GLST 201: Global Awareness
Spring 2007

Dr. Erin Kenny, ekenny@drury.edu
Office: Burnham Hall 334, 873-7226
Hours: M & W 10 to 11
T & R 11 to 12

Mission Statement for Drury University:
Education at Drury seeks to
• cultivate spiritual sensibilities and imaginative faculties as well as ethical insight and critical thought;
• foster the integration of theoretical and practical knowledge; and
• liberate persons to participate responsibly in and contribute to life in a global community.

Course Rationale:

So, what is Global Studies?
You might be surprised to discover that no one can really answer this question with perfect authority: in the United States, Global Studies is an emerging discipline that still lacks a central canon. You are on the cutting edge of a new disciplinary area of expertise.

This interdisciplinary course introduces the study of culture and global diversity. Beginning with the question of how we define “culture,” we consider how the history of culture change, including colonialism and globalization, influence indigenous cultures, postcolonial cultures, and transnational cultures. In fact, at this point in time, it is artificial to classify cultures in this way: we are doing so in this course in order to focus our attention on particular phenomena of culture. Paying attention to both symbolic and material meanings of human experience, this semester, we will explore kinship, marriage and the family; religion and ritual; gender and sexuality; political power; class; and flows of people, products, and information. Students will be particularly encouraged throughout the semester to reflect critically on how these themes articulate with their own life experiences and studies, their majors and career plans, and their strategy for engaged social action in the future.

Required Texts and Course Materials:

• Kenny Global Futures Reader
2007 available at Drury Bookstore

• The Epic of Son-Jara, by Fa-Digi Sisòkò (translated by John William Johnson)
Indiana University Press
ISBN # 0253207134

• A Small Place , by Jamaica Kincaid
Farrar, Straus and Giroux
ISBN # 0374527075

• American Chica, by Marie Arana
Dial Books
ISBN# 0385319622

Please note well: The above are supplementary readings to lectures. You are responsible for information presented in the readings that we do not necessarily cover in class.

Active Engagement:
The success of this course depends upon your participation and engagement with the readings, other students, and the instructor. Put simply, you cannot achieve a good grade in this course if you are not serious about attending regularly, on time, and participating in the class activities. This means you will have the readings done BEFORE you come to class, and you will be prepared to initiate a topic for class discussion from time to time through the semester. I hope you will spend at least one hour preparing independently for each class by reviewing the material to be covered, preparing reading notes, and outlining some thoughtful questions for clarification or discussion. In the event I give a quiz on preparation, there will be no opportunity to make up quizzes or homework assignments.

A final (probably unnecessary) note on class etiquette: please remember that this is a university environment, and please behave accordingly. Recall that by signing up for this course, you are making a commitment to be part of a classroom community that fosters learning and academic growth. People outside the classroom will understand that you are temporarily unavailable while you fulfill your university obligation to be present for this course. Please remember to turn your cell phone to “silent mode” before each class and avoid sending text messages, checking the time, or fiddling with electronic devices during lecture and group activities. If you have your phone or PDA or iPod out during class, you are quite simply being rude to the members of our class. Please do not put me in the position of publicly addressing your behavior: that would be uncomfortable for both of us.

Student Assessment and Evaluation (100%)
Grading Scale:
94 - 100% - A
90 - 93% - A-
87 - 89% - B+
84 - 86 - B
80 - 83% - B-
. . . . continued, as in the Student Handbook

Short Essay (20%):
Students will complete a 4-5 page, typed essay question dealing with course thematics to hand in on March 8. Details to follow.

Oral Presentation (20%):
Starting in about the third week of class, I will ask a student to open each class session by reporting on a cultural phenomena of their choice. Keep in mind that you are a university student: reports should be more analytically substantive than merely informative (and ideally, they should be witty and fun, with great graphics). This means that you should have a thesis statement, a point that you are arguing about this country or culture. You should be able to address the recent history of the country and its people in follow up questions, not just cite for us the gross per capita income and the major exports. A rubric is attached, and more details will follow in class.

Map Quizzes (10%):
In general, Americans are weak in the area of world geography. We're changing that.

Final Exam (20%):
Students will use the two hours allotted for the final exam to write an integrative essay dealing with course themes and texts. Each essay (5-6 pages in length) will analytically engage with course themes, discussions, and texts. One week before the final, I will hand out a list of suggested essay topics/questions. I strongly encourage you to keep good notes throughout the semester. These will assist you in preparing the essay response.

