Fall 2015 FYP Course Descriptions

FYP Fall 2015

For copies of syllabi, please contact the First-Year Program office via e-mail fyp@stlawu.edu or call 315-229-5909. Please note: The fall FYP and spring FYS courses change each year.  For fall semester new students who have paid their deposit no later than May 1st, you will receive a First Class mailing from the First Year Program office in early to mid-May with information on the new courses being offered in the fall semester. Please be sure to reply no later than the end of May deadline.

St. Lawrence University
FYP Course Descriptions – Fall 2015

Making a Difference: The Role of Active Citizenship in a Democracy (CBL)
Faculty: Liz Regosin and Jenny Hansen

What should a thriving democracy look like? In an era of economic crisis, perhaps now more than ever we should be reflecting upon how well our democratic institutions meet the needs of a diverse citizenry and what role citizens should play in ensuring the health of these institutions. What does it mean to be a member of a society that proclaims a “government of the people, by the people, for the people?” As we wrestle with these questions, we’ll examine America’s founding principles and the fundamental debates over our core values as a nation. We will look at concerns about the wealth gap, racial tensions, a broken criminal justice system, a faltering public education system and a disconnected citizenry. To enhance their engagement with these questions and to assume their role as active citizens, students will be required to perform two hours per week of community service in the local community during the fall semester (20 hours total). This will be a core component of our course. We hope this experience will push all of us to ask, how can we make a difference? (CBL)

Silent Seasons: Human Impacts On Our Natural World
Faculty: Paul Siskind and Babasola Fateye
Rachel Carson's Silent Spring is often credited as the initiator of environmental awareness in the United States. Carson's book revealed the negative impact that chemical pesticides have, not only on individual species, but on ecosystems in general. 

This course will introduce students from all disciplines to the issues of environmental sustainability and responsible living, themes which you will encounter many times throughout your education at St. Lawrence University. We will examine the impacts that chemicals can have on the natural environment, from a variety of perspectives (e.g. scientific, economic, and cultural). We will focus on case studies that relate to local environments of the North Country, including the Adirondacks. 

Students will learn about some of the specific chemical and biological processes involved, and their connection to broader ecological systems. We will examine how these issues have impacted human health practices throughout history, and how humans have attempted to "manage" their natural surroundings. The economic and political ramifications of these issues will be discussed, from both local and global perspectives. And, finally, students will learn how to assess evidence and data from different perspectives, and reflect on how we each develop our own personal dispositions about these issues.

An integral (and fun!) part of the course will include opportunities to visit different environments, with possible field trips to local farms, fish hatcheries, wildlife centers, and the vast treasures of the Adirondack Park.

(What's so funny 'bout) Peace, Love, and Understanding?
Faculty: Donna Alvah

Is the propensity for violence inherent in humans?  Is war inevitable?  Could studying ways to resolve conflicts and create a more just society without resorting to violence help to bring about a better world for all, or is this a pipe dream?  We will study scholarship on historical examples of nonviolent social and political movements, as well as contemporary approaches recommended by scholars and practitioners for resolving conflicts at the interpersonal to international levels.  In addition, we will examine and practice mindfulness, meditation, and compassion as means for achieving self-understanding and tranquility as well as an understanding of peaceful relations with others.

Poetry and Printmaking
Faculty: Sarah Barber and Melissa Schulenberg

In this hybrid studio/workshop course, designed for students looking to explore majors in fine arts and/or creative writing, students will make art and write poetry, ultimately composing and studying broadside poems, or poster-size prints of illustrated poems. They will practice their analytic and argumentative skills in analysis (both literary and visual) papers on broadsides they select from the Brush Gallery and Special Collections. In addition to creative journals students will keep, featuring both visual and written sketching, students will produce two broadsides of their own: one using found text, found images, and digital printing and another using screen-printing with images and text of their own creation. Oral presentation skills will be honed in three ways: presentation of their scholarly text, presentation of their own work, and the practice of critique or workshop.

Coldest Cold War Flicks: Cold War History, Cold War Film
JJ Jockel and Ginny Schwartz
This course will examine the earliest and coldest days of the Cold War, a period extending from the end of World War II in 1945 to the signing of the Nuclear Test Ban Treaty in 1963, through a sampling of historical texts and American movies made during that time. Movies are often more than just mindless escapism: the stories and texts continually recast by our culture not only entertain but also can provide a window into who we are, and were.

