This course will locate the topic of immigration and education within historical, legislative, and cultural debates on what it means to be an American and who has the right to an Education. Students will explore and debate precedent-setting Supreme Court cases, such as Mendez v. Westminster, which challenged the segregation of Mexican children into separate schools, and Lau v. Nichols, which fought hard for non-English speaking students to have linguistic access to the public school curricula. In addition, students will research the historical antecedents to the recent anti-immigrant movements in California, Arizona, and Colorado, which target the use of languages other than English in school settings, and have all but abolished bilingual public schools. Against this historical and legislative backdrop, students will examine ethnographic research detailing the persistent challenges that immigrant children face in schooling, including migrant children, and the ways in which they, their parents, and communities experience those challenges. Satisfies the experiential learning requirement

This course introduces students to critical theories concerning human sexuality. We read feminist, Marxist, psychoanalytic, structuralist, and poststructuralist theories of sexuality and discuss what makes each of these theories "critical." Topics include the political economy of marriage, the relation between sexuality and procreation, uses of the erotic, homosociality, and the incitement to discourse. The authors we read include Engels, Freud, de Beauvoir, Lévi-Strauss, Gayle Rubin, Andrea Dworkin, Foucault, and Judith Butler. Emphasis Topic: Queer Studies.
CORE REQUIREMENT MET: UNITED STATES

Stupidity is neither ignorance nor organicity, but rather, a corollary of knowing and an element of normalcy, the double of intelligence rather than its opposite. It is an artifact of our nature as finite beings and one of the most powerful determinants of human destiny. Stupidity is always the name of the Other, and it is the sign of the feminine. This course in Critical Psychology follows the work of Friedrich Nietzsche, Gilles Deleuze, and most recently, Avital Ronell, in a philosophical examination of those operations and technologies that we conduct in order to render ourselves uncomprehending. Stupidity, which has been evicted from the philosophical premises and dumbed down by psychometric psychology, has returned in the postmodern discourse against Nation, Self, and Truth and makes itself felt in political life ranging from the presidency to Beavis and Butthead. This course examines stupidity.
CORE REQUIREMENT MET: UNITED STATES

This course will introduce students to topics in feminism by using critical theories and other tools for analysis. T Is there such a thing as a "woman's condition" and can that condition be explained by examining the economic dimensions of women's history? Is the violence that people are disproportionately exposed to based on gender, race, sex, and sexuality only a tool in the production and reproduction of economic classes or do these identities and experiences require an analytic framework that transcends economic relations? In this course we will consider a particular intellectual tradition that engages these questions: Materialist Feminism. We will begin our readings by considering texts by Marx and Engels that form the backbone of this tradition. We will then consider texts from American, British, and Italian traditions of thought and activism that include feminists working in national and transnational Women of Color traditions. Readings will include Michèle Barrett, Hazel Carby, Carolyn J. Eichner, Silvia Federici, Combahee River Collective, Mariarosa Dalla Costa and Selma James, Angela Davis, Friedrich Engels, Rosa Luxemberg, Karl Marx, Heidi Hartmann and Denise Riley.

Critical pedagogy aims to develop collective critical consciousness for the purpose of transforming oppressive socio-political conditions. In this course, students will study critical pedagogy from historical, political, and sociological perspectives. Students in the course will consider traditional student/teacher relationships, pedagogical approaches, as well as hierarchies of knowledge promulgated by schools and textbook publishers. Students will analyze and critique theories of the Frankfurt School and the emancipatory works of Paolo Freire, the most renowned critical pedagogist. Additionally, contemporary readings from Henry Giroux, bell hooks, and Peter McLaren will focus on critical pedagogy in relation to social structures, globalization, media, and race. Emphasis topic: Postcolonial Theory
CORE REQUIREMENT MET: INTERCULTURAL

The course offers an interdisciplinary analysis of gender, power, and the body. The theoretical center of the course will be Foucault's work on biopower, including Discipline and Punish and Foucault 2.0. Topics include: class and the body (Atwood, Bodily Harm, and Larsen, Passing); law and the female body (Wendy Williams, Mary Poovey); science and gender (Emily Martin, Thomas Laqueur); pornography (Catherine McKinnon, Laura Kipnis); race, body, and gender (Morrison, Beloved; Lauren Berlant, Judith Butler); multiculturalism and cross-race identifications (John Stahl, Imitation of Life, Wyatt, "The Hazards of ldealization"); and, Latin American perspectives on gender, torture, and memory. Prerequisite: at least sophomore standing.
CORE REQUIREMENT MET: INTERCULTURAL

