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The Center for the Study of Race, Politics, and Culture

Staff

Faculty Director: To Be Named

Tracye A. Matthews, Associate Director
Email: tracye@uchicago.edu
Phone: 773.834.2581

Camille Morgan Shorter, Program Coordinator
Email: cpjmorgan@uchicago.edu
Phone: 773.795-3328

Sarah Tuohey, Student Affairs Administrator
Email: stuohey@uchicago.edu
Phone: 773.702.2365

Allen Linton II, Preceptor
Email: alinton@uchicago.edu

Marcus Lee, Workshop Coordinator
Email: marcusl3@uchicago.edu

Faculty

  • Anjali Adukia– Public Policy
  • Leora Auslander– History
  • Ralph A. Austen– History Emeritus
  • Jessica Swanston Baker– Music
  • Kathleen Belew-- History
  • Lauren Berlant– English
  • Philip Bohlman– Music and the Humanities in the College
  • Dain Borges– History
  • Larissa Brewer-Garcia– Romance Languages & Literatures
  • Matthew Briones– American History and the College
  • P. Sean Brotherton-- Anthropology
  • Chad Broughton– Public Policy & Chicago Studies Program
  • Adrienne Brown– English
  • Kerwin Charles– Harris School
  • Yoon Sun Choi– School of Social Service Administration
  • Julie Chu– Anthropology
  • Cathy Cohen– Political Science
  • Jennifer Cole– Human Development
  • Herschella  Conyers– Law School
  • Jane Dailey– American History
  • Shannon Dawdy– Anthropology
  • Michael Dawson– Political Science
  • Daniel Desormeaux– French Literature
  • Darby English– Art History
  • Curtis Evans– Divinity
  • Brodwyn Fischer– History
  • Thomas Fisher– Medicine
  • Raymond Fogelson– Anthropology
  • Anton Ford– Philosophy
  • Cécile Fromont– Art History
  • Craig Futterman– Law School
  • Rachel Galvin– English
  • Angela Garcia– Social Service Administration
  • Marco Garrido– Sociology
  • Adom Getachew– Political Science
  • Melissa Gilliam– Obstetrics/Gynecology and Pediatrics
  • Henry Ginard– Surgery
  • John A. Goldsmith– Linguistics
  • Adam Green– History
  • Roberto Gonzalez– Social Service Administration
  • Yanilda María González– Social Service Administration
  • Ramón Gutiérrez– United States History and the College
  • Thomas Holt– History
  • Dwight Hopkins– Theology in the Divinity School
  • Dennis Hutchinson– College and Law School
  • Travis Jackson– Music and the Humanities
  • Waldo E. Johnson, Jr.– Social Service Administration
  • Arthur Damon Jones– Harris  School Public Policy
  • Micere Keels– Department of Comparative Human Development
  • John Kelly– Anthropology
  • Karen Kim– Professor of Medicine
  • Emilio Kouri- History
  • Loren Kruger– Comparative Literature and English
  • Jennifer Kubota– Psychology
  • Agnes Lugo-Ortiz– Romance Languages & Literatures
  • Omar M. McRoberts– Sociology
  • Alfredo César Melo–  Luso-Brazilian Literature
  • Doriane Miller– Medicine
  • Reuben Jonathan Miller– Social Service Administration
  • Salikoko Mufwene– Linguistics
  • Dolores G. Norton– Social Service Administration Emeritus
  • Eric Oliver– Political Science
  • Olufunmilayo Olopade– Medicine and Human Genetics Human
  • Emily L. Osborn– History
  • Jennifer Palmer– Liberal Arts
  • Stephan D. Palmié– Anthropology
  • Charles Payne– Social Service Administration
  • Monica Peek– Biological Sciences Division
  • Srikanth"Chicu" Reddy– English
  • François G. Richard– Anthropology
  • Shantá Robinson– Social Service Administration
  • Gina Miranda Samuels– Social Service Administration
  • Margaret Beale Spencer– Comparative Human Development
  • Randolph Stone– Law School
  • Forrest Stuart– Sociology
  • Christopher Taylor– English
  • Vu Tran– Creative Writing
  • Monica Vela– Medicine
  • Dexter Voisin– Social Service Administration
  • Kenneth Warren– English
  • Miwa Yasui– Social Service Administration

The CSRPC has many resources for masters and doctoral students who work on topics around race and ethnicity. The Center offers a CSRPC Dissertation Fellowship, currently providing one or two ABD students a year with a stipend of $23,000, some research funding, and an office at the Center. The CSRPC Residential Fellowship also provides office space and research funding. Jointly with the Center for The Study of Gender and Sexuality, the Center offers a dissertation fellowship (also with a stipend, research funding, and office space) for a student working on an intersectional topic. Finally, the CSRPC gives a total of at least $12,000 per year in research grants to students working on relevant topics.