Because films, like literature, can reflect the time in which they are produced, we can study history and film together to gain insights into values, issues, beliefs, hopes, fears and historical experiences. We will look at how the motion pictures of the day reflected the major preoccupations of the early Cold War era, chief among them dealing with nuclear weapons, responding to the Soviet communist threat and undertaking America’s new responsibilities abroad, as well as enjoying prosperity and mobility at home in the new suburbs while spawning a generation that eventually would be called the “boomers.” Special attention will be paid to the noir films of the 1940s and 1950s, family melodramas such as “Mildred Pierce” and “Rebel Without a Cause”, horror films of the 1950s such as “Invasion of the Body Snatchers”, and nuclear war films such as “On the Beach” and “Dr. Strangelove”.

The Worlds of J. R. R. Tolkien
Faculty: Elun Gabriel and Sarah Gates
This course will explore J. R. R. Tolkien’s imagined world of Middle-earth through The Lord of the Rings and other writings, while also placing Tolkien’s creative work within the context of the real world in which Tolkien lived. Through historical investigation of twentieth-century Britain and Europe, literary analysis of Tolkien’s novels, and exploration of Tolkien’s linguistic scholarship, religious beliefs, and personal life, we will gain a rich understanding of Tolkien and his work. We will also consider Tolkien’s influence on fantasy literature, the 1960s counterculture, and other aspects of modern culture.  Please note that this course is focused on Tolkien’s novels, not Peter Jackson’s movies (although we might spend a little time on the movies toward the end of the semester). 

The Spy: Fact and Fiction
Faculty: James Norminton

This course is an examination of the way we portray the spy in popular culture, how it compares to the manner in which spies present themselves, and what academics have to say about the world of espionage. It will not just be Bond and Powers, be prepared to look through the eyes of spies from India or Israel, the US or Russia. We will deal with historical events and contemporary issues as presented in movies, popular fiction or the spy’s own words.  You will hone your writing through everything from a short memo to a longer piece of analysis, and have the opportunity to develop presentation skills through simulation exercises and chances to teach a topic that interests you.  We will even try to get outside of class and learn some actual spy trade-craft, so do have a passport ready for this semester.

The ‘Story’ of Canton: A Digital History of Rural America (CBL)
Faculty: George Repicky and Dakota Casserly

This FYP will begin a multi-year project to develop a dynamic digital history of Canton, NY. Through both historical and contemporary documents, images, videos, Geographic Information Systems (GIS), and other technologies, this FYP will lay the foundation for a community resource that explores 'the story' of Canton. We will broadly explore the history and issues of rural America, from health care and education, to the economy and environment, through a variety of digital and non-digital resources. Then, drawing on local resources, we will explore how these issues confronting rural America have played out in Canton. Each year, we will look at different themes and research, collect data, create documents, and finally present them in a digital format that not only informs the viewer but seeks to tell 'the story' of Canton, NY. This course will be a form of Community Based Learning (CBL). Students should expect to spend time in the community conducting field work, in the lab working with new software, and producing a culminating presentation at the Festival of CBL. (CBL)

“What’s That Sound?”
Faculty: Larry Boyette

In “For What It’s Worth,” recorded in 1966, Buffalo Springfield sang: “. . . it’s time we stop, children, what’s that sound?  Everybody look what’s going down.”  The story of the song points to the complexity of the question it posed:  what is that sound?  The lyrics were inspired by the sounds of demonstrations –“ young people speaking their minds . . . singing songs and carrying signs”— against an effort to control sound –a curfew that closed music clubs at 10 p.m..   The song mixed the musical sounds of voices and instruments, captured and distributed by the sound recording and broadcasting technology of the day.  Thirty years later Public Enemy sampled the recurring two note theme of “For What It’s Worth” for their song, “He Got Game,” and by including those sounds brought some of the original’s emotional and political intensity to a new message. 

This course will survey some of the many perspectives from which we might seek to understand sound.   We will make our own sounds, and experience sounds made by others.  We’ll engage in physics labs to explore the basic physical properties of sound.  We’ll explore how a traditional instrument builder choses and shapes wood to produce a certain sound, and we’ll use computers to digitize and manipulate sound in a very different technological setting.  From the perspective of psychology, we’ll examine how we interpret sound, and the impact it has on us.  From the perspective of history and politics, we’ll look at the way sound both reflects and shapes society. 

