- Teacher: Will Mitchell
Macalester Moodle
Search results: 370
- Teacher: David Martyn
- Teacher: Jerald Dosch
- Teacher: Taran Palli
Centuries before the advent of industrialized travel, the Silk Roads network connected creators and consumers in lands as distant as Iceland, West Africa, and China. Medieval travelers recorded their experiences and encounters and left their legacies imprinted in archaeological records. This course invites students to read along the Silk Roads, tracing cross-cultural encounters made possible by these remarkable networks. We will read first-hand accounts of Arab travelers in medieval Russia, Mali, Somalia, and Indonesia. Moving into the Christian world, we’ll read texts like Marco Polo’s praise-filled account of the Mongolian Kublai Khan, who ruled lands from Iran to Korea. Finally, we will read Larissa Lai’s queer historic-fantasy novel When Fox is a Thousand, confronting contemporary questions about identity, diaspora, and our own histories.
The class fulfills the (1) Medieval period requirement for English major, (2) Writers of Color requirement for English major, (3) Internationalism req for the college, (4) WA req for the college.
The class fulfills the (1) Medieval period requirement for English major, (2) Writers of Color requirement for English major, (3) Internationalism req for the college, (4) WA req for the college.
- Teacher: Coral Lumbley
Here is the course syllabus. All updates to course content will be made to this doc:
https://docs.google.com/document/d/19jihnNLQtgclxVFusJ8RaVmZ0IVLMteo4kQzWa3F9WY/edit?usp=sharing
https://docs.google.com/document/d/19jihnNLQtgclxVFusJ8RaVmZ0IVLMteo4kQzWa3F9WY/edit?usp=sharing
- Teacher: John Kim
Embark on a transformative journey at the intersection of tradition and innovation in this dynamic course. Applied Anthropology and Human-Centered Design unite to empower you with the knowledge and skills to address pressing social issues. From Anthropology, you will draw on essential and time-honored qualitative research methods such as surveys, interviews, and focus groups to unravel the intricacies of the human experience. But that’s just the beginning. As a change-maker, you will also embrace the practical world of Human-Centered Design (HCD). You will learn to generate insights, fostering creativity through brainstorming and crafting prototypes. These multidisciplinary skills will not only prepare you for making a meaningful impact with empathy and precision but will also position you for life after college with highly sought-after, job-market-relevant abilities to address real-world challenges. Throughout the course, you will refine your storytelling acumen, enabling you to effectively thread your research findings and design solutions into compelling narratives. It will all come together as you work in teams to research a local issue, design a solution for it, and present it in an innovative pitch at the end of the semester. Are you ready for this fusion of classic anthropology and HCD to set the stage for meaningful change and professional success?
- Teacher: Allan Martinez Venegas
HIST 294-06 (30433)
Age of Atlantic Revolution - From Stono to Haiti
Between 1729 and 1804, people in the interconnected Atlantic world sought to reconfigure social, economic, and political relations through collective resistance and revolution. The most momentous movements were led by subjugated peoples, including enslaved Africans and white workers. This course examines the practices that revolutionaries deployed; how political thought, spiritual beliefs, food diplomacy, and ecological transformation guided actions; and how exiles, refugees, and forcibly transported persons reshaped the wider Atlantic World from New Orleans and Cuba to Sierra Leone and London.
Fields for History Major: Gender; Colonization and Empire; Law and Social Justice; Race and Indigeneity.
Gen Eds: Internationalism
Age of Atlantic Revolution - From Stono to Haiti
Between 1729 and 1804, people in the interconnected Atlantic world sought to reconfigure social, economic, and political relations through collective resistance and revolution. The most momentous movements were led by subjugated peoples, including enslaved Africans and white workers. This course examines the practices that revolutionaries deployed; how political thought, spiritual beliefs, food diplomacy, and ecological transformation guided actions; and how exiles, refugees, and forcibly transported persons reshaped the wider Atlantic World from New Orleans and Cuba to Sierra Leone and London.
Fields for History Major: Gender; Colonization and Empire; Law and Social Justice; Race and Indigeneity.
Gen Eds: Internationalism
- Teacher: Linda Sturtz
History 229 is an introductory course focused on African-American women’s history and the narratives it inspired. We will examine the ideological, political, economic, and cultural make-up of the Black musical traditions in the United States. The basic themes of this course will include: Black feminism; womanism; jazz art and design; African-American literature; intersectionality; and Afrofuturism.
