CULT Globalization and Culture Spring 2015, Mondays & Wednesdays 3:00-4:15 pm, Hanover L002 Course website:

Transcription

1 CULT Globalization and Culture Spring 2015, Mondays & Wednesdays 3:00-4:15 pm, Hanover L002 Course website: Instructor: Caroline West Office Hours: Wednesdays 4:30-5:30 pm, or by appointment Office: Robinson Hall A, Room 253B COURSE OVERVIEW It is has become a cliché to claim that today we live in a globalized world. But what exactly does that mean? In this course we will explore globalization as a set of connected social, economic, political, and technological processes. While these processes can be linked in a variety of ways, here we will link them through culture shared (or not) ways of being, feeling, knowing, and communicating. From how we work, play, travel, consume, and communicate, globalizing structures and processes are part of the everyday lived experience of all people albeit with differences and inequalities that vary greatly according to region, economic class, race/ethnicity, gender and many other factors. Instead of using reductive moral judgments to evaluate globalization as either "good" or "bad," in this course we will consider globalization in terms of the rise and spread of capitalist modes of production, with particular attention to how power, inequalities and unevenness are constructed, experienced, and resisted through culture. Although most of this course is focused on the period since the 1970s, we will approach that period with an awareness of its historical context by first considering a brief history of globalization since early modern times. We will then explore the nature of contemporary global capitalism, and spend the rest of the course examining a selection of contemporary issues at the intersection of globalization and culture. Topics include: global cities and urban spaces, globalization and militarization, global mega- events, cultures of labor, global mobility of people, consumption and identity, and the visual. In doing so, we will not only critically interrogate the connections and contestations of globalization and culture, but also reflect on ethical considerations and how our actions in the present affect our collective future. LEARNING OBJECTIVES Students should be able to: critically approach the discourses on the processes of globalization and its cultural manifestations; apply critiques and theories to contemporary case studies; examine both the global and local: the way general models interact with culture on the ground; develop a thorough understanding of global power structures, global processes and global inequalities; consider how the key challenges posed by globalization could be addressed by real world policies and actions; read critically, formulate research questions, engage in research and present findings in both group/public format and in clear prose

2 REQUIRED TEXTS You are required to purchase two books: 1. Robert Marks, R. (2007). The Origins of the Modern World: A Global and Ecological Narrative from the Fifteenth to the Twenty- first Century, 2nd Edition. Roman and Littlefield. New York, NY. 2. David Zirin. (2014). Brazil's Dance with the Devil: The World Cup, The Olympics, and the Fight for Democracy. Haymarket Books. Chicago, IL. Most of the course readings are copies of articles and book chapters in PDF format posted on the course website ( COURSE SCHEDULE See course website ( for more detailed information and access to specific readings Week 1 Jan. 21 Course introduction Week 2 Jan. 26 & 28 History Week 3 Feb. 2 & 4 Capitalism & Colonialism I Week 4 Feb. 9 & 11 Capitalism & Colonialism II Feb 9 Topic descriptions due Week 5 Feb 16 & 18 Conceptualizing the Present Week 6 Feb. 23 & 25 Neoliberalism & War Week 7- Mar. 2 & 4 Mar. 2 In class research workshop Mar. 4 - No class; take home midterm due Week 8 Mar 9 & 11 No classes Spring Break Week 9 Mar. 16 & 18 Visual Culture Mar. 16 Research questions due Week 10 Mar. 23 & 25 Urban Spaces I Week 11 Mar. 30 & Apr. 1 Urban Spaces II Mar. 30 Annotations due Week 12 Apr. 6 & 8 Global mega- events Week 13 Apr. 13 & 15 Apr. 13 No class, Optional Draft of Research Proposal Due Apr. 15 Consumption & Identity Week 14 Apr. 20 & 22 Surveillance & Resistance Week 15 April 27 & 29 Group Presentations Week 16 May 4 May 4: Group Presentations (if needed) May 6: Final Proposals Due (BB)

3 GRADING AND ASSIGNMENTS This course will be evaluated on a 100- point scale: Points Letter Points Letter Points Letter A B C A B C A B C D < 60 F Grade components: 1) Attendance, Participation and In- Class Work: 15% As an upper- level course, the success of this class is dependent on your active participation. This course covers a lot of material and you are required to keep up with the readings and to come to class prepared to discuss the material for that day, as well as material covered in previous class meetings. You and your colleagues benefit from your active participation in this learning community. It is essential that class members attend all scheduled classes and participate in class discussions and activities. Class attendance, discussions, questions, etc., will all contribute to the assessment of your class participation. Frequent or excessive tardiness will not be tolerated and could impede your ability to complete the course. We will start class on time, so do not be late. 2) Reading Reflections: 25% Throughout the course you will produce 6 reading reflections. Responses should focus on working through the assigned texts; you will want to explain the author s overarching argument, connect the text to others we have read/classroom discussions/current events (when possible), and end with questions you have for the author/or potential questions for class discussion. Detailed information on your writing and my evaluation of reading responses can be found on the course website. Hardcopies are due at the beginning of class. No late or ed papers will be accepted. You must have at least 3 of your reading response papers submitted prior to Spring Break. 3) Take Home Midterm: 25% You will be provided with 2-3 questions at least 7 days before the essay is due. You will choose one question and write a well- organized and well- argued 5-7 page essay. These questions will ask you to analyze and synthesize class work and readings. Due Wednesday, March 4 on BB.