The Geography of Hope
Faculty: Tom Greene and Robert Thacker

Some of our most potent and enduring relationships are with places and regions. We visit them, learn to find our way through them, master their nuances, and eventually develop powerful relationships that nurture and shape us.  “Home” is a word that resonates emotionally and intellectually. Or in Wright Morris’s redolent phrase, “The Home Place.” Or as Eudora Welty once wrote, “a place that has been lived in is like a fire that never goes out.” Or as Wallace Stegner had it in his “Coda: A Wilderness Letter: “a geography of hope.” Personal and historical memory shape our seeing, our knowing, our understanding. We become scholars of these favorite places –documenting them objectively as field scientists, seeking to convey their emotional and aesthetic essence through descriptive narratives or fictional accounts. Our course will examine several North American locations to see what others have learned and expressed about their regions and, ultimately, about themselves.

Promoting Personal and “Community” Well-Being During the College Years and Beyond
Faculty: Adedipupo King and Sue Manory

What personal choices will you make during your time at SLU to promote, for the rest of your life, your well-being?  Physical well-being is, in part, determined by individual behavior, personal choices, and circumstances.  Decisions made during an individual’s adolescence and college years may have great implications for his/her well-being later in life. For example, do you sleep in and skip breakfast most mornings?  Do you tend to grab the first convenient item you see in the cafeteria and eat on the run?  Do you release stress in a healthy way?  Due to an increased understanding of the myriad benefits of a healthy lifestyle, coupled with nationwide attention to physical, mental and social issues impacting today’s society, maintaining a healthy, well-balanced existence is more important now than ever.

This course is intended to expand students’ awareness of some lifestyle choices that will have a positive impact upon health and well-being throughout their college years and beyond.  Additionally, the class will simulate the process of evaluating how well the healthy lifestyle message is communicated and understood by SLU students. During the course, we will ask you to read a variety of texts, as well as undertake a series of written and oral assignments and group projects to foster a critical understanding of mental, personal and physical values that will promote healthy decision making for a lifetime of well-being.

A Declaration of INTERdependence! [CBL]
Faculty: Eddie Goldstein and Lauren Stemler

We are all in this together.  Animal, mineral, vegetable, and spirit . . . at best, the connections appear indirect, and more typically as non-existent.  Appreciating the existence and possible meanings of all these connections is a lot of work and the future of humanity may depend on it. You are invited to join us in an adventure—an exploration.  “What happens when I look at my existence through the lens of interdependence?” will be the fundamental question that guides us.  This FYP will be highly experiential and process-oriented.  We will question assumptions we have inherited rather than chosen.  We will co-create “structures” and organization that serve our evolving understanding of how to support learning, creativity, growth, and mutual benefit. How will we co-create structures?  We will experiment with transparent power dynamics, authority by consent (rather than decree), dialogue (rather than debate), building trust and self-responsibility, and exploring beyond our classroom by going into the community—all to shape our laboratory of interdependence.  We will encounter challenges along the way.  Conflict will be embraced as a guiding light and approached with the tools of nonviolent communication and restorative circles.  We will work to improve our communication and research skills, and consider how these processes can help us understand our interdependent world. The only pre-requisite is curiosity . . . and a willingness to imagine that living the questions might be more valuable than answering them. Interdependence is a challenging and rewarding principle to live by.  We are looking forward to your companionship and contributions! [CBL]

Sherlock Holmes and the Art and Science of Reasoning
Faculty: Jeff Maynes and Tina Tao

"When you have eliminated the impossible, whatever remains, however improbable, must be the truth!" This is a famous maxim of Sherlock Holmes, a rule used to reason through crimes and solve mysteries. In this course, we will use Holmes as a guide to understand how to reason critically and responsibly. Students will learn techniques for mapping arguments, identifying their logical structure, and evaluating their merits. We will explore many of the most interesting Holmes stories, both in Doyle's original novels and short stories and in television and film adaptions, to figure out exactly how he reasoned and to evaluate it ourselves—was Holmes that good, or just that lucky?

Students will practice understanding and evaluating arguments both from the Holmes stories and other related texts on topics ranging from friendship to fingerprinting. Over the course of the semester, we will practice these skills by pulling arguments from these texts, developing original arguments, and even writing some Holmes stories of our very own (with well-crafted arguments at the heart of them!). By the end of the course, students will be better prepared to reason through complex issues, both in and out of the classroom (but no promises about one's ability to solve crimes).

