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Robert Abzug, Director CLA 2.402, 305 E 23rd St B3600, Austin, TX 78712 • 512-475-6178

Course Descriptions

J S 304N • Jewish Civ: 1492 To Present

39365 • Bodian, Miriam
Meets TTH 1230pm-200pm WAG 214
(also listed as EUS 306, HIS 306N, R S 313N)
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This is the second half of a two-semester survey of Jewish civilization, from the Second Temple period (c. 500 BCE) to the present. In broad strokes, the sequence will give students a conception of a Jewish culture and history that has preserved important continuities, but has also undergone transformations as its bearers migrated, encountered other cultures, and adapted to changing circumstances.

This segment of the two-semester sequence, which can be taken independently of the first, will deal with the period from 1492 (the year of the expulsion of the Jews of Spain) to the present. It will give students a grasp of major demographic shifts, the impact of the Reformation, the emergence of new attitudes to Jews, the breakdown of traditional authority and the trend toward secularization. It will deal with the following transformative events: the rise of eastern European Jewry, the spread of kabbalah (a form of mysticism), the entry of Jews into a capitalist economy, Hassidism, Jewish Enlightenment (Haskalah), emancipation, modern antisemitism, Zionism, Jews in the Muslim world, the rise American Jewry, the Holocaust, the establishment of the State of Israel, and the Arab-Israeli conflict. The thematic core of the course will be the concepts of exile and return – their various meanings and interpretations as new historical contexts took shape.

Texts:

  • Eli Barnavi, A Historical Atlas of the Jewish People: From the Time of the Patriarchs to the Present.
  • Paul Mendes-Flohr and Jehuda Reinharz, eds., The Jew in the Modern World: A Documentary History.

Grading:

  • First mid-term (25%)
  • Second mid-term (25%)
  • Final exam (50%)

 

J S 311 • Comparative Religious Ethics

39370 • Schofer, Jonathan
Meets TTH 1230pm-200pm BIO 301
(also listed as R S 306C)
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The aim of this course is to examine and contemplate ideas about right and wrong as they are expressed in different religious traditions. We will use a case study approach to compare moral ideas related to: sexuality and gender, social justice, the environment, and violence. In looking at these topics we will discuss a variety of issues such as homosexuality, abortion, capital punishment, just war, responses to the ecological crises, and the relationship of humans to the natural world. The course will focus on comparison across four broad areas of religious practice: Buddhism, Christianity, Islam, and Native American religions. 

J S 311 • Israel: Space/Place/Landscape

39375 • Weinreb, Amelia
Meets TTH 930am-1100am CLA 0.120
(also listed as ANT 310L, GRG 309, MES 310)
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This multidisciplinary, interactive workshop is designed to foster dialog, debate and creative projects between lower-division undergraduate students with interests in Jewish Studies, Middle Eastern Studies, Anthropology, and Geography.

The core component of this class is the final project. Following the introductory unit, teams of students will then propose one site, space, place or landscape in Israel/Palestine to explore in depth, and propose a conceptual framework for doing so. Each team will be responsible for exploring social, cultural, political, phenomenological, aesthetic and affective processes related to the site they have selected. This experimental seminar is for students who want to experience a collaborative learning environment, gain a set of multidisciplinary analytic skills, learn about space in Israel, interact with students who may have different disciplinary and political viewpoints, and want to learn and write about space, spatiality and spatialization.

Hot Middle Eastern breakfast beverages served in class!

J S 311 • The Rise Of Christianity

39380 • White, L. Michael
Meets MWF 1100am-1200pm SAC 1.402
(also listed as C C 318, CTI 310, R S 318)
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This course is designed to acquaint students with the sources, issues, and methods in studying the development of the earliest Christian movement, primarily in  the New Testament period. It will survey the development of the Christian movement, from its beginnings as a reforming sect within first-century Judaism until it became a major cult in the Roman world, by looking at two intersecting sets of factors: the world situation during the period of its origins and the forces which gave it its peculiar social and theological shape. In particular, attention will be given to critical examination of the New Testament writings themselves, in order to "place" them in their proper historical context and to reconstruct some of the major phases and factors in the development of the movement.  

In the light of this critical reconstruction, sociological and anthropological methods will be introduced into the historical discussion; topics will include: sociological formation and development of sectarian groups; gender, status, group dynamics, and boundary maintenance in diaspora communities; and the evolution of organizational structures in cultural contexts.