Many teaching opportunities can be found at CSRPC as well. Several teaching internships and lectureships for the civilization sequence "Colonizations" are available each year, and the Center offers six stand alone courses from among those proposed by advanced graduate students.

The Center sponsors a Council on Advanced Studies graduate workshop, the Reproduction of Race and Racial Ideologies Workshop.

For further information on student and curricular matters at CSRPC, contact Sarah Tuohey, Student Affairs Administrator, 5733 S. University, Chicago, IL 60637, telephone: 773-702-2365, email: stuohey@uchicago.edu.

Comparative Race and Ethnic Studies Courses

CRES 30001. Topics in African American History. 100 Units.

This course is designed to explore in-depth selected topics in African American history and historiography. The specific focus this term will be "race and twentieth-century social science." Readings and discussion will explore the history of the relation between social-science theory and racial thought and practice from the race science of the late-nineteenth century through Franz Boas's cultural relativism to mid-twentieth century notions of a so-called culture of poverty. Our attention will focus on the real-world, especially public policy, implications of social-scientific thought. In addition to active participation in class discussions each student will write a final paper on a selected topic.

Equivalent Course(s): HIST 40001

CRES 30110. Trans-Saharan Africa. 100 Units.

This course will deal with various developments (trade, politics, religion, slavery, voluntary migration) linking the Maghrib/North Africa with the great African desert and the "Sudanic" lands to its south. Along with lectures and discussions of readings we will visit an exhibit, Caravans of Gold, Fragments in Time: Art, Culture, and Medieval Trans-Saharan Exchange, at the Block Museum of Art in Evanston.

Instructor(s): R. Austen     Terms Offered: Winter
Equivalent Course(s): CRES 20110, HIST 30110, HIST 20110

CRES 30173. Inequality in American Society. 100 Units.

This course is intended as a complement to SOCI 20103 for first- and second-year students who are majoring in sociology, but is open to other students who have had little exposure to current research in inequality. We cover the basic approaches sociologists have employed to understand the causes and consequences of inequality in the United States, with a focus on class, race, gender, and neighborhood. We begin by briefly discussing the main theoretical perspectives on inequality, which were born of nineteenth century efforts by sociologists to understand modernization in Europe. Then, turning to contemporary American society, we examine whether different forms of inequality are persisting, increasing, or decreasing-and why. Topics include culture, skills, discrimination, preferences, the family, and institutional processes, addressing both the logic behind existing theories and the evidence (or lack thereof) in support of them.

Instructor(s): M. Small     Terms Offered: Spring
Equivalent Course(s): SOCI 30173, CRES 20173, SOCI 20173

CRES 30203. Colloquium: Colonial African History. 100 Units.

In the late nineteenth century, European nations embarked on an ambitious effort to conquer and occupy Africa. This course considers the conditions that enabled the European "scramble for Africa" and the long-lasting consequences of that project. We will use primary sources, secondary texts, fiction, and films to explore the meanings and manifestations of the European occupation for African peoples. Specific themes to be investigated include colonial institutions and systems of rule; social and political effects of colonialism; colonial religious movements; resistance and rebellion; nationalism and independence. We will draw case studies from French West Africa, Kenya, Nigeria, Sierra Leone, and South Africa.

Instructor(s): E. Osborn     Terms Offered: Spring
Prerequisite(s): Upper-level undergraduates with consent of instructor.
Equivalent Course(s): HIST 40203

CRES 31900. ¿Cuerpos Desechables? Estéticas de la No-Vida en las Literaturas Hispanoamericanas. 100 Units.

In this seminar we will conduct a theoretical exploration of the aesthetic procedures through which human life has been represented as expendable in Spanish-American literature from the Conquest to the twenty-first century, as well as an examination of the historical and philosophical contexts within which such figurations emerged. The course will focus on case studies that correspond to four key moments in the history of the region: conquest and colonization, slavery and the formation of national states in the nineteenth century, the triumph of a capitalist export economy at the turn of the twentieth, and the violent challenges posed by globalization and narcotráfico in the contemporary context. Among the issues and texts we may engage are Fray Bartolomé de las Casas and Francisco de Vitoria's sixteenth-century dispute on the right of conquest and the Brevísima relación de la destrucción de las Indias, Esteban Echevarría's El matadero, Lucio Mansilla's Una excursión a los indios ranqueles, Juan F. Manzano's Autobiografía de un esclavo, Manuel Zeno Gandía's La charca, and Fernando Vallejo's La virgen de los sicarios.

Instructor(s): A. Lugo-Ortiz     Terms Offered: Spring
Equivalent Course(s): SPAN 31900, LACS 31900, HMRT 31901

CRES 33101. Love, Conjugality, and Capital: Intimacy in the Modern World. 100 Units.