Mind, Body, and Spirit
Faculty: Kerri Canedy and Michael Farley

The mind and spirit operate optimally when they are in touch with the body.  Via the visual arts, dance and music we discover important survival skills connected to this wisdom that will benefit us within and beyond St. Lawrence University. Great artists and thinkers like Martha Graham, Kelly Link, Miles Davis, Mahatma Ghandi, Pablo Picasso followed a process—Inspiration, Exploration, Revision—that allowed them to focus and optimize their time. They also shared a devotion to action—to DOING things. 

Are you the most happy and productive when you are DOING something?  Particularly when you’ve given yourself the time and space to think about and experience what you’re doing? It’s not easy to understand and cultivate the process described above, but, we hope to show in this course, there are many advantages.

Your Place in the World: What it Means to be “Local”
Faculty: Josh Exoo and Rebecca Jewell

There is no single definition of "local" in common use today; it means many things to many people.  We will read several different descriptions of "living local," from fiction to memoirs and explorations of interacting with our sometimes strange world.   There have also been many different types of literature that examine what it means to draw from your local environment - from food, to products, to people. This course asks a question: how do we develop our understanding of culture and a sense of place? Specifically, we’ll draw upon short stories by George Saunders about consumption, nature and kindness, travelogues about a past America by John Steinbeck, and several examples of poetry by Elizabeth Bishop, Phillip Levine, and Percy Shelley looking at what local might mean in contrast to global.  Each of these readings, along with others, will explore what it means to be local.  Students will write weekly response papers to examine the readings, 2 short papers, create a group oral presentation on a definition of local and a final project combining all of the definitions in a research paper and presentation. Weekly, we will have lively class discussions examining the readings and students’ own definitions and understanding of what it means to be local.

Who’s watching you? Privacy in the age of Google and Snowden
Faculty: Ronnie Olesker

Who is watching you? Do you know? In Britain, for example, there is one surveillance camera for every 11 people. We live in an age where Google and Facebook know your every move online; your grocery store tracks what you eat; and, the government is listening to your phone calls and reading your emails. Have we reached the age of George Orwell’s 1984? Does the right to privacy really exist in this age? If so, what does it mean? Should we care whether big corporations and the government can monitor our every move? Can anything be done about it even if we do care?

These are the questions we will explore in this course. You will be asked to watch movies such as Citizenfour (about Edward Snowden) as well as read George Orwell’s 1984 and debate the right to privacy vs. public security and free commerce. You will also engage in a mock trial where you will either have to defend, prosecute, or judge the National Security Agency’s (NSA) spying program. This course will help you develop your critical thinking skills, your ability to articulate arguments both orally and in writing, and research and investigate policy questions. It will also open your eyes to the invasive society in which we live.

Identity and Belonging in the St. Lawrence Valley
Faculty: Neil Forkey

What does it mean to live on or near an international border, specifically one created by the natural landscape, such as the St. Lawrence River? How do these political and geographical borders shape the identities of people living there? Your university sits in the St. Lawrence River Valley, which has occupied an important place in the history of North America since the pre-contact period between First Peoples and Europeans. It has served simultaneously as a place of residence, transportation route, conduit of commerce, and sometimes national symbol. French explorer Jacques Cartier christened it the “River of Canada.” Indeed, the capital and technological flows between Europe, Montreal, and the Great Lakes region spurred new opportunities and migrations that owe so much to the force of this majestic river.

In this course, we will focus on the differing local and national cultures of the United States and Canada as seen in the St. Lawrence Valley. Using a roughly historical approach, we will trace early contact between First Peoples and European settlers, the portrayal of cultures and identities, colonization and expansion, and the development of each nation to the contemporary period. Our prime concern will be the definition of this borderland region as part of the two nation-states and the continuing role its First Peoples play in it. Case studies include differing approaches to Western expansion, models of settlement, trade (the fur trade to free trade), environmental issues, and approaches to social policy. We will expand our exploration of the cultural experiences of Canada and the United States, both mythic and real, outside the classroom through at least one field trip.

Things Fall Apart: The Contemporary Middle East
Faculty: Howard Eissenstat

The collapse of Syria, Iraq, and Libya into Civil War and the rise of ISIS all point to a chaotic new chapter in Middle Eastern politics. Only a few short years ago, the Middle East seemed to be on the verge of a new, democratic era. Today, it is suffering from the most dramatic violence the region has witnessed in nearly a century. This course will explore the contemporary Middle East in its many facets, including the varied faces of political Islam, the modern Shia-Sunni split, the role of women, the human costs of current violence, and the role of outside powers like the United States and Russia.