This course introduces the methodologies and key theories of Cultural Studies, focusing on analyses of popular cultural and subcultures. Readings will include selections from Roland Barthes, Walter Benjamin, bell hooks, Jean Baudrillard, Guy Deborg, Stuart Hall, Matthew Arnold, Raymond Williams, J. Halberstam, Michel de Certeau, Henry Louis Gates, Inderpal Grewal, Oliver Sacks and others. We will focus on non-traditional academic disciplines and media including television studies, new media theory, performance studies, history of science, fashion, cartoons, built environments, slang, and fan culture with the intention of honing rigorous research skills and critical argumentation.
CORE REQUIREMENT MET: INTERCULTURAL

This course encourages students to think critically about the concept of machismo by reviewing a variety of ways of being manly throughout Latin America. Case studies include Octavio Paz' classic essay on Mexican machismo and recent responses to Paz, sexual joking among working-class Mexican-American men in South Texas, same-sex sexual behavior in Nicaragua, transvestite prostitutes in Brazil, and sexual accusations traded among Argentine soccer fans. Emphasis topic: Critical Race Studies, Postcolonial Theory, or Feminist and Queer Studies.
CORE REQUIREMENT MET: LATIN AMERICA

This course will examine intersecting and overlapping categories of "difference" by focusing on the lives of women of color. By looking at conditions that shape race, sexuality, gender, class, and cultural differences, this class will critically examine multiple discourses surrounding feminism, anti-racism, heteronormativity, and critiques of imperialism. We will consider contexts of individual and collective work for social change. Using personal essays, stories, scholarly writings, artistic works, music, film, and other media, the course will look at sources that women of color draw from to ground themselves and their activist work. Prerequisite: a 100-level CTSJ class. Emphasis topic: Critical Race Studies or Feminist and Queer Studies.
CORE REQUIREMENT MET: UNITED STATES

This course examines movements of bodies through political, legal, economic, and social exchanges. Drawing from a variety of materials (theory, literature, film), the course examines practices such as human trafficking, organ transplantation, transnational adoption, and surrogacy. Emphasis topic: Critical Race Studies or Postcolonial Theory.
CORE REQUIREMENT MET: INTERCULTURAL

Examination of complex histories and politics of the African Diaspora via dance practices and traditions. Emphasis is upon the way race and gender have been variously expressed, exploited, hidden and revealed in these settings. Case studies include Haitian Vodou, Brazilian Capoeira, Jook and Hip Hop in the United States. The class includes a significant practical component: students need not be dancers but should be prepared to try dancing during class time. Prerequisite: a 100-level CTSJ class. Emphasis topic: Critical Race Studies, Postcolonial Theory, or Feminist and Queer Studies. Satisfies experiential learning requirement.
CORE REQUIREMENT MET: INTERCULTURAL • FINE ARTS

This course will cover the early writings of Michel Foucault, paying particular attention to his psychological writings. We will conduct a close reading of "Madness and Civilization".
Prerequisite: a 100-level CTSJ class

This seminar will engage important topics and issues in Critical Theory ─ Social Justice. All CTSJ faculty will participate in order to facilitate an interdisciplinary engagement with complexities and nuances of these topics. Students from other CTSJ courses will be invited to participate in the construction of discourse around the topics. Topics might include Whiteness, Theory-Practice (Critical Theory - Social Justice), and Representation-Embodiment. Prerequisite: a 100-level CTSJ course or permission of instructor.

Materialist Feminism. Is there such a thing as a "woman's condition" and can that condition be explained by examining the economic dimensions of women's history? Is the violence that people are disproportionately exposed to based on gender, race, sex, and sexuality only a tool in the production and reproduction of economic classes or do these identities and experiences require an analytic framework that transcends economic relations? In this course we will consider a particular intellectual tradition that engages these questions: Materialist Feminism. We will begin our readings by considering texts by Marx and Engels that form the backbone of this tradition. We will then consider texts from American, British, and Italian traditions of thought and activism that include feminists working in national and transnational Women of Color traditions. Readings will include Michèle Barrett, Hazel Carby, Carolyn J. Eichner, Silvia Federici, Combahee River Collective, Mariarosa Dalla Costa and Selma James, Angela Davis, Friedrich Engels, Rosa Luxemberg, Karl Marx, Heidi Hartmann and Denise Riley.

