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Do the institutions produce good policies, and how do we define what is good? The combination of the historical focus of the early part of the course with discussion of modern policy issues and debates in the latter part of the course permits you to appreciate the ongoing dialogue between classical and contemporary views of political economy. First, why did America and the Soviet Union become bitter rivals shortly after the defeat of Nazi Germany? How is it that the expansion of markets led to the birth of democracy in some countries, but dictatorships in others? Although parties have been celebrated for linking citizens to their government and providing the unity needed to govern in a political system of separated powers, they have also been disparaged for inflaming divisions among people and grid-locking the government. The specific disputes under these rubrics range from abortion to affirmative action, hate speech to capital punishment, school prayer to same-sex marriage; the historical periods to be covered include the early republic, the ante-bellum era, the Civil War and Reconstruction, World Wars I and II, the Warren Court, and contemporary America. *Please note the atypical class hours, T. 4:45-8:30 pm* [more], Contemporary struggles to reverse environmental destruction and establish sustainable communities have prompted some political theorists to rethink longstanding assumptions about politics and its relationship to nature. The contests over power and the values that it should be used to further give politics its drama and pathos. [more], The emergence of Rastafari in the twentieth century marked a distinct phase in the theory and practice of political agency. Departing from "just so" stories of technological determinism, we take up the lens of comparative political economy to investigate the politics that allowed US tech firms to shape economic policy to meet their interests. To how we want American politics to work? How should we decide what constitutes a good policy? consider how neo-liberalism is defined, the role of states in making and maintaining neo-liberalism, the centrality of markets to neo-liberal conceptions, and the kinds of politics that produced and are produced by neo-liberalism. How is property defined, and how far should law go to erode or reinforce distinctions between property and humanity? Does the concept fit well with, and reinforce, some institutions and configurations of power, and make others difficult to sustain (or even to conceive)? We will examine the Pan-African writings of: Cedric Robinson (Black Marxism); Walter Rodney (How Capitalism Underdeveloped Africa), Eric Williams (Capitalism and Slavery; From Columbus to Castro); Frantz Fanon (The Wretched of the Earth); Malcolm X (Malcolm X Speaks); Amilcar Cabral (Resistance and Decolonization; Unity and Struggle); C. L. R. James (The Black Jacobins). [more], In 1957, when it was clear the African Nation Congress was unwilling to change its multiracialist and nonracialist language in favor of Africanist pronouncements, Robert Mangaliso Sobukwe left the party and became the editor of The Africanist newspaper. In addition to active class participation, students will be expected to write a 5-page proposal for a research paper on a leader of their choice, a 10-page research paper, an in-class midterm exam, and a cumulative, in-class final exam. How and why has capitalism evolved in different forms in different countries? With Tocqueville as a guide to thinking about political ethnography, this course investigates four central elements of political life--religion, education, difference, and crime and punishment--that simultaneously pose problems for and represent sites of progress in American democracy. How and why have they changed over time? How are we to understand this contradiction as a matter of justice? This course provides a historical and theoretical context for understanding what is unique about President Trump's approach to American foreign policy in the 21st century. What is it and how might it work? Does how Americans define themselves as a nation inform the shape of the American state and the types of policies it creates? But is anyone immune to media influence? Paying attention to common oppositions such as nature/civilization, primitive/advanced, anarchy/social order, feminine/masculine, ruler/ruled and stasis/progress, we will investigate how these antagonisms work together to create the conception of the state that still dominates politics today. Utilizing primary source material ranging from presidential speeches to party platforms, newspaper editorials to novels, we will seek to interrogate -- reconciling where possible, distinguishing where necessary, interpreting in all instances -- the disparate visions and assessments of the American political experience offered by politicians, artists, intellectuals, activists, and ordinary citizens over the course of more than two centuries. In addition to addressing this important question about the health of American democracy, students will learn how the traditional media and social media influences Americans' political attitudes and behaviors. Specifically, the first section of the course will cover the emergence of the Persian Gulf as an area of strategic importance in international politics; U.S. policy toward Saudi Arabia and Iran after World War II; the origins of the Arab-Israeli dispute; the June 1967 and October 1973 Middle East conflicts; Egyptian-Israeli peace; the Iranian Revolution and the Iran-Iraq War; the 1991 Persian Gulf War and its consequences; and the rise of Al Qaeda, Hezbollah, and Hamas. This course addresses the controversies, drawing examples from struggles over such matters as racism, colonialism, revolution, political founding, economic order, and the politics of sex and gender, while focusing on major works of ancient, modern, and contemporary theory by such authors as Plato, Aristotle, Machiavelli, Hobbes, Rousseau, Mill, Marx, Nietzsche, Beauvoir, Arendt, Fanon, Rawls, Foucault, and Young. The course ends with a discussion of the successes and failures of the European Union as the principal embodiment of the liberal project