Global Arc

A continuation of KOR 105K, this is a four-week intensive language course in Seoul, South Korea, equivalent to KOR 107. Continued development of four skills (speaking, listening, reading, and writing) in Korean. Complex grammatical structures are taught while the basics are reviewed. Idiomatic expressions are introduced. Journals are kept for writing practice.

What kinds of art issues forth from need? Taking its name from Brazilian film director Glauber Rocha's 1965 manifesto, this course investigates how artists, writers, and theorists have sought to understand political, social, economic, and material limitations as generative conditions for aesthetic form. Moving between Latin American debates of the 1960s and 70s and the contemporary global moment, we examine such concepts as hunger, scarcity, imperfection, reproduction, and ecological justice though works by Cecilia Vicuña, Steve McQueen, Maria Thereza Alves, Silvia Rivera Cusicanqui, Jumana Mana and others.

What does "Justice" mean? What do efforts to achieve "Justice" tell us about injury, retribution, and peace? This class will explore how justice is defined and sought by looking at criminality, fights for indigenous and women's rights, post-conflict transitions, environmental catastrophe, debates about reparations, and intimate forms of repair. We will combine a global perspective with engaged local work to think about what struggles for justice look like in theory and on the ground. These debates will illuminate about how the past is apprehended, and how visions of possible utopias and dystopias are produced in the present.

This course is an anthropological and experience-based exploration of video games. As we consider scholarship in Digital Anthropology, Game Studies, and African American Studies, we scrutinize the design of games and engage in gameplay, with a particular focus on Black experiences. Throughout the course, we probe how video games utilize and interact with race and, in doing so, we advance an intersectional approach that also accounts for class, gender, and sexuality. The course's core set of theoretical and methodological tools helps students to engage with gaming critically and to create alternative games in the future.

Why do development projects succeed or fail? This course examines how to design a human-centered development project using anthropological theory and methods. It looks closely at what anthropologists mean by culture and why most development experts fail to attend to the cultural forces that hold communities together. By examining development projects from the vantage in North Africa, students learn the relevance of kinship, power, religion, and ontologies. Students will also work with local organizations in the High Atlas Mountains as a way to study development in practice.

Epic poetry is like a blockbuster film (with war, sex, downfall, exaltation) and was considered "the best and most accomplished kind of poetry" in the Renaissance. Four-hundred years later, its greatest practitioners are rarely read. Our course aims to compensate for this neglect by immersing students in the greatest eddies of epic activity from two interrelated vantage points. First, Milton's Paradise Lost, that culmination of the entire (neo)classical epic tradition. And second, disability studies, which interrogates how certain physical and mental features (often coded as deviations from the able-bodied norm) become stigmatized.

This course explores early modern figurations of gender and sex in the literature and philosophy of Europe. We will look carefully at poetry, plays, utopian fiction, and natural philosophy from early modern England, France, Spain, the Netherlands, and the wider Atlantic world. Orienting our reading around the intersecting paradigms of faith, labor, and utopia, this course will offer us the chance to explore historical theories of gender, sex, and desire as well as consent, race, and property. We will also consider how early modern problems and assumptions inform more recent debates concerning gender and sexuality.

This course examines feminist critiques of art history and contemporary art. What challenges did they pose to the fields of art history and contemporary art? Drawing on artworks by Rosa Bonheur, Georgia O'Keeffe, Adrian Piper, Cindy Sherman, Shahzia Sikander, Andy Warhol and others from the Princeton University Art Museum, as well as readings in art history, art criticism, cultural criticism, literature and philosophy, we will see how the feminist critique transformed art history and contemporary art, and was itself transformed in the process.

This course examines mental health, from the increasingly biological models espoused by psychiatric practitioners, to spiritual, social, and political understandings of psychic distress and healing. It investigates contemporary trends in mental health practice, exploring how diagnostic criteria are created and inhabited, experiments in pharmaceutical thinking, and alternative psychotherapeutic approaches across a variety of historical and social contexts. The class will explore how social worlds are shaped by mental health categories, and how identities, politics, economics, and philosophies contend, produce, and confront psychic distress.

This course focuses on Indigenous world-makings in the Anthropocene. We will reflect on how the current climate crisis is actively being produced through the destruction of Indigenous worlds. Two key anthropological questions guide our seminar: How do Indigenous groups differently understand world endings? How are Indigenous peoples resisting neocolonial and extractivist violence? We will work mainly with ethnographic writings, films, journalistic reports, and artworks, with a focus on Indigenous perspectives. Starting in Amazonia, we will develop a comparative perspective of Indigenous worldings across the Americas.