A look at societies in other parts of the world demonstrates that modernity in the realm of love, intimacy, and family often had a different trajectory from the European one. This course surveys ideas and practices surrounding love, marriage, and capital in the modern world. Using a range of theoretical, historical, and anthropological readings, as well as films, the course explores such topics as the emergence of companionate marriage in Europe and the connections between arranged marriage, dowry, love, and money. Case studies are drawn primarily from Europe, India, and Africa.

Instructor(s): J. Cole, R. Majumdar     Terms Offered: Winter
Prerequisite(s): Any 10000-level music course or consent of instructor
Note(s): This course typically is offered in alternate years.
Equivalent Course(s): ANTH 32220, GNSE 31700, CHDV 22212, CRES 23101, HIST 26903, HIST 36903, ANTH 21525, CHDV 33212, SALC 33101, GNSE 23102, SALC 43101

CRES 34201. Cinema in Africa. 100 Units.

This course examines Africa in film as well as films produced in Africa. It places cinema in Sub Saharan Africa in its social, cultural, and aesthetic contexts ranging from neocolonial to postcolonial, Western to Southern Africa, documentary to fiction, art cinema to TV. We will begin with La Noire de... (1966), ground-breaking film by the "father" of African cinema, Ousmane Sembene, contrasted w/ a South African film, African Jim (1959) that more closely resembles African American musical film, and anti-colonial and anti apartheid films from Lionel Rogosin's Come Back Africa (1959) to Sarah Maldoror's Sambizanga, Ousmane Sembenes Camp de Thiaroye (1984), and Jean Marie Teno'ss Afrique, Je te Plumerai (1995). The rest of the course will examine cinematic representations of tensions between urban and rural, traditional and modern life, and the different implications of these tensions for men and women, Western and Southern Africa, in fiction, documentary and ethnographic film, including 21st century work where available.

Instructor(s): Loren Kruger
Prerequisite(s): Second-year standing or above in the College; recommended for advanced undergrads and grad students in CMST, CRES, African studies, English and/or Comparative Lit with interests in race and representation, Africa and the world
Equivalent Course(s): CMLT 22900, CMST 34201, ENGL 48601, CMST 24201, CMLT 42900, ENGL 27600, CRES 24201

CRES 35106. Slavery and Freedom in South America. 100 Units.

This seminar will examine the historiography of African slavery in South America. It will compare the responses of Africans and their descendants to the experiences of enslavement and freedom from the 16th century to the 19th century, addressing the major debates around the Atlantic Slave Trade along with comparative histories of enslavement, freedom, abolition and post-abolition in Spanish America and Brazil. Urban slavery, manumission, slave life and slave resistance, as well as the experiences of free Blacks who lived in slave societies, will also be examined.

Equivalent Course(s): LACS 25106, HIST 26216, HMRT 35115, CRES 25106, HIST 36216, HMRT 25115, LACS 35106

CRES 35107. Public history & the Memory of Slavery in Brazil and the U.S. 100 Units.

This course will address the contemporary discussion about public history and the memory of slavery in Brazil and the United States. Like the United States, Brazil declared its independence without abolishing slavery. Unlike citizens of the US, however, Brazilians constructed their notions of citizenship and nationality in a context in which racial identities were only loosely demarcated. In the nineteenth century, Brazil was the country with the largest number of Africans and the largest number of free Afro-descendents in the Americas. It also underwent an unprecedented period of economic growth, based in the coffee economy and slave labor. This growth did not, however, lead to an industrial transformation comparable to that of the US during the same period. This course will examine the paradoxes on the history of slavery and abolition in Brazil and the United States, exploring the ways in which both countries deal with their past in the present. Built on historical scholarship, movies (documentaries and historical motion pictures), digital projects and museum exhibits, this course aims to discuss the public role of historians and of historical research in new approaches about the public memory of slavery in Brazil and the United States.

Equivalent Course(s): LACS 25107, HIST 26217, HMRT 35117, CRES 25107, LACS 35107, HMRT 25117, HIST 36217

CRES 35113. From Mestizaje to the Mexican Genome. 100 Units.

As the Kingdom of New Spain became independent Mexico, how did a society structured around status, caste and corporate bodies imagine itself as a republic of equal citizens? This course will explore the categories of class, culture and, particularly, race, with which, for over two hundred years, Mexican politicians and public writers, scientists and intellectuals have sought to make sense of the nation, decipher its ethnic, linguistic and cultural diversity, assuage the profound inequalities that have riddled it, and forge a "national identity".

Equivalent Course(s): LACS 35113, LACS 25113, CRES 25113, HIST 26124, HIST 36124

CRES 37002. Colloquium: Interracial America. 100 Units.