Final Paper (20%):
Each student will complete a final project for the course, culminating in a written research project of 8-10 pages in length (double-spaced). Research projects will be focused on a case study of a contemporary global social issue, with special attention to how an individual, group, organization, or institution has attempted to address the issue at hand and create “sustainable global community” in the process. Students are encouraged to develop projects which articulate directly with their majors and future career plans. These projects will incorporate library and internet research, as well as grounded fieldwork (participant-observation, volunteering, and interviewing) to the extent possible given the topic. Students will be required to submit a one-page project proposal early in the semester, when additional guidelines and suggestions will be provided. All projects should engage with key course themes/questions and readings.

Contribution to Wikipedia (10%):
I notice that each semester, more and more students rely on Wikipedia as a source of information. This is great; it's also problematic. I'm trying to think about ways to harness this resource in a positive way, and I think I've hit upon a potential solution. As a result of your research for this course, I ask that each student contribute substantively to a Wikipedia entry. More details on how we'll determine this and how we'll add to the general knowledge of the world will follow in class.

POLICY ON PLAGIARISM: Any suspected case of plagiarism will be investigated and sanctioned to the fullest extent possible under Drury's academic code. Write your own prose, do not copy the work of others, and cite those whom you quote or paraphrase—it's that simple! All suspected cases of plagiarism will be documented, and will go on file with the Dean's Office. Demonstrated cases of plagiarism will result in a failing grade for the course.

Some Guiding Principles for this Course:

• It's not necessary to agree with me, my perspectives, or my politics . I take responsibility for my own perspectives which have been shaped by living in five countries on three continents and speaking three languages. Because of my experiences, most people do not agree with me on all things, including my parents, my brothers, my friends, and my husband. I do not claim to be the ultimate authority on any topic except my own life. I claim my own unique identity, just as you must claim yours. What I do care about is that you can support your position, whatever it may be, using a well-reasoned argument. This is the hallmark of a well-educated person. (For insight into your own positions, I recommend consulting two on-line sources: www.moral-politics.com and www.personalitytest.net .)
• One thing that students often say in a class like this is, “I don't know anything about other parts of the world.” That's okay!! The only prerequisite I ask for this class is that you are willing to learn. No one can know everything about the huge topic of “global awareness”: we're here to get more exposure contemporary global processes and make predictions about the future. I welcome any experiences or questions you might have with regard to this topic.
• This course carries a significant reading load. I ask that you spend time on this course material. You need not feel overwhelmed: one of the greatest skills you will learn at the University-level is how to read efficiently and critically. Come talk to me if you feel like you are falling behind, and we will review your reading and note-taking skills.
• Studies show that knowledge is better retained and applied when it is collectively constructed, not just “deposited” in a one-way fashion. I ask you to contribute to our classroom community of learning. Take this request seriously. It will influence your grade. If you do not participate, I will assume that you are a passive learner. Passive learners do not earn “A”s. An “A” in this course indicates a level of mastery that is both curious and active.
• Everyone has the right to be “real” in this class, both students and teacher, and this includes the right to voice one's authentic political viewpoint. We may disagree when it comes to political issues, but the right of expression and the responsibility to respect others' expressions (even while disagreeing) will remain the foundation of our democratic dialogue.
• Everyone has the responsibility to engage with viewpoints different than their own, but this does not mean one must take an imaginary stance of bias-free, neutral objectivity. Objectivity emerges from analyzing one's own position in tension with diverse other positions. Engaging with conflicting /;positions can only strengthen your own, and appropriately managed conflict can be productive and energizing! Again, these indicators of intellectual maturity are the hallmarks of a well-educated person.
• Usually, we accuse others of bias simply because we disagree with their positions, but everyone has a bias. No one can “impose” their views on you without your consent. The integrity and sanctity of your mind are inviolable. If you feel someone is imposing a viewpoint, it is your responsibility to construct an argument and gather evidence to offer a different perspective, even if that means going outside of the assigned course texts.
• Education is a privilege and a responsibility. It should be challenging, meaningful, sometimes hilarious, playful/fun, but always profoundly transformative of individuals and societies.

 Please keep in mind that I am here to assist you with your academic goals and your personal development as a global citizen . COME TALK TO ME!