today. With authority? How does political leadership in the 21st century differ from leadership in earlier eras? More specifically, the class will examine the origins of the Zionist movement; the role that the First World War played in shaping the dispute; the period of the British mandate; the rise of Palestinian nationalism; the Second World War and the creation of the state of Israel; the 1948, 1956, 1967, and 1973 Arab-Israeli wars; Israel's 1982 invasion of Lebanon and its consequences; the promise and ultimate collapse of the Oslo peace process during the 1990s and early 2000s; the rise of groups such as Hamas, Hezbollah, and Palestinian Islamic Jihad; the rightward shift in Israeli politics since 2000; the intensification of Israeli-Iranian antagonism and its implications; the shift in Israel's relations with the Sunni Arab world that has occurred in recent years; and the future of the conflict. [more], What shape will politics take after the apocalypse? and dominant media companies (Google, FaceBook, CNN, FOX, etc.). Students will be asked to analyze and evaluate the strategic choices we examine, as well as the process by which they were reached. If the welfare state has a future, it will look different from the past, but how? and individual personality, constitution and institution, rules and norms, strategy and contingency. one of the poorest in the world and lags in human development. The class will address a combination of conceptual, empirical, and policy questions, such as: Have nuclear weapons had a "revolutionary" effect on world politics, such that, fundamentally, international relations no longer works in more or less the same way that it did before the advent of nuclear weapons in 1945? We will not only describe American involvement in various international issues but also seek to understand the reasons why the US perhaps should or should not be involved, and we will see why such careful reasoning only sometimes gains traction in actual US foreign policy debates. How can democracy be made to work better for ordinary people? Finally, we examine whether the emergence of a neoliberal economic order has affected the organization of political society? Is it what we really want? Contested elections, Supreme Court decisions, and constitutional amendments. Authors we will engage include Coates, bell hooks, Charles Mills, Melvin Rogers, Chris Lebron, Lawrie Balfour, and Danielle Allen. And how do institutions such as the media and campaigns encourage or discourage it? The course will begin--by focusing on the Manhattan Project--with a brief technical overview of nuclear physics, nuclear technologies, and the design and effects of nuclear weapons. We will critically analyze how those categories are constructed at the international and domestic levels, as well as how those categorizations are also racialized, politicized, and gendered. One of the key questions we will seek to answer is why Kennan and Kissinger disagreed on so many important issues, ranging from the Vietnam War to the role of nuclear weapons, despite their shared intellectual commitment to Realism. A primary goal of the course is to provide students with the intellectual resources to decipher problems central to philosophical discourse and to allow students an opportunity to apply what they learn to critical issues in current geopolitics. How should we respond to the fact that these unbearable beings persist in existing, despite our best efforts to eliminate them? Terrorist attacks at home and abroad. Electoral volatility, decrepit state institutions, weak parties, clientelism, and electoral violence in developing democracies complicate foundational theories on representation and accountability. Among the questions that we will address: What is justice? We will carefully consider, for example, the drafting of the U.S. Constitution, continental expansion in the Manifest Destiny period, the Civil War, overseas expansion in the late nineteenth century, the presidency of Woodrow Wilson, the Second World War, the Cold War, and the "War on Terror." This course overcomes this divide, considering politics and society in the United States comparatively, from a variety of viewpoints and by authors foreign and American, historical and contemporary. Accompanying these interventions in the legal field is a deep and sustained inquiry into the subject of law: Who can appear before the law as the proper bearer of civil and human rights? The goal of this course is to assess American political change, or lack of, and to gain a sense of the role that political leaders have played in driving change. The second part will take a global perspective on the relation between religion and politics. This course begins with the observation that power is often described as a causal relation--an individual's power is supposed to equal their capacity to produce a change in someone else's behavior. the last year. The course will not only show how Muslims were constructed as subjects in history, politics and society from the very beginning of the making of Europe and the Americas to the end of the Cold War to the post-9/11 era. Texts include: narratives from 1966-2016; memoirs; political critiques; theoretical analyses; interviews; speeches; government documents. The course integrates theoretical perspectives related to a range of international security issues--including the causes of war, alliance politics, nuclear strategy, deterrence, coercion, reassurance, misperception, and credibility concerns--with illustrative case studies of decision-makers in action. out that most Americans know very little about politics and lack coherent political views, are easily manipulated by media and campaigns, and are frequently ignored by public officials anyway. There is a similar dismal irony to the American Revolution, as captured by the title of Frederick Douglass' famous 1852 speech, "What to the Slave Is the Fourth of July?" Social unrest over the definition of American morality and over who counts as an American. Class will be driven primarily by discussion, typically introduced by a brief lecture. How people ground this concept--what they think its origin is--does matter, but evaluating those foundations is not