For the most part the primary sources for the course will be the New Testament writings themselves. It will be necessary, therefore, for each student to have access to a good, modern version of the New Testament (and preferably the whole Bible, including the Apocrypha). For study purposes, comparison of different translations is encouraged. Other course books provide a guide to the early Christian writings and  the early history of the movement.

J S 311 • Roots Religious Toleration

39385 • Bodian, Miriam
Meets TTH 330pm-500pm WEL 2.256
(also listed as CTI 310, EUS 306, HIS 317N, R S 306)
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Religious intolerance seems to be endemic in human societies. It takes different forms, ranging from subtle discrimination to mass violence. There are times when it is less intense than at others. As a social phenomenon, there seems little chance that it can ever be eliminated.

But historically, political and legal structures have been developed that have ensured a high degree of freedom for religious minorities. These structures have been built gradually and with great effort. They have very particular roots in early modern Europe (sixteenth to eighteenth centuries). In this course we will try to understand in historical perspective how this happened, as well as the impact of this development on contemporary thinking.

To understand the extraordinary struggles of the early modern period, we’ll first have to understand the basic position and practices of the western Church toward heretics and non-believers as they were formulated in the first few centuries CE and as they were elaborated in the medieval period. We will then turn to the events and changed perspectives of the Reformation period. Finally, we will analyze the range of theoretical ideas about religious toleration proposed by European thinkers, and consider their practical implications. We’ll conclude with some reflections on the persistent problems that have arisen and still arise in the effort to achieve religious toleration, including recent issues particular to the multiculturalism experiment.

The course, then, has a three-part structure:

Part 1: A survey of the late antique and medieval European background;

Part 2: A look at how new conditions in the Reformation period encouraged the emergence of ideas of religious toleration;

Part 3: A study of a variety of theoretical positions – then and (briefly) now.

Grading:

You will take an exam after the first two segments of the course (together, 50% of the grade), and a final exam (30%). In addition, you will write a 3-5 page exercise (10%), and attendance and participation will be evaluated (10%).

J S 362 • Indep Rsch In Jewish Studies

39390
Meets
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May be repeated for credit. Tutorially directed research in Jewish Studies. Prereq: Upper-division standing and consent of instructor.

J S 363 • Gendering The Old Testament

39395 • Hackett, Jo Ann
Meets TTH 1100am-1230pm BEN 1.106
(also listed as MEL 321, MES 342, R S 353, WGS 340)
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What happens if you jettison the sweetly smiling, long-suffering, or dastardly evil biblical women we know from our youth and instead look at their stories through the modern lenses of feminism, sociology, anthropology, and women’s history? You will get a 21st-century picture of women’s motivations, women’s sources of power, women’s relationships with their men and their societies. Rather than exploring conventional religious/spiritual interpretations, we will nurture instead critical thinking and close readings of the stories of Ruth, Jezebel, Deborah, and many more.

Texts

To be determined.

Grading

Attendance 10%, Quizzes 50%, Oral report 10%, Final project 30%

J S 363 • Yiddish Drama And Film

39400 • GOTTESMAN, ITZIK N
Meets TTH 200pm-330pm CLA 0.106
(also listed as C L 323, GSD 360)
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Course Description

In an amazingly short span beginning in the mid 19th century, Jewish writers left their traditional world and began to express themselves in modern drama and later, in film. A number of these works are now considered classics of the world stage and cinema. This course will examine the development of Yiddish plays written before the Second World War and films produced in Eastern Europe and America since the early 1930s until the present day. These productions reveal much about Jewish life in Poland and Russian and the immigrant's transition to America and Europe. 

The class will begin by looking at the roots of the modern Yiddish theater including vaudeville, and the traditional Purim plays. We will read the classic Yiddish plays:  H. Leivick’s "The Golem", S. Ansky’s "The Dybbuk" and I. L Peret’z "A Night at the Old Marketplace" and the controversial and often banned  "God of Vengeance" by S. Asch.  After viewing some silent films of the 1920s, we will analyze the American Yiddish films of Edgar Ulmer, better known as a pioneer of film noire, and then comedies and melodramas produced in both Eastern Europe and the United States, concluding with Eve Annenberg's film "Romeo and Juliet in Yiddish", 2010. The interrelationship between American popular culture and Jewish culture will be a theme running throughout the course.

