Spring 2014 Courses

Many departments have special topic numbers. These are denoted by an asterisk in our course lists. All special topics classes require approval from Director of Undergraduate Studies Dr. Jonathan Weiler to receive GLBL credit. Do not assume you will receive GLBL credit for taking a special topics class if you have not petitioned Dr. Jonathan Weiler in advance.

Don’t forget, you can petition to have a class count for major credit. For courses taken as part of a study abroad program, please see the Study Abroad page.

Course offerings are subject to change. To confirm whether a course is being offered, check the online Directory of Classes in Connect Carolina. For course descriptions, see the Undergraduate Bulletin.

Course list last updated October 16, 2013.

FYS = first-year seminar; * = departmental approval for credit still necessary

Core Courses

Theme Courses

International Politics, Nation-States, Social Movements

GLOBAL ECONOMICS, TRADE, AND DEVELOPMENT

GLOBAL HEALTH AND ENVIRONMENT

Note: Global Health and Environment theme courses may count toward the Global Economics theme for students who declared the major prior to Fall 2008

TRANSNATIONAL CULTURES, IDENTITIES, ARTS

Area Courses

AFRICA

ASIA

LATIN AMERICA

MIDDLE EAST

WESTERN EUROPE AND THE EUROPEAN UNION

RUSSIA AND EASTERN EUROPE

GLBL COURSES

GLBL 193: Global Studies Internship

Professor Michal Osterweil

GLBL 196: Independent Study in Global Studies

Section 001: Professor Andrew Reynolds

Section 002: Professor Jonathan Weiler

Section 003: Professor Michal Osterweil

Section 004: Professor Erica Johnson

GLBL 210 section 001: Global Issues

Professor Michal Osterweil

GLBL 210 section 002: Global Issues

Professor Jonathan Weiler

GLBL 281: Phillips Ambassadors Program

Professor Michael Tsin

GLBL 381: Great Decisions

Professor Jonathan Weiler

GLBL 382: Latin American Migrant Perspectives

Professor Hannah Gill

GLBL 390: Current Topics

Section 001: Professor Mark Driscoll

This class will serve as both an advanced introduction to liberalism and neoliberalism as well as an in-depth historical examination of three of the most important moments in their respective conditions of possibility. The first will be the two Opium Wars waged by the Euro-American powers against China from 1839 until 1860. The second will be the movement towards financialization and away from commodity and fixed capital in the United States and Western Europe in the mid-1970s. The third will be the market reforms that the Chinese Communist leadership introduced in the early 1980s, a significant event in economic history. The class will feature a diverse set of texts such as Adam Smith’s Wealth of Nations, Milton Friedman’s Capitalism and Freedom, Naomi Klein’s Shock Doctrine, and novels by the postcolonial writer Amitav Ghosh and the Chinese writer Yu Hua.

Section 002: Professor Michal Osterweil

This course seeks to explore paradigms of development and social justice. It asks how experiences of global, as well as domestic development and service connect to social change projects and paradigms. By deliberately juxtaposing questions of global development with an investigation of approaches in community organizing —both through course material and service learning assignments—, the course encourages students to develop a more critical understanding of the relationship between development projects and social change or emancipatory frameworks. The course will briefly go through the history of development paradigms, from modernization theory to alternative development approaches, emphasizing the changing understandings and theories that went behind them.  It then asks how notions of development relate to paradigms of community development, including community organizing and resistance paradigms. What is the difference between an organization working from a community organizing perspective, and one that speaks about community development? What can we learn from historical and contemporary examples, both in the US and elsewhere? This course combines service-learning, with a community-research component, offering students the ability to not only reflect on their own experiences working with and serving a community organization, but also encouraging research into, and potentially dialogue about, the very models those organizations are using, as well as diverse volunteer/service models that have been employed in domestic and international development projects. As such the students will be intentionally placed with organizations with diverse models/mission statements, as long as they fit within a community organizing/community development or community empowerment rubric.

Section 003: Professor Aseem Hasnain

This interdisciplinary course uses findings from recent field research to engage with theories of collective identity. Comparative-historical sociology as well as ethnographic and visual methods form the core of this course. Field research about the Shia-Muslim community in modern India, combines with discussion of select cases from USA, Europe, and the Middle East for a global classroom experience.

Section 004: Professor Michael Tsin

Colonization, Migration, and National Identity

It is fashionable to speak of a “globalized” world these days, but how did this world come into being and what does the term exactly mean?  More specifically, while the global movement of commodities, information and services seems mostly rather unrestrained these days, why is the movement of people often subjected to rigorous controls and restrictions?  Indeed, why does one need a “passport” to travel across borders?  What are borders?  How are they established?  What is a “citizen”?  What is a “migrant” or “immigrant”?  What are the differences between “empire” and “nation-state”?  Or “subjects” and “citizens”?  What are “global” institutions?  Why do people seem to cling onto their “national identity” as a primary marker of their own identity in this increasingly globalized world?  What are the obligations, if any, of the developed countries to the developing world and why?  How are these questions related to each other?

The language of globalization and citizenship as well as debates on (im)migration are, of course, familiar to most Americans, although the answers to the questions above are often not as straightforward as they might first appear.  People had always, of course, moved, although they have been moving in greater numbers and over longer distances in the “modern” era.  As always, human migration provides both opportunities and challenges for communities everywhere.  However, the issue of human migration has, more often than not, been presented as a “problem” in search of solutions in our current political and popular discourse.  The objective of this course is, then, to explore the processes through which we came to perceive this age-old human activity as a “problem,” to ask howand why that happened and to understand its impacts on other spheres of our political and social life.  By tracing the variegated histories that inform our contemporary discourses, it is hoped that participants in this class will be able to generate an informed and nuanced discussion of this critical issue in the contemporary world.

GLBL 394: Great Decisions Coordinating Committee

Professor Jonathan Weiler

GLBL 482: Soviet and Post-Soviet Politics

TBD

GLBL 691H: Honors in Global Studies

Professor Erica Johnson

GLBL 789: Teaching LAC

Professor Tanya Kinsella