Properrty: Public and Private.  From Defoe's "kept" woman, to Austen's marriage market; Melville's slave vessel, to Gaskell's factory floor, and finally to Woolf's manor house, "Property: Public and Private," examines the way in which novels depict owned things and scenes of work. Through the depictions that constitute this thematic thread however, these novels also provoke interrogation of the concept "property." Can people be bought and sold? Are families units of labor? Whose economic and emotional conditions interest our novelists and how do these authorial choices guide our readings?

Property: Public and Private. From Defoe's "kept" woman, to Austen's marriage market; Melville's slave vessel, to Gaskell's factory floor, and finally to Woolf's manor house, "Property: Public and Private," examines the way in which novels depict owned things and scenes of work. Through the depictions that constitute this thematic thread however, these novels also provoke interrogation of the concept "property." Can people be bought and sold? Are families units of labor? Whose economic and emotional conditions interest our novelists and how do these authorial choices guide our readings?
CORE REQUIREMENT MET: EUROPE

Soc. Movements/Representational Forms
In this course, we will examine the competing advocacy, within social movements, for documentary, fiction, journalism, lyric, abstraction, and other representational forms. For each social movement or political issue that we cover, students will compare multiple modes of representation, considering why they emerged, what their strengths and weaknesses were at each specific conjuncture, and what significance they have for future struggles. We will begin with some theoretical grounding and then proceed via a set of case studies: these may include debates about realism vs. modernism in the Frankfurt school, testimonios in Latin America, confession vs. experimentation in feminist literature, reportage vs. the essay in journalism, and slogans, songs, and posters in queer activism.n this course, we will examine the competing advocacy, within social movements, for documentary, fiction, journalism, lyric, abstraction, and other representational forms. For each social movement or political issue that we cover, students will compare multiple modes of representation, considering why they emerged, what their strengths and weaknesses were at each specific conjuncture, and what significance they have for future struggles. We will begin with some theoretical grounding and then proceed via a set of case studies: these may include debates about realism vs. modernism in the Frankfurt school, testimonios in Latin America, confession vs. experimentation in feminist literature, reportage vs. the essay in journalism, and slogans, songs, and posters in queer activism.
CORE REQUIREMENT MET: INTERCULTURAL

In this course, students examine contemporary child poverty both in the United States and abroad. Topics include how poverty is defined both locally and globally, the numbers and distribution of poor children, as well as the causes of child poverty. Readings explore poverty in relation to education, economics, homelessness, child labor, family, gender, and race. Students analyze historical anti-poverty policies such as the New Deal, the War on Poverty, and the United Nations Convention on the rights of the child, as well as contemporary proposals to reduce child poverty such as childcare, welfare, job training, job creation, and tax policy.
Emphasis topic: Postcolonial Theory
CORE REQUIREMENT: INTERCULTURAL ● UNITED STATES

This class provides an opportunity for students who wish to continue and deepen their intellectual and community work to interact with a highly-motivated small group of students and community activists and organizations. Topics we will examine will be determined in consultation with community partners. Students will work together on a significant final project that links academic learning and community praxis and engagement. Prerequisite: Permission of instructor. Satisfies experiential learning requirement.
CORE REQUIREMENT MET: UNITED STATES

This course addresses literary questions of queerness, canonization, and nation in the context of the United States' twentieth century discourses about homosexuality. To reframe Eve Sedgwick's famous question about queer literature, the course asks, has the twentieth-century U. S. produced a gay Socrates, Shakespeare, or Proust? While acknowledging that poetry, drama, film, memoir, "zines," television, and the Internet have increasingly provided more salient outlets for queer content, this course traces the nationalist ideology of "the Great American Novel" through queer negotiations with the genre. Prerequisite: Sophomore standing or higher. Emphasis topic: Feminist and Queer studies
CORE REQUIREMENT MET: UNITED STATES