No knowledge of Yiddish is required. We will read translations and watch films with subtitles.

Grading Policy

Attendance, homework and class participation: 25%

Three short papers 25%

Final paper: 50%

Required reading

Jim Hoberman, Bridge of Light: Yiddish Film Between Two Worlds

Nahman Sandrom, Wandering Stars

Nahma Sandrow, God, Man, and the Devil

Joel Berkowitz and Barbara Henry, Inventing the Modern Yiddish Stage

J S 363 • Sacr/Sec Contemp Jewish Lit

39405 • Grumberg, Karen
Meets TTH 1100am-1230pm CAL 422
(also listed as C L 323, MEL 321, MES 342, R S 353)
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This course will examine contemporary Jewish literature from three different countries, the United States, France, and Israel. We will read well-known works by several major authors from each country. Does their work incorporate Judaism or Jewishness in any way – thematically, stylistically, methodologically? How does it interpret Jewishness, if at all? Do these works redefine the sacred? Do the American and French authors use language differently than their non-Jewish compatriots might in their writing? Does the territoriality of Hebrew, or the direct link between Hebrew and Judaism, affect the way Jewishness is represented in the Israeli works? Conversely, what is the role of the secular in these texts? We will consider these and other questions, taking into account not only nationality, but also gender, ethnicity, and generational differences.

Texts (Tentative)

(Subject to change) Course reader Rebecca Goldstein, The Mind-Body Problem (1983) Philip Roth, The Counterlife (1986) Cynthia Ozick, The Shawl (1989) “Annie Hall” (Woody Allen, 1977) – film Allegra Goodman, Kaaterskill Falls (1999) Albert Memmi, Pillar of Salt (1953) Albert Cohen, Book of My Mother (1954) Etgar Keret, The Bus Driver Who Wanted to be God (1994) Elisabeth Gille, Shadows of a Childhood (1996) “Little Jerusalem” (Karin Albou, 2005) film Shulamith Hareven, City of Many Days (1972) “Kadosh” (Amos Gitai, 1999) film Haim Be’er, Feathers (1979) Orly Castel-Bloom, Dolly City (1992)

Grading

Active participation - 20%, Quiz - 5%, Exam 1 - 15%, Exam 2 - 15%, Exam 3 - 15%, Final Exam - 30%

J S 363 • Women And The Holocaust

39410 • Bos, Pascale
Meets TTH 930am-1100am GEA 114
(also listed as C L 323, EUS 346, GSD 341F, WGS 340)
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1. We will examine the historical role of non-Jewish German and of Jewish women during WW II and the Holocaust through autobiographical texts, film, and historical analyses. In doing so, we will simultaneously explore what doing feminist, or gender history may look like. How did fascism define the gender roles of non-Jewish women in Germany? How did the Nazis treat Jewish women and other female “enemies of the state”? Did the experience of persecuted (Jewish) women differ from that of (Jewish) men?     2. We will carefully examine autobiographical texts of women as self-representations that attempt to negotiate the different (and shifting) discourses on femininity and masculinity, and the role of women in the public and private sphere available during the war years. Although the texts (both autobiographical writing and interviews) sketch a picture of the experiences and gender constructions that we seek to examine, we will not just use these texts as “eyewitness” documents of women’s experience. Instead, we critically investigate how to interpret these texts. How are these texts produced? When were they produced, how much time elapsed between the event and the writing about it? What is the role of the interviewer or editor, what is the role of time and aging? Are the texts gendered? Is memory gendered, or are narratives? How do the texts relate to “lived experience?”

J S 364 • Germany Since Hitler

39415 • Crew, David
Meets MW 330pm-500pm GAR 2.128
(also listed as HIS 350L)
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THE PURPOSE OF THE COURSE:

This seminar will analyze the effects of Hitler’s dictatorship upon German society, politics, economy and culture. It will explore the consequences of defeat, occupation, the Cold War and the political division of Germany after 1945. It will also compare and contrast the history and development of East and West Germany in the years between 1949 and 1989. Finally, the course will examine some of the consequences and prospects created by the fall of the Berlin wall in 1989 and the unification of East and West Germany in 1990.

Texts:

(Books marked with * are available as electronic resources from the UT-Library system at no charge with your UT-EID. Please feel free to read these materials on-line if you prefer.)