Unlocking the Heart: Creating from the Inside Out
Faculty: Karyn Crispo

Pablo Picasso once said, “We artists are indestructible; even in a prison, or in a concentration camp, I would be almighty in my own world of art, even if I had to paint my pictures with my wet tongue on the dusty floor of my cell.”  How is it that in such heavy and dark times the punished or oppressed are able to create, and what role does creative expression play in healing and rehabilitation?  In the United States we use the term “correctional facility”, but is our criminal justice system correcting anything?  Why do we have the highest incarceration rate in the world?  In this course we will grapple with these questions, keeping human rights as our prime focus. We’ll explore written and visual art as forms of therapy and rehabilitation for both victims and offenders. Do our victims in New York State find justice?  Are our inmates being treated humanely?  You’ll have an opportunity to work with local inmates in the St. Lawrence County correctional facility as well as work with advocacy groups that aim to establish and maintain dignity for all inmates. How can we serve victims while also treating offenders humanly?  How can we offer respect to all?

Politics and the Environment in Latin America
Faculty: Shelley McConnell

Get to know Latin America from an environmental perspective!  Latin America is geographically close to the United States and is vital to US trade and security, not to mention the survival of our ecosystems, but it remains "terra incognita" to many college students—an unknown land.  This course explores how ancient Mayan and Incan peoples engaged nature, the role of disease in aiding the Spanish Conquest, US-sponsored overthrow of governments in so-called “banana republics,” the fortunes made and lost in wild booms and busts of goods such as rubber and coffee, the lawsuit a jungle tribe in Ecuador has filed against US oil companies for damage caused by pipeline leaks, and the Brazilian government’s policies causing deforestation and flooding in the Amazon, among other topics. Documentary films, eyewitness accounts, poetry, fiction, cartoons and even recipe cards accompany the textbooks as sources of information. Whether you are considering study abroad in Costa Rica or Trinidad and Tobago, taking faculty-led trips to Panama or Peru, a career as a diplomat, or simply want to get to know neighboring countries, this course will help you get started on your journey and allow you to better understand the people and places you encounter.

From Pixels to Picoseconds
Faculty: Adam Hill

Science illuminates the mysteries of the complex world around us and gives us the ability to make it a better place. This interdisciplinary course will focus on the science, technology, and art of imaging to understand the world in space (pixels) and time (seconds). We will explore the applications of imaging technology, including digital and film photography, forensic photometry, light and electron microscopy, aerial and drone photography, and satellite imaging. We will analyze what can be learned from each technique in labs, lectures, and in-class discussions. While discovering new information is part of the challenge of science, great scientists also explain those ideas to other people. We will watch, see, and read the work of science communicators, and write essays, give short presentations, and create images to convey scientific ideas.

Developing the Leader Within: What Makes A Leader? [CBL]
Faculty: Colleen Coakley, Tom Ryan, Elisa Van Kirk

Leadership involves influence. The modern view sees it more as a process of mobilizing a group toward a common goal than a set of inborn traits. Throughout the course, we will explore leadership theory and discuss how it applies to real life situations. Topics central to leadership include self-confidence, motivation, vision, integrity, and overcoming adversity. Clearly communicating a message through public-speaking, prose, or modern media is essential to influencing others. In addition to reading texts, you will take part in various writing assignments, group projects, public speaking and community-based learning experiences. We all have the potential to lead in our own way. This course is meant to help current and aspiring leaders gain a better understanding of effective leadership and to provide the tools necessary to bring out the leader within. [CBL]

The Secret Life of Food
Faculty: Paul Graham

More than ever, Americans are obsessed with the food on their plates. We watch the Food Network, read blogs and books on farming and foraging, snap pictures of the plates brought to us at restaurants, and impose food-rules on ourselves. This course examines the history, science, and political issues that the current American obsession with food so often fails to explore or even acknowledge. We will look critically at questions such as local versus industrial agriculture, genetically modified organisms (GMOs), and the relationship between food, medicine, and disease to arrive at a critical perspective about the historical, cultural, scientific, and alimentary significance of the choices we make about this basic human need. To even begin to ask these questions about food is a privilege; and so we will also examine poverty, food insecurity, and hunger.

Marginalized Youth
Faculty: Heidi
Pitzer and Breyne Moskowitz
This course examines the social and cultural contexts that children and teenagers navigate. While we hear that childhood is precious and that young people are “our future,” this course considers the ways modern societies marginalize and blame youth, as well. We will study how the policies and practices of social institutions—schools, mass media, government agencies, corporate culture, healthcare—can impact youth in harmful ways. We will pay particular attention to how youth’s gendered, raced and classed identities and location in the world shape their experience of marginalization (or not). While we will take seriously the social forces working on youth, the course will work to position young people not as mere objects but agents who negotiate with and resist these forces. 

