Courses

This course endeavors to understand the development of the peculiar and historically conflictual relationship that exists between France, the nation-states that are its former African colonies, and other contemporary African states. It covers the period from the 19th century colonial expansion through the current ‘memory wars’ in French politics and debates over migration and colonial history in Africa. Historical episodes include French participation in and eventual withdrawal from the Atlantic Slave Trade, emancipation in the French possessions, colonial conquest, African participation in the world wars, the wars of decolonization, and French-African relations in the contexts of immigration and the construction of the European Union. Readings will be drawn extensively from primary accounts by African and French intellectuals, dissidents, and colonial administrators. However, the course offers neither a collective biography of the compelling intellectuals who have emerged from this relationship nor a survey of French-African literary or cultural production nor a course in international relations. Indeed, the course avoids the common emphasis in francophone studies on literary production and the experiences of elites and the common focus of international relations on states and bureaucrats. The focus throughout the course is on the historical development of fields of political possibility and the emphasis is on sub-Saharan Africa. Group(s): B, C Field(s): AFR, MEU

This course aims to introduce students to classic and more recent literature on the intellectual and cultural history of the Enlightenment. The field has expanded far beyond the cohort of free-thinking philosophes around which it was initially conceived to encompass broader cultural, economic, and religious preoccupations. Given these tendencies, how has the significance of the Enlightenment shifted as a historical period and interpretive framework? In what ways do scholars explicate its origins, outcomes, and legacies? The readings trace the development of Enlightenment thought and practices from their early manifestations in Britain and the United Provinces before shifting attention to France, the geographical focal point of the movement by mid-century. Topics to be addressed include the relationship of traditional political authorities to an emerging public sphere, the invention of society as a means of mediating human relationships, the entrepreneurial and epistemological innovations made possible by new media, the struggles of the philosophe movement for legitimacy, debates surrounding luxury consumption and commercial society, the rise of political economy as field of knowledge and practical platform, and arguments between Christian apologists and radical atheists over the status of religious truth.

This course will provide a wide-ranging survey of conceptual foundations and issues in contemporary human rights. The class will examine the philosophical origins of human rights, contemporary debates, the evolution of human rights, key human rights documents, and the questions of human rights enforcement. This course will examine specific civil, political, economic, social and cultural rights and various thematic topics in human rights.

The human rights movement is one of the most successful social justice movements of our time, establishing universal principles that govern how states should treat citizens and non-citizens. The movement strengthens, and is strengthened by, a complex web of institutions, laws, and norms that constitute a functioning global system that builds on itself progressively, animated by strong NGOs. The course will address the evolution of the international human rights movement and on the NGOs that drive the movement on the international, regional and domestic levels. Sessions will highlight the experiences of major human rights NGOs and will address topics including strategy development, institutional representation, research methodologies, partnerships, networks, venues of engagement, campaigning, fundraising and, perhaps most importantly, the fraught and complex debates about adaptation to changing global circumstances.

Per its mission statement, “Barnard College aims to provide the highest-quality liberal arts
education to promising and high-achieving young women… They graduate prepared to lead
lives that are professionally satisfying and successful, personally fulfilling, and enriched by a love
of learning.” This course finds its roots in the connection posited here, between undergraduate
study and professional life. Students will be asked to revisit a foundational text they have
encountered in their major, and use it as a mode of exploration and reflection on an internship.
They will consider how the text’s themes and ideas can be reinterpreted and recontextualized in
the working world, and think about what practical, moral, political, aesthetic and personal
insights it affords. More broadly, students will be prompted to consider the relationship of the
liberal arts degree (which purports to prepare students for no particular career) to their chosen
career path. This course will further hone the critical thinking and writing skills that are
translatable to any profession, and enables a Barnard student to put into practice the
complexities they have learned in the classroom, by encouraging them to analyze the
professional world from different perspectives, and in the context of other ideas and traditions.
The text will be selected from a list provided by the student’s major department, and will be
subject to approval from the course instructor.
On a weekly basis, in this discussion-based class, the student shares their ideas about their text
and how it relates to their internship. They respond to and engage with their classmates. They
are required to spend about two hours with their text per week. They are also required to
create a presentation, to be shared with the full group. The group is also
responsible for providing feedback on the presentation. The presentation ultimately evolves
into a final paper that explores the line of inquiry from their text as it is
instantiated in their work experience. Students are graded on their discussion (40%),
presentation (25%), and final paper (35%).

Per its mission statement, “Barnard College aims to provide the highest-quality liberal arts
education to promising and high-achieving young women… They graduate prepared to lead
lives that are professionally satisfying and successful, personally fulfilling, and enriched by a love
of learning.” This course finds its roots in the connection posited here, between undergraduate
study and professional life. Students will be asked to revisit a foundational text they have
encountered in their major, and use it as a mode of exploration and reflection on an internship.
They will consider how the text’s themes and ideas can be reinterpreted and recontextualized in
the working world, and think about what practical, moral, political, aesthetic and personal
insights it affords. More broadly, students will be prompted to consider the relationship of the
liberal arts degree (which purports to prepare students for no particular career) to their chosen
career path. This course will further hone the critical thinking and writing skills that are
translatable to any profession, and enables a Barnard student to put into practice the
complexities they have learned in the classroom, by encouraging them to analyze the
professional world from different perspectives, and in the context of other ideas and traditions.
The text will be selected from a list provided by the student’s major department, and will be
subject to approval from the course instructor.
On a weekly basis, in this discussion-based class, the student shares their ideas about their text
and how it relates to their internship. They respond to and engage with their classmates. They
are required to spend about two hours with their text per week. They are also required to
create a presentation, to be shared with the full group. The group is also
responsible for providing feedback on the presentation. The presentation ultimately evolves
into a final paper that explores the line of inquiry from their text as it is
instantiated in their work experience. Students are graded on their discussion (40%),
presentation (25%), and final paper (35%).

Per its mission statement, “Barnard College aims to provide the highest-quality liberal arts
education to promising and high-achieving young women… They graduate prepared to lead
lives that are professionally satisfying and successful, personally fulfilling, and enriched by a love
of learning.” This course finds its roots in the connection posited here, between undergraduate
study and professional life. Students will be asked to revisit a foundational text they have
encountered in their major, and use it as a mode of exploration and reflection on an internship.
They will consider how the text’s themes and ideas can be reinterpreted and recontextualized in
the working world, and think about what practical, moral, political, aesthetic and personal
insights it affords. More broadly, students will be prompted to consider the relationship of the
liberal arts degree (which purports to prepare students for no particular career) to their chosen
career path. This course will further hone the critical thinking and writing skills that are
translatable to any profession, and enables a Barnard student to put into practice the
complexities they have learned in the classroom, by encouraging them to analyze the
professional world from different perspectives, and in the context of other ideas and traditions.
The text will be selected from a list provided by the student’s major department, and will be
subject to approval from the course instructor.
On a weekly basis, in this discussion-based class, the student shares their ideas about their text
and how it relates to their internship. They respond to and engage with their classmates. They
are required to spend about two hours with their text per week. They are also required to
create a presentation, to be shared with the full group. The group is also
responsible for providing feedback on the presentation. The presentation ultimately evolves
into a final paper that explores the line of inquiry from their text as it is
instantiated in their work experience. Students are graded on their discussion (40%),
presentation (25%), and final paper (35%).