*David F. Crew, editor, Nazism and German Society, 1933-1945(London and New York,1995)

Primo Levi, Survival in Auschwitz

*Edit Scheffer, Burned Bridge.How East and West Germany Made the Iron Curtain(Oxford, 2012)

Hanna Schissler,editor, The Miracle Years. A Cultural History of West Germany 1949-1968(Princeton,2001)

Katherine Pence and Paul Betts, editors, Socialist Modern.East German Everyday Culture and Politics(Ann Arbor: The University of Michigan Press, 2008).

*David F. Crew, editor, Consuming Germany in the Cold War(Oxford and New York: Berg, 2003)

Peter  Schneider, The Wall Jumper. A Berlin Story (Chicago,1983)

We will also be working intensively with documents and images on this Website

http://germanhistorydocs.ghi-dc.org/home.cfm

Grading:

This is a substantial writing component course. You will be required to write three critical essays (6-8 pages each) which analyze the problems posed by selected readings from the above assigned reading list (each of these three essays is worth  20% of your final grade). In addition, you are each required to give in-class reports on two different images from the Website, “German History in Documents and Images” http://germanhistorydocs.ghi-dc.org/home.cfm . Each of these assignments counts for 10% of your final grade. Class attendance and participation count for 20 per cent of your final grade. I will be using the full range of +/- grades.

J S 364 • Jewish Diaspora Amers/Palestin

39420 • Klor, Sebasti├ín
Meets TTH 1100am-1230pm GAR 0.120
(also listed as HIS 366N, LAS 366, MES 343)
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The era of mass migration from Eastern Europe (1881–1914) has long been the topic of extensive, in-depth historiographical discussion. Numerous research studies have addressed various aspects of it from a variety of perspectives. From this corpus have emerged two parallel but completely different historiographical approaches. The first deals with general Jewish migration to destination countries, especially the United States. The second deals with immigration to Palestine as a unique, exceptional case unlike other Jewish migration at the time.

The main goal of the present course is to emphasize the common denominator, between those who arrived to Palestine at the beginning of the 20th century, to those who arrived at the US and Argentina during the same period of time. A few of the research topics to be discussed during the course are: the decision to emigrate (to which country of destination); the role of the Zionist ideology in the migration process; the socio- demographic profile of the Jewish immigrants; what obstacles did the migrants encounter in acting on their decision, and how did they overcome them, if at all?

COURSE REQUIREMENTS:

  • Lecture questions, 5%
  • Class participation, 10%
  • Quizzes, 20%
  • 2 Assignments, 25%
  • Final exam, 40%

J S 364 • Jewish Histories Of Mid East

39425 • Sternfeld, Lior
Meets TTH 330pm-500pm BEN 1.108
(also listed as HIS 364G, MEL 321, MES 343)
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Jews have been part of Middle Eastern societies for thousands of years. They flourished at times, and endured hardships at others. They were part of every significant social and cultural transformation and the ever-evolving reality. Scholarship and conventional wisdoms often provide a problematic and ahistorical analysis that cemented reductive sentiments as History. Students will read and analyze primary sources and read critically secondary sources. We will delve into national historiographies and seek to find a nuanced narrative of Jewish histories of the region. We will also analyze popular culture products, such as documentaries, TV representations, and literature. One of the end results of the course will be creating an online wiki-style website that will be dedicated to Jewish histories of the Middle East. There will be a one-credit option for students to work with texts in Hebrew, Arabic or Persian. Texts Course packetGradingA 93-100, A- 90-92, B+ 87-89, B 83-86, B- 80-82, C+ 77-79, C 73-76, C- 70-72, D 60-69 F 0-59Class participation 25%, Website Entry Essay 25%= first draft: 10%, final draft: 15%, Presentation 10%, Final Paper (due at end of semester) 40%= proposal: 10%, paper: 30%

J S 364 • Jews In American Entertainment

39430 • Ernst, Christopher
Meets TTH 800am-930am PAR 310
(also listed as AMS 370, HIS 350R)
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This course explores the vital role played by commercial amusements such as theater, Broadway, radio, television and film in creating American culture.  From the middle of the nineteenth century to the present day, Jews have helped shape this culture of entertainment—and in so doing, profoundly influenced American identity.  Students will examine the representations and performance strategies of Jewish Americans through the lens of public entertainment.  We will focus on how Jews, as actors and actresses, writers and composers, singers and celebrities, producers and directors have negotiated their Jewish identity within the larger society.  Students will gain an understanding of how Jews have used the entertainment industry as a forum for grappling with important questions of American identity. 