This course will examine the interaction between different racialized and ethnic groups in America (and beyond) from the eighteenth-century to our present moment. Conventional studies rely on a simplistic black-white paradigm of US race relations. This seminar aims to move beyond that dichotomy and searches for broader historical models, which include yellow, brown, red, and ethnic white. For example, how do we interpret recently excavated histories of Afro-Cherokee relations in antebellum America? What are hepcats, pachucos, and yogores? What is a "model minority," and why did Asians inherit the mantle from Jews? What is a "protest minority," and why were Blacks and Jews labeled as such during the civil rights movement? How does race operate differently in an ostensible racial paradise like Hawai'i? How do we understand race, nation, and decolonization in a global context, as evidenced by radical activism in California in the 1960s and '70s? We will critically interrogate the history of contact that exists between and among these diverse "groups." If conflicted, what factors have prevented meaningful alliances? If confluent, what goals have elicited cooperation?

Equivalent Course(s): AMER 47002, HIST 47002

CRES 37110. Égalité des races dans la francophonie. 100 Units.

La réflexion anthropologie sur la Caraïbe commence avec les premières explorations européennes au cours des 15e et 16e siècles. Tout comme lors du développement de la colonisation, puis du système esclavagiste inauguré par le Code Noir (1685), la question raciale s'instaure au cœur même de la revendication républicaine des esclaves et de l'indépendance haïtienne. C'est cependant au milieu du 19e siècle, période où triomphe l'anthropologie positive, que paraîtront deux ouvrages majeurs sur la question raciale: De l'inégalité des races (1853) de Gobineau et De l'égalité des races humaines (1885) d'Anténor Firmin, l'un des premiers noirs à être membre de la Société d'anthropologie de Paris. Le séminaire analysera ces deux ouvrages en rapport avec l'esprit et l'histoire des idées de l'époque en mettant en évidence, à travers les réflexions théoriques et les œuvres des Durkheim, Firmin, Gobineau, Hibbert, Joseph-Janvier, Madiou, Marcelin, Moreau de Saint-Méry, Renan, Saint-Rémy, Schœlcher, l'émergence croisée et progressive d'un formidable discours sur la race dans l'histoire, la littérature et la philosophie politique, tout au long de la deuxième moitié du 19e siècle.

Equivalent Course(s): CRES 27100, FREN 37100, FREN 27100

CRES 37207. The North American West, 1500 - 1900. 100 Units.

Go west, young man, go west!" newspaper editor Horace Greeley allegedly proclaimed. Although he only visited the region himself, his proclamation referred to the host of opportunities thought to be lying in wait among the uncharted territories out yonder. The West has embodied both the American dream and an American nightmare. This co-taught class will examine the changing delineations, demographics, conceptualizations, and significance of the North American West across four centuries and several empires.

Equivalent Course(s): GNSE 37207, HIST 27207, AMER 37207, HIST 37207, CRES 27207, GNSE 27207, AMER 27207

CRES 37401. Literaturas Del Caribe Hispanico en el siglo XX. 100 Units.

This course will explore some key examples of the literatures of the Spanish-speaking Caribbean (Cuba, Puerto Rico, and Santo Domingo) during the twentieth century, including those of its migrant and exile communities. Questions concerning the literary elaboration of the region's histories of slavery and colonialism, militarization, and territorial displacements will be at the center of our discussions. Among the authors we may read are Fernando Ortiz, Antonio Pedreira, Pedro Henríquez Ureña, Luis Palés Matos, Nicolás Guillén, René Marqués, Pedro Pietri, Alejo Carpentier, Ana Lydia Vega, Eduardo Lalo, and Pedro Juan Gutiérrez.

Equivalent Course(s): SPAN 37401, CRES 27401, SPAN 27401, LACS 27401, LACS 37401

CRES 37403. African American Lives and Times. 100 Units.

This colloquium will examine selected topics and issues in African American history during a dynamic and critical decade, 1893 and 1903, that witnessed the redefinition of American national and sectional identities, social and labor relations, and race and gender relations. A principal premise of the course is that African American life and work was at the nexus of the birth of modern America, as reflected in labor and consumption, in transnational relations (especially Africa), in cultural expression (especially music and literature), and in the resistance or contestation to many of these developments. The course will focus on the Chicago World's Fair and the publication of Du Bois's Souls of Black Folk as seminal moments in the era. Our discussions will be framed by diverse primary materials, including visual and aural sources, juxtaposed with interpretations of the era by various historians. A principal goal of the course is that students gain a greater appreciation for interpreting historical processes through in-depth examination of the complex and multiple currents of an defined era-a slice of time-as well as skills in interpreting diverse primary sources.

Instructor(s): T. Holt     Terms Offered: Winter

CRES 38000. United States Latinos: Origins and Histories. 100 Units.

