SAH COURSE OFFERINGS SUMMER 16 CULTURAL STUDIES CLST 449, “Sexuality and Religion”
Anjali Arondekar (University of California Santa Cruz) Module 2 (July 3 to August 19) Wednesdays, 4-­‐7:30 pm For the past few decades, discourses of sexuality and religion have reimagined the production of gendered, raced, and sexed bodies, even as these bodies have challenged and redefined such articulations. This seminar serves as an introduction to the multiple debates animating the linkages between sexuality and religion. We will consider how critical theories of sex/gender and sexuality help us understand the nature and function of religion and normativity, and vice versa. These theoretical resources offer insight into why sex/gender and sexuality play so crucial a role in the operations of diverse religious systems. Invoking Michel Foucault’s expression for the production of modernity’s discourses around sexuality as “the truth of the subject,” we will interrogate the inter-­‐related, epistemological frameworks of religion and sexuality/queer studies across a range of interdisciplinary and geopolitical locations. Readings include texts by Saba Mahmood, Joan Scott, William Connolly, Ann Pellegrini, Lucinda Ramberg, to name a select few. Religion students may also be interested in this class. *CROSS-­‐LISTED WITH WGS. ENGLISH ENG 335, “Gender and Narrative in the Nineteenth-­‐Century Novel” Marc Redfield Module 2 (July 3 to August 19) Mondays and Wednesdays, 1-­‐3:50 pm Nineteenth-­‐century fiction predicts Freud’s work in many respects—or, put the other way around, the Freudian “case history” makes use of many of the narrative conventions and habits of the Victorian novel. Like Freud, Victorian novelists posit complex relations between knowledge and sexuality, and tell stories of desire and repression that feature guilt-­‐ridden subjects haunted by imperatives and uncertainties of gender. All narratives may be thought of as quests (for the truth about a character, the solution to a mystery); Victorian narratives—like Freud’s— link questions of truth to questions of sex and gender, and often take as their privileged test case the representation of a woman (the “portrait of a lady”). This course will examine relations among desire, gender identity, and narrative in a selection of Victorian novels. Topics to be engaged include: the Gothic and its conventions; nineteenth-­‐century notions of hysteria and representations of the “unconscious”; the role of sexuality and gender in Victorian middle-­‐class ideology; gender as performance. The novels will include a potboiler (Dracula), as well as standard canonical texts, one of Freud’s case histories, and some reading in gender theory. ENG 324, “Ghost Studies: Trauma in Literature, Film and Culture” Enrico Mario Santí Module 1 (May 15 to July 1) Mondays and Wednesdays, 1-­‐3:50 pm Spectral theory is a still developing field that attempts to think jointly of the disparate phenomena of trauma, loss, memory, mourning and cultural representation. Our speculative seminar on the subjective and collective, psychic and social, production of ghosts will examine its conceptual bases in the writings of Freud, Marx and Nietzsche, as well as more recent thinkers (Adorno and Horkheimer, Derrida, Agamben, Gordon, Zizek, Punter); representations in both literature (James, Harris, Morrison, Borges, Cisneros, Cortázar, Fuentes, Marías) and film (from Hitchcock to Almodóvar); and some recent visual art (such as Haunted, a 2010 Guggenheim Museum exhibit). Class discussion will involve, among other subjects, the relationship between spectral and narrative theory, especially in relation to so-­‐called Magical Realism, the Fantastic and the Gothic. Students will be encouraged to develop their own approach to spectral theory, and to choose their own topic, not just apply the theory, in a semester-­‐long oral and written project of their own design. REQUIREMENTS: Besides daily attendance and participation (25%), two individual oral reports (25% of the grade), one of which will be based on the major project (50%). TNDY TNDY 402Z, “Akko: Public Archaeology, Conservation & Heritage” Tammi Schneider Module I July 3 to July 30 Akko, ISRAEL This course will introduce students to the city of Akko from numerous perspectives including: history, archaeology, religion, culture, tourism, and city government through a series of lectures presented by the faculty on site, work and tours of the Tel and the country, and guest speakers. The lectures will cover the major historical and archaeological periods represented in Akko and the larger context in which Akko functioned. To better understand the complexities involved in Akko people from the city government and tourist agencies will also talk about the problems faced in dealing with a modern city built directly upon a very ancient one. The first weekend will provide detailed tours of the remains of the many different periods in which the city of Akko flourished. The trip to Jerusalem will focus on the Old City of Jerusalem to provide a comparison of how a city directly connected to Akko deals with similar issues and remains from many of the same historical periods. The tours on the final weekend will focus on nearby cities and sites to reveal how Akko fit into its historic contexts, functioned as a port city, and yet remains quite unique. Class will be taught in Akko, ISRAEL. Faculty include the following: Tammi Schneider (CGU/School of Religion); Lori Anne Ferrell (CGU/ Arts & Humanities); Gary Gilbert (Claremont McKenna College/Department of Religion); Anne E. Killebrew (Penn State University, Department of Classical Studies); Martha Risse (Trinity College, Classics