Throughout the course, we will read cutting-edge scholarship and analyze compelling primary sources.  Students will become adept at interpreting images, deconstructing texts, evaluating historical evidence and writing historical essays.

REQUIRED TEXTS

Most readings will be available through Blackboard under Course Documents.  Please note that some readings will be links to websites and other material will be accessed online through University of Texas Libraries.

EVALUATION

  • Attendance and class participation, 30%
  • Response 1 (1000 words), 10%
  • Response 2 (1000 words), 10%
  • Midterm, 15%
  • Final Essay (2000 words), 35%

J S 364 • The Dead Sea Scrolls

39435 • Kaplan, Jonathan
Meets MWF 100pm-200pm PAR 101
(also listed as AHC 330, HIS 364G, MEL 321, MES 342, R S 353D)
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For almost seventy years, the discovery of the Dead Sea Scrolls has influenced significantly our understanding of Second Temple Judaism, the formation of the Bible, and the origins of the religious movements of Christianity and Rabbinic Judaism. This course presents an in-depth study of the Dead Sea Scrolls in order to understand better the development of law, interpretation, ritual, messianism, apocalypticism, and prayer in the late Second Temple period. This course will include discussion of the archaeology of the Qumran community, textual production and transmission in antiquity, scribal practices in antiquity, and pseudonymous authorship.

Texts

VanderKam, James C. The Dead Sea Scrolls Today. Revised Edition. Grand Rapids: Eerdmans, 2010. Vermes, Geza. The Complete Dead Sea Scrolls in English. London: Penguin, 1998.

Grading

Class attendance and participation 10%; Quality of midterm examination 20%; Quality of final examination 30%; Quality of two “5 page papers“ 40%.

J S 364 • Intro To The Holocaust

39440 • Lichtenstein, Tatjana
Meets MW 430pm-600pm GAR 0.102
(also listed as EUS 346, HIS 362G, REE 335)
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Please note: “Introduction to the Holocaust” is an upper-division history course with an intensive reading and writing component.

This course on the Holocaust examines the mass killing of Jews and other victims in the context of Nazi Germany’s quest for race and space during World War II.  Using sources that illuminate victim experiences, perpetrator perspectives, and bystander responses, we investigate the Nazi racial state, the experiments in mass killing, the establishment of a systematic genocidal program, collaboration and complicity, resistance and rescue, as well as the memory of the Holocaust in western culture.

Texts:

Doris Bergen, War and Genocide: A Concise History of the Holocaust (2nd edition)

Thomas Blatt, From the Ashes of Sobibor: A Story of Survival

Jan T. Gross, Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland

Marion Kaplan, Between Dignity and Despair: Jewish Life in Nazi Germany

Lianna Millu, Smoke over Birkenau

J. Noakes & G. Pridham, Nazism 1919-1945: A Documentary Reader vol. 3

Gitta Sereny, Into that Darkness: An Examination of Conscience

Grading:

Attendance and Participation: 20%

Tests incl. final exam: 35%

Essays: 45%

J S 365 • Israeli Peace & Social Justice

39443 • Chaitin, Julia
Meets TTH 930am-1100am PAR 208
(also listed as MES 341, SOC 321K)
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This course will look at NGOs (non-governmental organizations) and grassroots organizations working for peace/social justice in the Israeli-Palestinian context. The course will present and discuss the major activists and organizations in this field that have emerged over the years (since the 1970s), look at the work they do, how they do it, their place in Israeli/Palestinian society, culture, and political realm, the obstacles they face in their own societies, and attempts to overcome the obstacles and work for peace-building and reconciliation between the two peoples.

The course will also offer basic concepts/theories concerning activism and grassroots initiatives that include: peace-building, conflict resolution, reconciliation, dialogue, forgiveness, inter-group relations, social perceptions and processes such as stereotyping, group-think, de-individuation, de-humanization, moral exclusion, people-to-people processes, altruism and pro-social behavior, etc. Furthermore, students will read and hear about “stories from the ground”. The course will also draw heavily on the presentation and work of the organizations on the internet and in social media (e.g. Facebook, Twitter).