An examination of the diverse social, economic, political, and cultural histories of those who are now commonly identified as Latinos in the United States. Particular emphasis will be placed on the formative historical experiences of Mexican Americans and mainland Puerto Ricans, although some consideration will also be given to the histories of other Latino groups, i.e., Cubans, Central Americans, and Dominicans. Topics include cultural and geographic origins and ties; imperialism and colonization; the economics of migration and employment; legal status; work, women, and the family; racism and other forms of discrimination; the politics of national identity; language and popular culture; and the place of Latinos in US society. Equivalent Course(s): AMER 28001,CRES 28000,GNSE 28202,HIST 38000,LACS 28000,LACS 38000,CRES 38000,GNSE 38202,AMER 38001

Instructor(s): R. Gutiérrez     Terms Offered: Autumn
Equivalent Course(s): HIST 38000, CRES 28000, AMER 28001, LACS 38000, GNSE 28202, LACS 28000, HIST 28000, GNSE 38202, AMER 38001

CRES 38703. Baseball and American Culture, 1840 to Present. 100 Units.

This course will examine the rise and fall of baseball as America's national pastime. We will trace the relationship between baseball and American society from the development of the game in the mid-nineteenth century to its enormous popularity in the first half of the twentieth century to its more recent problems and declining status in our culture. The focus will be on baseball as a professional sport, with more attention devoted to the early history of the game rather than to the recent era. Emphasis will be on using baseball as a historical lens through which we will analyze the development of American society and culture rather than on the celebration of individuals or teams. Crucial elements of racialization, ethnicity, class, gender, nationalism, and masculinity will be in play as we consider the Negro Leagues, women's leagues, the Latinization and globalization of the game, and more.

Instructor(s): M. Briones     Terms Offered: Winter
Equivalent Course(s): CRES 28703, HIST 28703, HIST 38703

CRES 38906. Nineteenth-Century American Mass Entertainment. 100 Units.

Popular culture filters, reflects, and occasionally refracts many of the central values, prejudices, and preoccupations of a given society. From the Industrial Revolution to the advent of feature films in the early twentieth century, American audiences sought both entertainment and reassurance from performers, daredevils, amusement parks, lecturers, magicians, panoramas, athletes, and photographers. Amidst the Civil War, they paid for portraits that purportedly revealed the ghosts of lost loved ones; in an age of imperialism, they forked over hard-earned cash to relive the glories of western settlement, adventure, and conquest in Buffalo Bill's Wild West. Mass entertainment not only echoed the central events of the age it helped shape them: from phrenology as the channel for antebellum convictions about outward appearance (and racial identity), to the race riots following Jack Johnson's boxing victory over Jim Jeffries. Many of these entertainment forms became economic juggernauts in their own right, and in the process of achieving unprecedented popularity, they also shaped collective memory, gender roles, race relations, and the public's sense of acceptable beliefs and behaviors. This lecture course will examine the history of modern American entertainment over the course of the long nineteenth century. Requirements include careful reading, active and thoughtful participation, and written assignments.

Equivalent Course(s): GNSE 28906, HIST 38906, CRES 28906, GNSE 38906, HIST 28906

CRES 39000. Latin American Religions, New and Old. 100 Units.

This course will consider select pre-twentieth-century issues, such as the transformations of Christianity in colonial society and the Catholic Church as a state institution. It will emphasize twentieth-century developments: religious rebellions; conversion to evangelical Protestant churches; Afro-diasporan religions; reformist and revolutionary Catholicism; new and New Age religions.

Instructor(s): D. Borges     Terms Offered: Spring
Equivalent Course(s): LACS 39000, HIST 39000, HCHR 39200, MAPS 39200, RLST 21401, HIST 29000, CRES 29000, LACS 29000

CRES 39117. Theater and Performance in Latin America. 100 Units.

What is performance? How has it been used in Latin America and the Caribbean? This course is an introduction to theatre and performance in Latin America and the Caribbean that will examine the intersection of performance and social life. While we will place particular emphasis on performance art, we will examine some theatrical works. We ask: how have embodied practice, theatre and visual art been used to negotiate ideologies of race, gender and sexuality? What is the role of performance in relation to systems of power? How has it negotiated dictatorship, military rule, and social memory? Ultimately, the aim of this course is to give students an overview of Latin American performance including blackface performance, indigenous performance, as well as performance and activism.

Instructor(s): D. Roper     Terms Offered: Winter
Prerequisite(s): Undergraduates must be in their third or fourth year
Note(s): Taught in English.
Equivalent Course(s): GNSE 29117, SPAN 29117, TAPS 38479, LACS 29117, CRES 29117, GNSE 39117, LACS 39117, TAPS 28479, SPAN 39117

CRES 39519. Histories of Racial Capitalism. 100 Units.