Department). TNDY 405A, “Heritage, Culture and Managing the Past in the Old World and the New” Joshua Goode Module I Class Meetings for CGU students in Claremont from 6/4-­‐6/10 EXCHANGE Course In LA, 6/11/16-­‐6/19/16 In Bath, England 7/2/16-­‐7/10/16 This course is a jointly taught, dual campus class that examines heritage management of historical sites and museums in both Los Angeles and the Bath region. While in Los Angeles, students from Bath and from CGU will explore important cultural heritage sites, including the Getty Villa, the San Gabriel Mission, Old Pasadena, Watts Towers, La Plaza de Cultura y Artes, El Pueblo de los Angeles Historic Monument, among other sites. In Bath, the students will use the university as home base to explore the city, named a World Heritage site by UNESCO in 1987, and its many museums and historical sites, including its complete Roman baths, One Royal Crescent House Museum, and the Jane Austen Center. Outside Bath, we will explore Oxford and London to talk with museum leaders and heritage management experts. Stonehenge and the Victoria and Albert Museum are already planned as part of the itinerary outside of Bath. The differences between the two locations, Los Angeles and Bath, will pose in very clear relief the different kinds of issues that face heritage management experts in both contexts. How do we protect and manage historical sites and collections? Where do we find funding for the arts and cultural patrimony in a complicated setting of public and increasingly private fund-­‐raising? How do we convey and maintain the cultural significance of these sites to contemporary and future audiences? Particular focus will be placed on the structural and economic differences between the regions that define how the arts and heritage efforts are funded, and how broader, more globalized forces will define civic and national commemoration and historical education efforts in the future. TNDY 405S, “The Changing Role of Gender: A Global Perspective” Perkins/Shaker Module 1 (May 15 to July 1) Mondays and Wednesdays, 4-­‐6:50 pm The course, which is designed as a seminar, will explore and discuss the changing roles of gender globally through politics, economics, education, health, religion, history, and popular culture. The course will explore why social norms play a central role in the relations between people's agency and the available opportunities in a society. This class will also discuss the challenges of immigrants from non-­‐
Western countries in the United States and how they negotiate gender role expectations in a new nation. Due to the rescission of discriminatory immigration laws after the Civil Rights Movement of the 1960s against applicants from non-­‐Western countries, in the past 30 years, the greatest wave of immigrants to the United States have come from Latin America, Asia and Africa. As a result, the number of first generation immigrants has quadrupled. CST COURSES CROSS-­‐LISTED WITH RELIGION “Whitehead Research Seminar: Process and Reality” CST Course Number: TPS3003/4003 CGU Course Number: REL 403TH Roland Faber May 31 to August 19 Wednesdays, 1pm-­‐3:50pm CST, Craig 110 Designed to aid a greater comprehension and appreciation of this challenging text, this seminar examines Whitehead's magnum opus, Process and Reality as it is enfolded in its first part from which everything else flows. In Part One Whitehead asks the question of philosophy, wrestles with a reformulation of metaphysics, and develops his philosophy of organism, introducing such important themes as the categorical scheme, the ultimate, novelty, creative advance and the primordial nature of God. In a concentrated, in-­‐depth and detailed exploration, including discussions of Whitehead's background, his inherited and exerted philosophical influences, and the creative philosophical transformation he thereby initiates, we will explore what led the great French post-­‐structuralist philosopher Gilles Deleuze to acclaim Whitehead’s Process and Reality to be “one of the greatest books in modern philosophy.” “Systematic Theology” CST Course Number: TTH 3036/4036 CGU Course Number: REL 436ST Roland Faber May 31 to August 19 Wednesdays, 8:45am-­‐11:30am CST, Craig 110 Theology means “God-­‐Talk.” But can we “talk” what must infinitely surpass our understanding? What would we say in face of the multiple possibilities to experience this infinite reality we name “God”? How would we think of the multiplicity of answers that were given to these experiences both within a certain tradition and between religions and cultures? Why should we try to express, and why has theology experimentally sought and found, modes of thought to address such questions instead of just being assured of certain experiences, beliefs, and convictions, or by remaining silent? In fact, Christian theology is a “creature” from a multicultural and interreligious milieu, in which it has asked, and still asks, the major questions that Christians, in their multiple contexts, have faced through time and addresses them by adventurously testing the most influential responses that Christians have given to them. This course will “seek understanding” (fides quaerens intellectum) of these questions by exploring the variety of Christian understandings of God, God’s relation to the world, Christ, the Spirit, Trinity, creation, the intercultural and interreligious contexts of the church, and the quest for God’s kingdom-­‐to-­‐
come. The class encourages students to address these topics in relation to contemporary intellectual, cultural, ethical, social, and political issues, as well as its application to practical and ministerial situations.