Materials fee: $14.49
Prerequisites: Required by all FA students. Senior status.
Note: Students must take this course in their final quarter. Student must have applied for graduation in order to be given override for class.
General 403a Course Description (applies to all 403a Sections):
Reflections from previous students:
"Taking the time to look back, see what I've accomplished and where I've come from gives me a feeling of completeness; like I've 'wrapped the bundle.' Something I have really valued about Fairhaven is the process. . . .spending my last quarter reflecting with other seniors is the sweetest farewell! I was delighted to find that Fairhaven was turning loose such educated, wise and creative critical thinkers into the world. The sincere and unique quality of other students' writing and presentations inspired me to speak in an authentic voice; to be honest with myself and others in constructing my summary and evaluation and my presentation."
This seminar provides an opportunity to reflect on your education, to explore in writing, conversations, and presentations what you have discovered and learned along the way, what challenges you faced, what surprised you, what changed your ways of thinking, and what you accomplished, produced, and created.
At the heart of this seminar are two final opportunities to express what your education has meant to you:
Class texts provide something common to read, explore, think about, and reflect on. The goal is to create a supportive learning community in which each of you can speak and write honestly about your education. The seminar also offers time to look forward, to consider the opportunities and challenges that lie ahead, and to discuss the questions, concerns, and responsibilities that each of you are bringing with you into the wide world beyond Fairhaven. Expect to do lots of writing. Expect to lead discussions. Expect to work together with your classmates, reading each other’s writing, listening to each other’s experiences, viewpoints, and insights. Expect to engage fully in helping others construct and share meaning as you reflect critically on your education. Expect to discover something new about your classmates, about the world itself, and about what is possible when a group of people tries to genuinely share with each other what they have really learned.
Rowe (4 credits) MW 11:00 12:50 FC 101F
Text: TEACHING FOR SOCIAL JUSTICE: A DEMOCRACY AND EDUCATION READER by Ayers, Hunt and Quinn (eds)
Riggins (4 credits) MW 3:00-4:50 FC 101F
Text to be determined by Class
Tag (4 credits) TR 1:00-2:50 FA 338
Text: REFUGE: AN UNNATURAL HISTORY OF FAMILY AND PLACE, by Williams
Burnett (4 credits) TR 3:00-4:50 FA 340
Text: State of the World 2010: Transforming Cultures: From Consumerism to Sustainability Eric Assadourian, ed. January 2010
Eaton (4 credits) TR 10-12
LETTERS FROM YOUNG ACTIVISTS: TODAY’S REBELS SPEAK OUT by Dan Berger, Chesa Boudin, & Kenyon Farrow
Montoya-Lewis (4 credits) MF 9:00 10:50 FA 307
Materials fee: $10.50
Prereq: FAIR 201A and 211B
This course will focus on learning evaluative & persuasive legal writing, including how to properly cite sources using legal citation. We will review case reading, analysis, and synthesis and learn how to use cases to write persuasive legal arguments. Students will be given as side to argue and write a persuasive appellate brief on a current legal issue. The case will be a hypothetical case around a current issue being argued in the courts. Students will have the opportunity to argue the case orally, as well as in writing.
Texts: LEGAL REASONING AND LEGAL WRITING, by Neumann.
Credit/Evaluation: Writing requirements will include several small assignments discussing and synthesizing cases and will culminate in drafting a formal appellate brief. Evaluation will be based upon the progress of each student’s writing, regular attendance, and class participation.
Anderson (4 credits) TR 12:00-1:50 FX 212
Materials fee: $13.73
Prereq: FAIR 203a; 300-lvl SSC crs or equiv
The struggle of man [and woman] against power is the struggle of memory against forgetting - Milan Kundera
“Feminism is the political theory and practice that struggles to free all women: women of color, working-class women, poor women, physically challenged women, lesbians, old women --as well as white economically privileged heterosexual women. Anything less than this vision of total freedom is not feminism, but merely female self-aggrandizement." - Barbara Smith, 1979
I know feminists, but I myself do not know enough to be a feminist. . . . I myself feel more inclined to say that I am more a product of feminism, than a feminist. That great movement in history is the reason I don’t feel discriminated [against] in my everyday life, I acknowledge the power it held -Fairhaven student (2003)
For those inclined to confront inequality and injustice based on gender in the twenty-first century, this class offers an opportunity to learn from the successes and failures of past efforts. We will begin by examining the idea of generational conflict among feminists of the purported second and third waves. We will also look at the historical foundations from which modern feminism has emerged. Our focus will be linking individual stories with the movements from which they emerged in an effort to understand how the pursuit of questions of inequality takes different forms in different contexts. Student projects will involve both personal narratives and historical analysis.