This course takes as its starting point the insistence that the movement, settlement, and hierarchical arrangements of people of African descent is inseparable from regimes of capital accumulation. It builds on the concept of "racial capitalism," which rejects treatments of race as external to a purely economic project and counters the idea that racism is an externality, cultural overflow, or aberration from the so-called real workings of capitalism. With a focus on the African diaspora, this course will cover topics such as racial slavery, labor in Jamaica, banking in the Caribbean, black capitalism in Miami, the under development of Africa, mass incarceration, and the contemporary demand for racial reparations.

Equivalent Course(s): HIST 39519, HIST 29519, CRES 29519

CRES 40110. Color, Ethnicity, Cultural Context, and Human Vulnerability. 100 Units.

The specific level of vulnerability may vary across the life course; nevertheless, all humans are vulnerable and, thus, unavoidably possess both risks and protective factors. The level and character of human vulnerability matters and has implications for physical health, psychological well being, the character of culture, and mental health status. The balance between the two (i.e., risks and protective factors) can be influenced by ethnic group membership and identifiability (e.g., skin color). The cultural contexts where growth and development take place play a significant role in life course human development. As a globally admired cultural context with a particular national identity, one of America's foundational tenets is that citizenship promises the privilege of freedom, allows access to social benefits, and holds sacred the defense of rights. Our centuries-old cultural context and national identity as a liberty-guaranteeing democracy also presents challenges. The implied identity frequently makes it difficult to acknowledge that the depth of experience and its determinative nature may be but skin deep. In America, there continues to be an uneasiness and palpable personal discomfort whenever discussions concerning ethnic diversity, race, color, and the Constitutional promise and actual practice of equal opportunity occur. Other nations are populated with vulnerable humans, as well, and experience parallel dissonance concerning the social tolerance of human diversity. Given the shared status of human vulnerability, the course unpacks and analyzes how differences in ethnicity, skin color, and other indicators of group membership impact vulnerability and opportunity for diverse groups. Specifically, the course analyzes the balance between risk level and protective factor presence and examines the consequent physical health status, psychological well-being, and mental health outcomes for its dissimilar citizens. The course especially emphasizes the American cultural context but, in addition, highlights the unique experiences of ethnically varied individuals developing in multiple cultural contexts around the globe.

Instructor(s): M. Spencer     Terms Offered: Autumn
Prerequisite(s): Undergraduates require permission from instructor.
Equivalent Course(s): CHDV 40110

CRES 40270. Development in Adolescents. 100 Units.

Adolescence is a period of rapid growth and development irrespective of circumstances, contextual conditions and supports; thus, it represents both significant challenges and unique opportunities. The conceptual orientation taken acknowledges the noted difficulties but also speculates about the predictors of resiliency and the sources of positive youth development achieved. The course delineates the developmental period's complexity made worse by the many contextual and cultural forces due to socially structured conditions; that fact interact with youths' unavoidable and unique meaning-making processes. As a function of some youths' privileging circumstances versus the low resource and chronic conditions of others, both coping and identity formation processes are emphasized as highly consequential. Thus, stage specific developmental processes are explored for understanding gap findings for a society's diverse youth given citizenship requirements expected of all. In sum, the course presents the experiences of diverse youth from a variety of theoretical perspectives. The strategy improves our understanding about the "what" of human development as well as dynamic insights about the "how" and "why." Ultimately, the conceptual orientation described is critical for 1) designing better social policy, 2) improving the training and support of socializing agents (e.g., teachers), and 3) enhancing human developmental outcomes (e.g., resilient patterns).

Instructor(s): M. Spencer     Terms Offered: Winter
Prerequisite(s): Graduate students only.
Note(s): CHDV Distribution: 2*
Equivalent Course(s): CHDV 40207

CRES 40304. Between Nature and Artifice: The Formation of Scientific Knowledge. 100 Units.

This course critically examines concepts of "nature" and "artifice" in the formation of scientific knowledge, from the Babylonians to the Romantics, and the ways that this history has been written and problematized by both canonical and less canonical works in the history of science from the twentieth century to the present. Our course is guided by three overarching questions, approached with historical texts and historiography, that correspond to three modules of investigation: 1) Nature, 2) Artifice, and 3) Liminal: Neither Natural nor Artificial.

Instructor(s): Margaret Carlyle, Eduardo Escobar, Jennifer P. Daly     Terms Offered: Spring
Note(s): This course fulfills part of the KNOW Core Seminar requirement to be eligible to apply for the SIFK Dissertation Research Fellowship. Ph.D. students must register with the KNOW 40304 course number in order for this course to meet the requirement.
Equivalent Course(s): HIPS 40304, GNSE 40304, CHSS 40304, HIST 34920, KNOW 40304

CRES 41500. Bodies of Transformation. 100 Units.

Drawing on trans studies, disability studies, histories of science, queer and postcolonial theory, this class contends with how bodies and bodies of knowledge change over time. Bodies of Transformation takes a historiographic approach to the social, political, and cultural underpinnings of corporeal meaning, practice and performance in the 19th and 20th centuries. Animating questions include: what is the corporeal real? how is race un/like gender? how does bodily transformation map the complex relationships between coercion and choice?

