the Early Modern world and continuing into today. Many of these works inhere in innovations in literary and artistic forms in order to capture and even evoke the strong cognitive, or psychological, dimension of such ¿awakenings.¿ The reader, or viewer, is often challenged to adapt her or his mind to new forms of thought, such as John Donne¿s seventeenth century creation of the Dramatic Monologue, a form popular with modern writers, which requires the reader¿s cognitive ¿presence¿ in order to fill out the dramatic scene. In so doing, the reader often supplies the presence of the female voice and thereby enters into her self-consciousness and inner thoughts. Adrienne Rich, for example, specifically ¿rewrites¿ one of Donne¿s major poems from the female perspective. This can be, in Rich¿s words, an ¿awakening¿ for the active reader, as he or she assumes that often-unspoken female perspective. The course will also explore male conceptions of the self and how such conceptions are often grounded in cultural attitudes imposed on male subjects, which can contribute to gender-bias toward women, a subject often neglected in exploring gendered attitudes, but which is now gaining more study, for example, in Shakespeare¿s ¿Othello.¿ Readings from recent developments in the neurosciences and cognitive studies will be included in our study of artistic forms and how such forms can activate particular mindsets. Writers and artists will include Shakespeare, Michelangelo, John Donne, Virginia Woolf, Adrienne Rich, Gertrude Stein, Picasso, June Wayne, and Edward Albee¿s 1960¿s play, ¿Who¿s Afraid of Virginia Woolf?¿
Last offered: Spring 2015

ENGLISH 183E: Self-Impersonation: Fiction, Autobiography, Memoir

Course will examine the intersecting genres of fiction, autobiography, and memoir. Topics will include the literary construction of selfhood and its constituent categories (gender, race, ethnicity, religion, etc.); the role of language in the development of the self; the relational nature of the self (vis-à-vis the family, "society," God); the cultural status of "individuality"; the concept of childhood; and the role of individual testimony in our understanding of family, religious and national history. In addition to short theoretical works, authors will include Knausgaard, Nabokov, Hoffman, Winterson, Said, Levi, Barthes, and Duras.
Last offered: Autumn 2018 | UG Reqs: GER:DB-Hum

ENGLISH 184D: Race, Gender, and Literary Digital Humanities (CSRE 184E)

This course will introduce students to the ways that the practices of literary text mining can help us to understand, study, and shape our understanding of identity. Each week, we will spend one class discussing critical works by theorists like Toni Morrison, and Linda Martín Alcoff and digital scholars like Roopika Risam and Ted Underwood; we will then spend the second class of the week learning and practicing digital methods in programs like Python and Gephi. Students do not need any programming knowledge to take this class.
Last offered: Spring 2019 | UG Reqs: WAY-AQR

ENGLISH 184E: Literary Text Mining

This course will train students in applied methods for computationally analyzing texts for humanities research. The skills students will gain will include basic programming for textual analysis, applied statistical evaluation of results and the ability to present these results within a formal research paper or presentation. Students in the course will also learn the prerequisite steps of such an analysis including corpus selection and cleaning, metadata collection, and selecting and creating an appropriate visualization for the results.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, WAY-AQR
Instructors: Fredner, E. (PI)
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