An Outdoor State of Mind
Faculty: Pamela Thacher and Devin Farkas

What is it about the outdoors that attracts and heals many of us? Is this something “hard-wired” in all humans -- or is it learned, or only true of some of us? In this college, students will spend time in outdoor activities on a regular basis (while the weather permits) as we examine how stress affects our bodies, minds, and spirits, and how being outdoors changes these experiences for the better.  Some specific topics will include examination of how wilderness therapy works; how the development of outdoor skills (and outdoor leadership skills) affect the way we see ourselves, our physical bodies, and our well-being; how outdoor experiences lower stress and increase our mental and physical health; and, how our larger culture views the outdoors, the wilderness, and the natural world. 

As part of our inquiry, we will critically examine our own experiences in nature, and will learn and practice a range of basic skills needed to safely and responsibly recreate in nature.  Prior experience with outdoor activities such as hiking, camping, rock climbing and paddling are not required; anyone with an interest in the outdoors, and a willingness to safely step outside their comfort zone on occasion, is right for this college. Note: All FYP members of this college will attend a St. Lawrence University pre-orientation trip (8/19 arrival on campus; trip 8/20-8/23); a spot is automatically held for students enrolled in this FYP.  A surcharge of $375 applies to all students enrolled in this FYP.  When enrolled, a detailed letter outlining requirements of the trip (equipment needs; clothing; schedule, etc.) will be sent to you via your SLU email.  Additionally, two overnight weekend trips (no extra cost) are also scheduled; students should plan on attending at least one of the weekend trips.

How to Tell a True War Story: The American War Movie Since Vietnam
Faculty: Bob Cowser

In this course we will explore Hollywood's fascination with the "war movie" genre since 1970, screening films like "Apocalypse Now," "Full Metal Jacket," "Blackhawk Down," "Saving Private Ryan," "The Thin, Red Line," "The Hurt Locker," and "American Sniper."  Along the way, we will ask ourselves whether it is in fact possible to tell a true war story or whether combat is an incommunicable experience.  Whether it is good to tell a true war story (or make a good war film) or if to represent war is to perpetuate what Tim O'Brien calls "a terrible, old lie," and whether many of the best war movies are actually ANTI-war movies.  We'll look at representations of race and gender in these films, and consider the ways we respond to movies, trying our hands at movie reviewing and more formal film criticism. *Popcorn not included.

#Men: Masculinities in Pop Culture
Faculty: Jorge Castillo, Amir Jaima, and Allison Rowland

Masculinity occupies an important, fascinating, and disturbing place among social roles we tend to take for granted. Men are just born masculine...or are they? Is the idea of a “feminist man” a political aspiration, or a wrong-footed paradox? In this course, designed for both women and men, we will examine contemporary representations of men in popular culture in the United States. Questions we will consider include: What does it mean to be a man today? What should it mean to be a man? Are there multiple ways to be manly, or is there something like a singular ideal that all men aspire to emulate? Do other aspects of our identity—race/ethnicity, sex/gender, sexual orientation, socio-economic status, able-bodiedness, religious beliefs/affiliation—affect whether or not one can a “real man,” or at least does it affect the kind of man that one can be? And most importantly, how do our ideas of men relate to current problems of sexism and the ethical/political projects of feminism? We will consider these questions across a range of texts and media images, both fictional and historical.

London FYP: Consuming Britain
Faculty: Madeleine Wong

This course will examine British economic, social and cultural changes through analyses of the politics of food – focusing on the themes such as production, consumption, supply, identity, class differences, and immigration.  Students will learn about different food traditions in Britain, and the historical legacy of empire in shaping the transformation of food and food culture in Britain.  The course will also expose students to transnational aspects of food – linked to empire, but also to the proximity of Britain to mainland Europe, and its membership in the EU.  Finally, the course will address the economics of food and the popular cultural explosion of celebrity chefs such as Gordon Ramsey and Jamie Oliver, and British award winning chefs Tony Singh and Cyrus Todiwala, who are originally from Bombay, India.  The course will involve a high level of engagement in London as a food capital through eating a variety of foods in different places in London such as Brixton, Chinatown, and Brick Lane, and at local food markets such as the famous Borough Market.

FYP Office at SLU as of 8/10/15.