- Teacher: Walter Greason
What is an artists' book? Are they works of art that belong on display, or should they be "read" in a library? Using Macalester's artists' book collection as the foundation for exploration, we will study the forms and functions of these works. Starting in the 1950s and continuing to the present, this course will consider how this genre was formed and what influences it. We will review selected artists’ books, survey popular book types, and briefly discuss the genre’s obsession with terminology. In considering artists’ books, we will focus on such questions as these: Why is it a book? Why this medium? How is it a book? We will discuss artistic strategies and techniques as we consider how to determine if a book is successful or not. We will explore basic book-making techniques using traditional and modern forms, culminating in a final book project in which you synthesize your knowledge of materials and form by making your own book. The course covers content development, object design, integration of various media, digital and low-tech image making processes, and the functionality of various bookmaking materials, culminating in an exhibit of the completed artists' books.
- Teacher: Ginny Moran
What are the different types of political systems? How did the state evolve? What is the relationship between the structure of political systems and the processes of political action? Are societies lacking political authority vested in an individual or an institution necessarily anarchic? How do different types of political systems maintain social order and resolve disputes? What issues of law and justice arise in plural (multicultural) societies? These are some of the questions that confront the twinned sub-disciplines of political and legal anthropology that we will explore in this course.
While political anthropology is the study of how power is distributed and wielded in a society, the anthropology of law concerns itself with the way social order is maintained and how “law” — as distinct from custom — is formulated and applied. This course examines the meaning of law and politics in cross-cultural perspective. The first half of the course examines how anthropologists have approached the study of politics and the state, from the structural functionalism of the 1940s and 50s to more processual approaches that emphasize the role of agents. In the second half of the course, we examine how people in different places at different times have understood the concept of law, how their understanding has been concretely manifested in the formulation of rules governing social relations and how those rules have been enforced. Role playing in a mock court, where the class puts on trial a Comanche medicine woman for practicing medicine without a license, will be used to understand how law works in a culturally complex society.
- Teacher: Arjun Guneratne
This is a team-taught class that combines sociology and anthropology decolonial theories to provide a critical examination of global perspectives that tend to be associated with modern institutions that emerge in the Global North. More importantly, through a decolonizing lens, we will delve into an alternative understanding of the global rooted in the perspective of the Global South and discuss its liberatory possibilities. To better grasp the “coloniality of power” (Quijano 2000) we will focus on how this is manifested in intergovernmental organizations like the United Nations and educational and arts institutions. The course will introduce students to subaltern practices and movements in the Global South that have the potential to unsettle the Western hegemony that dominates international organizations, and the fields of education and the arts in the Global North. A decolonial approach to global perspectives also requires an inquiry into the cultural and racial differences embedded in local-global contexts. Finally, the course will allow students to learn new ways of thinking about power, responsibility, and ethics in the context of globalization, and become aware of organizing experiences that have engaged in decolonization processes.
- Teacher: Erika Busse-Cárdenas
- Teacher: Olga González
- Teacher: Vanessa Phelan
- Teacher: Michael Anderson
- Teacher: Jerald Dosch
- Teacher: Taran Palli
- Teacher: Claire Wiley
The following is an outline of the course. The syllabus is a binding contract between students and the instructor. Students should familiarize themselves with course requirements, policies, and calendar of the class. Students are responsible for the understanding of the content presented in this syllabus.
Course Description and Objectives
SPAN 101 is the first elementary Spanish course in the Department of Spanish and Portuguese. The course objectives are:
a) To introduce students to the Spanish language and culture(s)
b) To help students develop the necessary skills to be able to communicate in Spanish at a novice-mid/novice-high level
c) To acquire proficiency in all four communicative skills: listening, reading, speaking and writing
d) To challenge students to think and react to questions and situations which require them to draw on their own background and experience
e) To begin to familiarize them with the Latinx communities in Minneapolis and Saint Paul
SPAN 101 meets MWF with the instructor. There is one extra hour with the Laboratory Instructor(s). Since the course is interactive, attendance is required and mandatory to all sessions, including the labs.
Note: Spanish and Portuguese Department policy requires that students achieve a grade of C (73%) or higher in order to be able to continue on to the next level (i.e. from SPAN 101 to SPAN 102).
Course Description and Objectives
SPAN 101 is the first elementary Spanish course in the Department of Spanish and Portuguese. The course objectives are:
a) To introduce students to the Spanish language and culture(s)
b) To help students develop the necessary skills to be able to communicate in Spanish at a novice-mid/novice-high level
c) To acquire proficiency in all four communicative skills: listening, reading, speaking and writing
d) To challenge students to think and react to questions and situations which require them to draw on their own background and experience
e) To begin to familiarize them with the Latinx communities in Minneapolis and Saint Paul
SPAN 101 meets MWF with the instructor. There is one extra hour with the Laboratory Instructor(s). Since the course is interactive, attendance is required and mandatory to all sessions, including the labs.
Note: Spanish and Portuguese Department policy requires that students achieve a grade of C (73%) or higher in order to be able to continue on to the next level (i.e. from SPAN 101 to SPAN 102).
- Teacher: Daniel Coral Reyes