4 4) Research Project & Group Presentation: 35% A crucial component of this class is to prepare you for conducting scholarly research. To this end, you will turn in a research paper proposal at the end of the semester. Throughout the semester you ll work on your proposal: formulating a topic, finding scholarly sources, developing a question, writing an annotated bibliography and literature review. The last week of class will be devoted to each student presenting on their research project to the class in groups. There are multiple deadlines on BB throughout the semester with the final proposal to be due on May 6 on BB. We ll talk about this in class & you should closely read the Research Proposal Overview and Guidelines (a document on our website). Policy for Late and Missing Assignments: You are responsible for completing assignments on time. Due dates are clearly indicated throughout the syllabus. I do not accept ANY late assignments unless previous arrangements have been made. This means that if you anticipate not being able to complete your assignment on time whether it is due to a documented excuse or an unfortunate conflict, you must come to me before the assignment is due. Unless you communicate with me and get direct permission in a timely manner, you will not be eligible to turn in your assignment late even if your excuse is documented. There will be no exceptions to this policy. Except for the reading reflections, all other assignments are to be submitted through our course Blackboard page on MyMason (marked as BB). All grades will be posted to BB: *Login to MyMason using your Mason username and password. COURSE POLICIES AND INFORMATION Participation and Attendance: Active engagement with the course is required in this course. This means keeping up with reading, reading to understand and not simply to get through the pages, and putting your best efforts into assignments and class discussions and activities, coming to class regularly and on time, and listening attentively to comments made in class. Unexcused absences will adversely affect your final grade (an absence is excused when due to serious illness, religious observance, participation in university activities at the request of university authorities, or compelling circumstances beyond your control). To claim an excused absence, you must provide a signed letter by a person in a position to make an authoritative determination as to the validity of the cause of the absence within three calendar days of your return from that absence. In cases where you know you will be missing class, please let me know as soon as possible. You are responsible for all announcements, assignments, materials and date changes covered or made in class while you are absent.

5 Class Discussion: Vigorous discussion and debate are encouraged in this course, with the firm expectation that all aspects of the class will be conducted with civility and respect for differing ideas, perspectives, and traditions. You are adults and I expect that you approach our class with seriousness, critical thinking, and respect for your peers, your instructor, and the material. When in doubt (of any kind) please ask me or guidance and clarification. Electronic Devices: If you need to use a laptop in class due to accommodations provided by Disability Services or for other specific needs, you will need to make these arrangements separately with me. Cell phone use is not allowed. Before each class, please remember to silence or turn off (not vibrate!) any electronic devices. No calls and no texting during class. If you must use your cell phone during class time for a personal emergency, please leave the room without disturbing the class. In the event that this opportunity is abused, you will be asked to leave the classroom immediately. Policy: In compliance with a University- wide initiative, our correspondence will be only through GMU assigned accounts. Please check your account regularly for updates and important announcements. Academic honesty: George Mason University has an Honor Code with clear guidelines regarding academic integrity: 1) all work submitted must be your own; 2) when using the work or ideas of others, including fellow students, give full credit through accurate citations. While collaboration and learning from others is not only encouraged but also required, using someone else s words or ideas without giving them credit is plagiarism. If you quote directly from any text, you MUST use the exact words (including punctuation) just as the words, phrases, and sentences appear in the original text. You must also follow proper citation rules to indicate that you are quoting directly from a text. If you paraphrase ideas, that is, convey the author s ideas in your own words, you must still cite the source, using an established citation format. When in doubt include a citation. If you are unclear about what you should document, consult with me. The official GMU policies are available from the Office of Academic Integrity: A great online resource for resources on writing and citation is the Purdue Online Writing Lab: Diversity Statement: George Mason University promotes a living and learning environment for outstanding growth and productivity among its students, faculty and staff. Mason strives to maintain a quality environment for work, study and personal growth. An emphasis upon diversity and inclusion throughout the campus community is essential to achieve these goals. Diversity includes, but is not limited to, race, ethnicity, gender, religion, age, disability, and sexual orientation. Diversity also entails different viewpoints, philosophies, and perspectives. Attention to these aspects of diversity will help promote a culture of inclusion and belonging, and an environment where diverse opinions, backgrounds and practices have the opportunity to be voiced, heard and respected. Communication: Please bring any questions and concerns you may have to me in a timely manner. Do not hesitate to ask for guidance and clarification, whatever the issue is. I am available during my office hours and by appointment to discuss and advise you. I will assume that the class is comfortable and satisfactory and the material I present is clear unless I hear from you otherwise. If you are struggling with readings, assignments, and/or meeting deadlines, it is very important that you come to me for assistance before you fall too far behind.

6 IMPORTANT ACADEMIC RESOURCES Office of Disability Services: ( ; SUB I, Room 2500) assists students with learning or physical conditions affecting learning. If you qualify for accommodation, the ODS staff will provide a form to give to your instructor at the beginning of every course. Regarding accommodations: Any student with documented learning differences or other conditions that may affect academic performance must register with the Disability Resource Center (phone ) and furnish information to his or her professor so that reasonable accommodations can be provided. Please note that faculty cannot legally provide accommodation to students with learning differences or physical conditions that may affect academic performance without appropriate documentation. GMU Library: There are two libraries on Fairfax Campus: Fenwick and Johnson Center. You should be acquainted with these locations and how to use the library online catalog and databases. To find these pages go to the library homepage and click on databases. You then use the alphabetical feature at the top of the page to find your database, and then search for the article. If you need any help with the library please do not hesitate contacting the library staff: Counseling Services: ( ; SUB I, Room 3129) provides individual and group sessions for personal development and assistance with a range of emotional and relational issues. In addition, the Learning Services Program ( ) offers academic skill- building workshops as well as a tutor referral service. Writing Center: ( ; Robinson A 114, main office; Enterprise 076) provides, at no charge, tutors who can help you develop ideas and revise papers. The Writing Center is also available online at