This seminar is designed to uncover genealogies of sexuality in Los Angeles and Southern California by examining diverse archives and cultural sites. We will study histories of gays and lesbians in the film industry; connections and conflicts around local bar scenes; leftist homophile organizing and the mainstreaming of homosexual identities; the economic and social worlds of queer sex workers; and sociologies of queer demographics and architectures. Students will be encouraged to conduct primary research in archives and engage in community organizing around the city while honing skills in their chosen critical methodologies. Prerequisite: any 100- or 200-level CTSJ course. Emphasis topic: Feminist and Queer Studies.
CORE REQUIREMENT MET: UNITED STATES

Ethnography is a collection of methods used to produce a description of a community. Ethnographic methods are employed by researchers in many disciplines, including cultural anthropology, sociology, education, linguistics, performance studies, and cultural studies. In this course we will focus on a particular ethnographic method: participant-observation. Students will learn how to conduct participant-observation and how to produce ethnographic fieldnotes by doing fieldwork in the Occidental College community. Coursework includes weekly fieldwork exercises and readings on the history and politics of ethnography with emphasis on the Boasian tradition of ethnography as cultural critique. Prerequisite: a 200-level CTSJ class. Emphasis topic: Feminist and Queer Studies.
CORE REQUIREMENT MET: UNITED STATES

This course employs postcolonial theory to consider transformations of religions and cultures that occur when physical, experiential, geographic, and intellectual borders are crossed and blurred. How are cultures and "differences" named? From what locations? We consider cultural hybridities, re-mapped borders of culture and difference, postcoloniality, transnational migrations, and other postmodern conditions as sources for reconceiving identities, relationships between religions and cultures, and social transformations. Prerequisite: a 200-level CTSJ class. Emphasis topic: Postcolonial theory.
CORE REQUIREMENT MET: INTERCULTURAL

The Clinical Psychology Laboratory (CPL) provides experiential opportunities for students interested in graduate study in psychology, law, and social justice. Students are given the opportunity to participate in the data analysis of clinical psychological assessments. Students will also participate in research under a Human Studies Committee approved project, with the goal for an early exposure to the field, and with the objective to yield research data for presentation or publication. In some projects, students may have limited opportunities to observe and participate in forensic psychological assessments as prescribed in the respective protocols. Prerequisite: instructor interview and approval required. May be repeated three times for credit.
2 units

Students are introduced to ethnographic methodology by examining several key texts that explore writing as a genre of self-making, performance and identity. Issues to be explored include the connection between the individual and culture at large; construction of the self through silence and absence; performing the other and the self as an ethnographic and writerly act; construction of others through disciplinary discourses. Through the semester we will read Foucault's Herculine Barbin, Karen Brown's Mama Lola, Marta Savigliano's Angora Matta, John Miller Chernoff's Bar Girl, and I, Rigoberta Menchú. This course is collaboratively structured; students must be self-motivated and willing to take intellectual chances to succeed. Prerequisite: a 200-level CTSJ class. Emphasis topic: Critical Race Theory, Postcolonial Theory, or Feminist and Queer Studies. Satisfies experiential learning requirement.
CORE REQUIREMENT MET: INTERCULTURAL

A close reading of the works of Georges Bataille, including The Impossible, The Unfinished System of Nonknowledge, The Accursed Share, On Nietzsche, Story of the Eye, The Dead Man, and Collected Poems. Prerequisite: 1st year students cannot enroll in this class.

This 2-unit seminar offers students the opportunity to engage the works of the 2011 graduation commencement speaker Kwame Anthony Appiah. The course will focus on Appiah's writing on the concepts of cosmopolitanism and identity, paying particular attention to how these developments challenge the mission of Occidental College. Several distinguished faculty from across Occidental's majors will join the CTSJ faculty in an interdisciplinary exploration of the ways in which collective identities such as race, gender, social class, and ethnicity constrain or enable freedom, individuality and a global awareness. Additionally, the course will consider the evolution of cosmopolitanism as it relates to multiculturalism, and interrogate the power of multiculturalism to ground an adequate ethic "in a world of strangers.
2 Units
CORE REQUIREMENT MET: PARTIAL INTERCULTURAL

Prerequisite: permission of instructor.
2 or 4 units