Texts: Deborah Siegal SISTERHOOD INTERRUPTED; Sara Evans, TIDAL WAVE; Ann Snitow and Rachel DuPlessis, eds., FEMINIST MEMOIR PROJECT; Barbara Findlen, ed., LISTEN UP!, 2nd ed. Additional resources will be on traditional and electronic reserve.
Credit/Grade/Evaluation: Informed participation in discussion, comparative analyses of selected readings, a final written project that explores the relationship between personal narratives and social movements.
Eaton (4 credits) TR 10:00-11:50 FX 212
Materials fee: $13.73
Prerequisite: FAIR 203a; 300-lvl SSC crs or equiv
*****THIS COURSE HAS BEEN CANCELLED******
Who is a child? Cherub? Changeling? Chattel? In some cultures, children are precious, innocent and preternaturally cute 'cherubs', in others they are unwanted, inconvenient 'changelings', or perhaps desired but pragmatically commoditized 'chattels'. What is it like to be a child in cultures different from our own? How children are raised, their role in society, and the degree to which family and community is structured around them, varies quite significantly around the world. This course will examine childhood across cultures to explore the wide range of children's experience around the world, unpacking constricted, culture-bound conceptions of childhood and illustrating the extraordinarily diverse forms that children's development takes. Accounts of children's lives and the meanings that adults give to childhood in a variety of countries will help us reflect on family structures, caretaking, children’s roles at different ages, their play, work, schooling, and transition to adulthood. These accounts may also lead us to engage in a cultural analysis of middle-class American childhood and challenge our own notions of what constitutes a normal childhood.
Text: The Anthropology of Childhood: Cherubs, Chattel, Changelings by Lancy and additional assigned readings on Blackboard.
Credit/Evaluation: Active, informed participation in class discussions, regular attendance, timely and competent completion of the in-class assignments, chapter response papers, a final project related an issue related to the course and a short class presentation to the class on your project.
Feodorov (4 credits) MW 1:00-3:20 FA 310
Materials fee: $15.80
Prerequisite: FAIR 202a; 300-lvl art crse
Despite ground-breaking developments such as photography, cinema and sound recording, the traditional disciplines of Painting and Sculpture continued their reign as pinnacles of the so-called Fine Arts through much of the 20th Century. Early on however, many innovative artists began combining “non-art” elements in their work in order to develop what they believed to be a more “total”, relevant and even revolutionary art--utilizing images and text from newspapers and magazines, combining photography, found objects, painting, and later audio and video, they pushed the boundaries of what could be considered Art. While they may have had disparate motives for this new way of making, their experiments and ideas continue to influence new generations of artists. Students will create projects using a large variety of media and materials and based upon their ideas, interests and concerns. Students will be expected to take creative risks, learn, develop and try-out new strategies for art-making, and explore the work of other artists working with mixed media. Students will be expected to work both during and after class hours and to keep a sketchbook with no fewer than 40 pages of drawings, thoughts and comments. In addition, each student will give an oral presentation to the class on an artist they have researched.
Text: none, but handouts will occasionally be given out as required reading.
Credit/Evaluation: Credit will be based upon regular attendance, promptness, enthusiasm, quality of coursework and active class participation. The ability to give and receive honest constructive feedback is imperative.
Jack (5 credits) TR 10:00-11:50 FA 307
Materials fee: $10.53
Prerequisites: Previous courses in psychology or women studies.
For girls, moving from childhood through adolescence is fraught with difficulties, regardless of one’s racial/class/sexual identity. Research shows that at adolescence, the incidence of depression, eating disorders, and other mental health issues begin to affect girls at high rates. How is girlhood and adolescence being “packaged” in today’s culture? What cultural forces are most strongly affecting girls, and how can we understand and promote their healthy resistance to these forces? How do girls learn to negotiate territories of ethnicity, gender, class and sexual identity as they move through adolescence? How and why are girls taught to agress against each other? In this class, we will examine girls’ psychological and social development through adolescence against the backdrop of culture and cultural identity. We will critically examine the conflicting messages affecting girls of diverse cultures within the US, and work toward envisioning and articulating more equitable and responsive contexts for girls. We will also imagine new stories, new narratives, and new images for adolescent girls. Students are encouraged to take Drue Robinson’s course 336v Topics in Arts: Fairytale Theatre, though it is not mandatory.
Texts: ALL ABOUT THE GIRL: CULTURE, POWER, AND IDENTITY by Harris; URBAN GIRLS: RESISTING STEREOTYPES, CREATING IDENTITIES by Lamb and Brown; FLIRTING WITH DANGER: YOUNG WOMEN’S REFLECTIONS ON SEXUALITY AND DOMINATION by Phillips; and BONE BLACK: MEMORIES OF GIRLHOOD by hooks.
Credit/Evaluation: Regular class attendance and informed participation in class discussions are required. Two short papers, one mid-term paper, and a final project must be completed. Details on assignments will be given in class.