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 and US DIVERSITY

This course introduces critical theory in the context of the problem of social justice. Introductions will be made to psychoanalytic, Marxist, Feminist, Structuralist, Deconstructive, and Postcolonial Criticism. Reader-responses, New Criticism, lesbian, gay, and queer criticism will also be surveyed. There will be close readings of the work of Louis Althusser, Georges Bataille, Michel Foucault, and Jacques Derrida as well as in depth readings of essays by Guy Hocquenghem, Julia Kristeva, and Trinh T. Minh-ha.

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 and GLOBAL CONNECTIONS

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. Emphasis Topic: Feminist and Queer Studies.
CORE REQUIREMENT MET: US DIVERSITY AND UNITED STATES

This course will employ community-based research strategies to engage students with questions of "voice;" dynamics of race, gender and class; and multiple perspectives that shape understandings of community transformation. Students in the course will work with community partners to develop and implement a research project. Satisfies the experiential learning requirement
CORE REQUIREMENT MET: UNITED STATES

This course will serve as a hands-on introduction to the use of Theatre for Social Justice. Through theatre and diversity exercises, improvisation, discussion and readings in Theatre and social sciences, students will explore diverse strategies for tackling discrimination and/or other forms of social injustice and promoting safer and more inclusive communities. Topic for Spring 2015: LGBTQ & Allied Theatre Activism Practicum. The Spring 2015 course will draw from Theatre and Psychology to explore diverse strategies for addressing homophobia, transphobia, and sexism and promoting a safer and more inclusive campus for students of all genders and sexual orientations. Ultimately, students in the course will collaborate with Occidental College community members to craft a piece of theatre that can be used to address current LGBTQQIAA issues on the College campus.
CORE REQUIREMENT MET: US DIVERSITY and 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.

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

Reading RuPaul:Camp Culture, Gender Insubordination, and the Politics of Performance
This course introduces methods in Queer Theory and Feminist Theory by taking as the central object of study the reality competition show "RuPaul’s Drag Race." As the show brings the art of drag performance and issues attendant to contemporary queer subcultures to a wide audience, the course will consider how it addresses histories of drag and U.S. gay culture, as well as a broad range of issues such as transgender identity, HIV/AIDS, bullying and violence, racial identity, gender identity, body size, and LGBT political activism. Students will consider claims about the transformative, recuperative, and empowering art of drag performance. The course will draw from readings on the history of sexuality, feminist critiques of gender identity, transgender affect and embodiment, the history of race and racial identity, and drag and the politics of camp. Emphasis Topic: Feminist and Queer Studies
CORE REQUIREMENT MET: U.S. DIVERSITY and UNITED STATES

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 and GLOBAL CONNECTIONS

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. Satisfies experiential learning requirement.
CORE REQUIREMENT MET: UNITED STATES and US DIVERSITY

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 and US DIVERSITY

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. Satisfies the experiential learning requirement. Prerequisite: any 100- or 200-level CTSJ course. Emphasis topic: Feminist and Queer Studies.
CORE REQUIREMENT MET: UNITED STATES and US DIVERSITY

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 and GLOBAL CONNECTIONS

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

The work of Sigmund Freud continues to be of signal importance to students of literature, psychology, and feminist social theory. This course is designed to provide students with an in depth knowledge of his work as a model of intellectual courage and as a great and problematic achievement of the human imagination. The course will rely on the work of historian Peter Gay, Freud, a Life for our Time, for a well-contextualized treatment of Sigmund Freud's life and work. There will be close readings of three of Freud's seminal works, The Interpretation of Dreams, Three Essays on the Theory of Sexuality, and Beyond the Pleasure Principle. We will also read two case studies central to the emergent feminist critique and re-analysis of Freud's work: Anna O. and Dora, an Analysis of a Case of Hysteria. In addition to critically evaluating his contributions to contemporary thought, this course will employ Freud as a great writer. The assignments will therefore emphasize the recognition and imitation of Freud's skill as a writer. There will be four writing assignments from the different psychoanalytic genres: case history, dream interpretation, death-wish analysis, and an exercise in psychoanalytic theory. The course will be taught as a seminar with an emphasis on student participation. Prerequisite: a 200-level CTSJ class. Emphasis topic: Feminist and Queer Studies. Satisfies experiential learning requirement.

Critical Race Theorists have begun to describe a "new blackness," "critical blackness," post-blackness," and "unforgivable blackness." This emergent scholarship, which describes a feminist New Black Man, also seeks to "queer blackness" and to articulate a black sexual politics that addresses a "new racism." By calling us to examine the possibility of a black political solidarity that escapes the problems of identity politics, this scholarship provokes We Who Are Dark to imagine more complex and free identities. This course invites all of us to engage this scholarship.

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