I am very happy to talk to you about the course materials, diverse learning strategies, writing strategies, current events, your academic or professional future, or even about my own (often funny and stupid, sometimes sad or joyful) experiences living abroad and extended visits to West Africa, the Caribbean, and Europe.

Course Outline and Reading Schedule

Date, Theme or Topic
Your Responsibility

Jan 18 Introduction to the Course
What is “culture”?

PART ONE:
Culture and Cultural Diversity

Jan 23 Culture, Culture, Culture
Lassiter, Anthropology & Culture

Jan 25 Symbols & Materiality
Lassiter, continued

Jan 30 Kinship and the Household
Kottak, Family, Kinship & Marriage

Feb 1 Political Organization
Kottak, Political Systems

Feb 6 Economics
Paz, Fiesta

Feb 8 Religion
Miner, Body Ritual among the Nacirema

Feb 13 Identity
Drackulic, On Bad Teeth

 PART TWO:
Indigenous Cultures and Identities*

Feb 15 Epic Heroes
Sisòkò, p. 1-19
Research Paper Topic

Feb 20 Griot and King
Sisòkò, p. 20-46

Feb 22 Gender in Mande
Sisòkò, p. 46-65

Feb 27 Social Organization
Sisòkò, p. 65-101

 Mar 1 Preserving Traditions
Oyler, Re-Inventing Oral Tradition
Map Quiz #1 – West Africa 

Mar 6 Encountering the Other
Steiner, Of Drums and Dancers   

PART THREE:
Postcolonial Cultures and Identities*

Mar 8 Slave Trade
Short Essay Due
Happy International Woman's Day

Mar 13 Conquest
Diamond, Collision at Cajamarca

Mar 15 Jamaica
Agorsah, Background to Maroon Heritage

SPRING BREAK: Have fun!

Mar 27 Pop Culture Heroes
NPR, Bob Marley's Music

Mar 29 International Development
Ross, Mr. Reggae DJ, Meet the IMF

Apr 3 Tourism
Kincaid, p. 1- 37

Apr 5 More Tourism
Kincaid, p. 41 - fin

Apr 10 Households in Crisis
Saunders, Is not Everything Good to eat. . .
Map Quiz #2 - the Caribbean 

PART FOUR:
Transnational Cultures and Identities*

Apr 12 A View of the Arctic
Ross, People of the Reindeer

Apr 17 Leaving Home
Arana, p. 1-80

Apr 19 Dreams of Change
Arana, p. 81-160

Apr 24 Cultural Acclimatization
Arana, p. 161-240

Apr 26 Cultural Assimilation
Arana, p. 240 - fin
Map Quiz #3 - to be determined 

May 1 the Gift of Mobility
Research Paper Due

May 3 Immigration, I
Alienation, Ribeyro

May xxx Final Exam Meeting

* Why are these subheadings followed by an asterisk? How are cultures divided or determined?

Criteria for Evaluating Oral Presentations
Did the speaker:
1. Open with impact and capture the audience's attention?
2. Draw the audience's attention to teh central point of the speech?
3. Connect with the audience by showing the relevance to them?
4. Present a thesis statement, so that the central idea is clear?
5. Present the main points clearly with examples and evidence?
6. Summarize the main points of the speech?
7. Close with impact by leaving a lasting impression?
8. Use language appropriate to the subject and the audience?
9. Use voice and non-verbal behavior conducive to listening?
10. Rely on Power Point text for less than 25% of the presentation?

Potential Oral Presentation/Research Paper Topics 

This is just a list of possible topics. There are unlimited possibilities here: surely you're interested in something!!! Your own interests may dictate an entirely different direction. Check with me before you go too far in any uncharted territory . . .

rites of passage
kabuki theater
Zapatista mobilization
education of children in xxxx
bison hunting
chisungu
shamanism
tattooing/branding, etc.
Islamic banking
child soldiers
market women of W. Africa
bonsai tree cultivation
Hindu cosmology
Maroons
capoiera
santaría
haggis
folk medicine
ethnobotany
Dubai
Gwembe dam
MauMau uprising
grillz & hip hop aesthetics
Andean cosmology
possession sickness
Mesoamerican cultures
peyote
origins of money
drumming practices / musical interests
sumo wrestling
field cropping
Tibetan Buddhism
dog sled racing/ iditarod
archaeology of xxxx
geisha
Tuva throat chanting
refugee issues
shea butter cultivation
pilgrimage to Mecca