Instructor(s): Staff     Terms Offered: Winter
Equivalent Course(s): GNSE 41500, ENGL 41500

CRES 42610. Theologies from the Underside of History. 100 Units.

This course compares and contrasts various systems and methods in contemporary Third World theologies, that is, in Africa, Asia, and Latin America. As a backdrop for this critical comparative engagement, we will use the recent theological dialogues taking place in the Ecumenical Association of Third World Theologians (EATWOT). As we engage these systems of thought, we want to examine the logic of their theologies and the sources used to construct theology.

Equivalent Course(s): THEO 42610

CRES 43505. Colloquium: Paris and Berlin in the Long Twentieth Century. 100 Units.

This colloquium will analyze the convergences and divergences, focusing on immigration, urban planning, and culture of two of Europe's great capitals from the turn of the twentieth century to its end. Starting with the massive intra- and international immigration into both cities in the 1880s, we will discuss how strangers were received and made their lives. Where did they live, work, eat, shop, play, and worship? How did they participate in the political lives of both cities? How did the experiences of postcolonial subjects and guest-workers vary? This population growth along with economic, technological, environmental, and political change challenged each metropolis's infrastructure. In the interwar period Berlin responded by expansion while Paris refused that strategy. Berlin's demolition during the Second World War was followed by forty years of division while Paris emerged from the war largely unscathed. Europeanification, followed by unification in the one case and massive postcolonial immigration in other, posed very different, but equally dramatic, challenges to both. Finally, both cities have been the centers of vibrant cultural production, including music, theater, the fine arts, film, and literature, with artists often moving between the two, carrying ideas and innovations. Films, novels, maps, memoirs, architectural drawings, photographs, city-planning treatises, tourist guides, and reports from world fairs will be the basis of class discussions, seconded by the r

Equivalent Course(s): HIST 43505, GNSE 43505

CRES 44502. Black Theology: Liberation or Reconciliation. 100 Units.

Equivalent Course(s): THEO 44502

CRES 45700. Race and Capitalism. 100 Units.

This course will address issues of race and capitalism.

Instructor(s): Dawson, Michael Katzenstein, Emily     Terms Offered: Winter
Equivalent Course(s): PLSC 45710

CRES 47101. Re-imaging US Civil War & Reconstruction. 100 Units.

Equivalent Course(s): HIST 47101, AMER 47101

CRES 48700. Colloquium: Social Movements in Chicago, 1950-2010. 100 Units.

This class will introduce students to four social movements in twentieth-century Chicago through archival materials, scholarship, and memory: Puerto Rican empowerment, radical feminism, gay rights, and police accountability to Black communities. The premise of this class is threefold: (a) to apply key concepts in the study of social movements to local examples; (b) to propose movement building as equivalent to electoral political consolidation as exemplifying Chicago public life; and (c) to sample the scope and depth of primary sources related to local social activism, so as to suggest future research projects for enrolled students.

Equivalent Course(s): GNSE 48700, HIST 48700

CRES 49001. Colloquium: Slavery & Emancipations-Atlantic Histories. 100 Units.

This course explores political, economic, and cultural linkages among Europe, Africa, and the Americas, as they were fashioned and reconstructed through slavery and the slave trade, slave emancipations and post-emancipation labor regimes, post-abolition colonial projects and post-emancipation racial ideologies and anticolonial liberation movements. Toward the end of the twentieth century, academic historiography revived what in shorthand fashion is termed an "Atlantic world" as a frame of historical analysis. The premises of varying Atlantic frameworks will receive attention in order to explore ways to think historically about material, ideological, and symbolic connections fashioned by slavery and the slave trade and the refashioning of these relationships in a world whose inter-connections were increasingly not premised on the illegitimacy of laws and many practices of enslavement.

Instructor(s): J. Saville     Terms Offered: Winter
Prerequisite(s): Graduate Students Only
Equivalent Course(s): LACS 69001, HIST 69001

CRES 49100. Colloquium: Haitian Revolution and Human Rights, 1790-2004. 100 Units.

This course explores the Haitian revolution as critical to the examination of slave emancipation, colonialism, comparative revolutions, and postcolonial governance and sovereignty. It especially aims to explore interpretive debates that explicitly (or implicitly) link the problems of slave emancipation to the contradictions of modern freedom. Course readings draw on historical, anthropological, and political studies, selected published documents, and historical fiction to think critically about ways of extending how this history and its implications have been explored.

Equivalent Course(s): HMRT 49100, LACS 49100, HIST 49100

CRES 50002. Colloq: Africa in the Era of the Transatlantic Slave Trade. 100 Units.