our focus. In this research seminar we revisit the debate on the relationship between mineral wealth and development, focusing on the factors and conditions that lead some resource rich countries to fail and others to succeed. We will consider some of the complicated legacies of change. use tab and shift-tab to navigate once expanded, Covid-19 is an ongoing concern in our region, including on campus. Yet, in spite of the state's efforts, opposition and dissent continue to bubble to the surface. climate change) are organized and mobilized. Ethnic, linguistic, and religious diversity is offset by common cultural traditions and practices that serve to unite the people of the Indian Subcontinent. Anyone with a prospective proposal should contact the department chair for guidance. When inequities are built into a design, can that be addressed by rooting out "bias," or do such efforts miss something more inherent in the kinds of artifacts algorithms are or what they can be in a capitalist economy? Some commentators argue that racial attitudes were at the center of opposition to Obama's candidacy and legislative agenda and are foremost on voters' minds in 2016. In turn, our feelings of disgust for anything deemed waste shape political deliberation and action on environmental policy, immigration, food production, economic distribution, and much more. Coverage will include: Jewish liberalism, political Zionism, Yiddishist autonomism, messianic quietism, and other views. Individual countries have always sought to change others, and following wars, countries have often collectively enforced peace terms. The course is based on the literature of multidisciplinary studies by leading scholars in the field, drawing from anthropology, gender studies, history, political science, religious studies, postcolonial studies, decolonial studies, and sociology. How do resource gaps tied to inequality in society (such as race and class) influence who votes and for whom? This course will investigate this debate over parties by examining their nature and role in American political life, both past and present. Tracing the path of capitalist development in the rich democracies suggests a range of responses. How does Congress act as an institution and not just a platform for 535 individuals? How does political leadership in the 21st century differ from leadership in earlier eras? What would "politics as unusual" look like anyway? but dictatorships in others? Today the 'secularization thesis' is largely defunct. While America ultimately rejected the League of Nations, the Wilsonian tradition has continued to exert a powerful influence on scholars and policymakers. For instance, does the citizenry have the motivation and capacity to hold public officials accountable? Does the environment have "rights"? Designed not only to uncover these (sometimes melodious, sometimes cacophonous) values but also to place current ideological debates about them in a broader developmental context, this tutorial will offer a topical tour of American political thinking from the birth of nationalism in the colonial period to the remaking of conservatism and liberalism in the early twenty-first century. Can we get rid of politics in policy making or improve on it somehow? What is "objectivity" anyway, and how has this norm changed through history? We will study figures and movements for black lives whose geopolitics frame the milieu of Wynter's work. But what does this mean? Are environmental protections compatible with political freedom? Or ideology? [more], Nearly every country in the world seeks to drive economic growth by promoting digital technologies. However, with the election of Donald Trump, the American presidency is now in the hands of someone who proudly claims the America first mantle. What do Americans want from their political leaders?". In the United States, basic stability and democratic expansion have been accompanied by increasing citizen distrust of institutions, growing social divisions, contestation over basic citizenship rights, and political violence. We will discuss cases of Buddhism, Christianity (Catholicism and Protestantism), Confucianism, Hinduism, Islam (Sunni and Shi'a), and Judaism. How and why has capitalism evolved in different forms in different countries? Any diagnosis of contemporary maladies is premised on a vision of what a healthy functioning republic looks like. The course is divided into three parts. climate change) are organized and mobilized. The course delves into theories on political parties, ethnic politics, electoral institutions, civil-military relations, political violence, state-building, inter-state conflict, and civil wars to understand the variation in regime type in the region. This course examines those institutions. One might even claim that when Plato deployed the metaphor in an extended allegory, he constituted the fields of both philosophy and political theory. What lessons might we derive for our own times from studying this history? It then considers how nationalism is manifest in the contemporary politics and foreign relations of China, Japan, South Korea, North Korea and Taiwan. Does freedom make us happy? A central question we will consider throughout the course if how "democratic" the conduct of campaigns actually is. Meanwhile, national activists look to international apologies and reparations for models of what to demand. We investigate who refugees are, in international law and popular understanding; read refugee stories; examine international and national laws distinguishing refugees from other categories of migrants; evaluate international organizations' roles in managing population displacement; look at the way that images convey stereotypes and direct a type of aid; consider refugee camps in theory and example; and reflect on what exclusion, integration, and assimilation mean to newcomers and host populations. We ask three central questions to inform our investigation: 1) What is democracy and its alternatives? [more], This seminar focuses on the political thought of Herbert Marcuse, investigating the influences of leftist social movements of the 1960s on his critical theory.

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