This graduate course explores the history of the slave trade and the making of the Atlantic World using a range of secondary and primary sources, from oral traditions to digital datasets to diaries and ship records. We will start by examining African social and political systems prior to European contact and then investigate the emergence of the slave trade as a major force of change across the oceanic basin. Themes of study include oral, archaeological, and textual sources of history; definitions and practices of slavery; the dynamics of trade, gender, warfare, and enslavement; and the making of the Atlantic World.

Instructor(s): E. Osborn     Terms Offered: Autumn
Equivalent Course(s): HIST 50002, GNSE 50002

CRES 61102. The L.A. Rebellion and the Politics of Black Cinema. 100 Units.

Equivalent Course(s): CMST 61102

CRES 62604. Visual Culture in American Life, 1800-1915. 100 Units.

How has American society's insatiable thirst for visual media influenced the way US citizens have viewed one another and portrayed themselves to others? In this course we will explore the significance of what Raymond Williams called the "cultural revolution" for the lives of ordinary men and women in the United States. This history encompasses subjects that have retained their relevance in contemporary life, including racial and ethnic stereotypes, armchair travel, virtual versus lived reality, authenticity and artifice, mass entertainment, city life, celebrity, and gender. Readings will include a series of theoretical works in combination with articles and monographs, to provide a broader underpinning for the problems of perception and historical analysis at play in this realm of scholarly thought and practice.

Instructor(s): A. Lippert     Terms Offered: Spring
Equivalent Course(s): GNSE 62604, HIST 62604, AMER 62604

CRES 62805. Colloquium: American Conservatism, 1945-Present. 100 Units.

This course explores the burgeoning historiography of American conservatism, tracing the movement from its grassroots origins after World War II to its institutionalization and militarization in the Reagan era to the rise of evangelicalism and Tea Party politics. We will focus on the role of women in the movement, the ideological alliances in its founding, and the roles of particular conservative groups in the movement's history. This course will move both chronologically and thematically to explore fundamental questions about activism and radicalization, grassroots and top-down ideologies, and the impact of conservative thought and institutions upon American society and state in the late twentieth century.

Equivalent Course(s): HIST 62805, AMER 62805, GNSE 62805

CRES 62903. Colloquium: Urban US History. 100 Units.

This course introduces graduate students to important and innovative scholarly texts in the study of American urban history, with a focus on the nineteenth century. Readings touch upon a range of methodologies, themes, and historical experiences, with some focus on white-Indian relations, slavery, gender roles, the West, reformism, and the cultural histories of market relations, public perception, and spectacle, and print communication. The colloquium is intended for doctoral students in any department who intended to pursue primary, secondary, or outside fields of study in US history, American social and cultural history, comparative cultural history, or American literature. Requirements include careful reading, active and thoughtful participation, and two historiographical presentations in class.

Instructor(s): A. Lippert     Terms Offered: Spring
Equivalent Course(s): HIST 62903, AMER 62903, GNSE 62903

CRES 69002. Colloquium: Slavery and Emancipations-Atlantic Histories. 100 Units.

This course explores political, economic, and cultural aspects of slave emancipations, emphasizing major transformations in Caribbean-Atlantic and North American slave systems since the first abolitionist measures of the mid-eighteenth through the early twentieth centuries. The interpretive possibilities opened by varying comparative frameworks will be considered in order to explore ways to think historically about material, ideological, and symbolic connections fashioned by slavery and the slave trade and the refashioning of these relationships in a world whose interconnections were increasingly premised on the illegitimacy of laws and many of the practices of enslavement.

Equivalent Course(s): LACS 69002, HIST 69002

CRES 79101. Seminar: Topics in Latin American History I. 100 Units.

This two-quarter research seminar is devoted to the craft of reading and writing history through the specific consideration of recent historiographical approaches to modern peace and violence from the great revolutions of the eighteenth century to WW II. It is meant for students to find a research topic and write a significant research piece. Upon consultation with the instructor, the seminar can be taken for one quarter as a reading colloquium. The seminar will deal with issues rather than with any specific geographical region; though it will tend to use example from Latin American, Iberian, and American histories. It seeks to consider the most elementary aspects of the craft, as well as the topic: How was peace constituted as a modern category? Is there a history of peace? What do new approaches to large concepts-"Latin America," "Europe," "State," "Nation"-tell us about peace and violence and about writing the past of peace and violence? The goal is to launch the wondering of future historians.

Instructor(s): M. Tenorio     Terms Offered: Autumn
Prerequisite(s): Graduate students only.
Equivalent Course(s): HIST 79101, LACS 79101

CRES 79102. Seminar: Topics in Latin American History II. 100 Units.

The second quarter is mainly for graduate students writing a History seminar paper.

Instructor(s): M. Tenorio     Terms Offered: Winter
Prerequisite(s): HIST 79101, part 1
Equivalent Course(s): HIST 79102, LACS 79102