Proposed readings

  • Chaitin, J. (2011). Peace Building in Israel and Palestine: Social Psychology and Grassroots Initiatives. New York: Palgrave-Macmillan.
  • Chaitin, J. (2011) "Here's the Separation Wall": Political tourism to the Holy Land. Conflict Resolution Quarterly, 29, 39-63. 
  • Chaitin, J., Obeidi, F., Adwan, S. & Bar-On, D. (2004). Palestinian and Israeli NGOs: Work during the “Peace Era”. International Journal of Politics, Culture and Society, 17 (3), 523 – 542.
  • Kaufman-Lacusta, M. (2010). Refusing to be enemies: Palestinian and israeli nonviolent resistance to the Israeli Occupation. Reading, UK: Ithaca Press.
  • Kidron, P. (2004). Refusenik! New York, NY: Zed Books.

Basis of grading

The students will be required to:

  1. Attend and be active participants in the course.
  2. Write one short paper (5-7 pages) about one peace/social justice organization that includes a description of the organization, its vision, mission and activities, its main focus/foci as well as an analysis of the organization based on concepts taught in the course.
  3. Give a short in-class presentation (15 minutes, using power point or other visuals - this can be done in pairs) that focuses on one specific peace/social justice activity or program undertaken by an Israeli/Palestinian activist or NGO.  The presentation will include a description of the activity and group/activist as well as an analysis of whether or not the activity appears to have aided peace efforts or constructed obstacles to such processes, based on concepts taught in the course.
  4. Write a final paper (approximately 10-12 pages) which will compare two NGOs working in the same realm (e.g. peace and environment; dialogue groups etc.), analyze their work based on concepts covered in the course, and offer concrete recommendations for how these organizations can help further peace processes in Israel-Palestine.

J S 365 • Jewish Cuba

39445 • Weinreb, Amelia
Meets TTH 1100am-1230pm CLA 0.120
(also listed as ANT 325L, LAS 324L, R S 366)
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Cuba has a small Jewish community (between 1,000-1,500) whose origins are presumed to date back to 1492. By some accounts, the contemporary community is dying, and by others, it is vibrant. No matter the assessment, it is a community that has been written about and analyzed disproportionately for its size. As noted Cuban-American Jewish anthropologist Ruth Behar has proposed, Jewish Cuba presents the challenge of focusing on a small community to understand large philosophical and cultural issues: Diaspora, preserving identity in hybridized social worlds, and the concept of home. In learning about Jewish Cuba, students of are not only exposed to a nationally-specific case study in Jewish Latin America, but have the opportunity to study the relationship between state politics and Jewish life, Judaism under communist regimes, religious and linguistic revitalization movements, migration, and cultural survival. To explore these themes and concepts, this course uses scholarly texts and ethnographic accounts, but also personal memoirs, films, photographs, and documentaries about Jewish Cuba.

Core questions we address in the course are: What is Home? What is Diaspora? What is Revolution?  How do we write about it?

Note: This course carries a Writing Flag and a Global Cultures Flag.

J S 365 • Personal Narrs: Jews/Palestins

39447 • Chaitin, Julia
Meets TTH 1230pm-200pm CLA 0.120
(also listed as MES 341, SOC 321K)
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Since the 1940s, more and more personal stories of experiences of different massive social trauma (e.g. the Holocaust, wars, genocides, forced refugee experiences) have been collected and used for research and/or for social-political purposes. This course will draw on life story interviews and personal stories from Jews and Arabs in Israel as they relate to the social-historical-political context of the region.

The course will draw on published narratives (in books, on the internet) as well as narratives from my different research projects that have studied such topics as: aliya (immigration to Israel), the psycho-social impacts of the Holocaust on survivors, their children and grandchildren, Palestinian refugee experiences, establishment of kibbutzim, childhood/soldier memories from wars, social workers who engage in peace-building, and the life stories of Israeli young and older adults in the context of the Israeli-Palestinian conflict. The course will look at the actual experiences that the interviewees have had and the ways in which they talk about these life experiences. Furthermore, we will look at ways to understand their narratives from a psycho-social perspective and I will introduce different analytical tools that can be used to gain a deeper meaning of the significance of these experiences for the autobiographers. 

Proposed readings

  • Bar-On, D. (1995). Fear and Hope: Three Generations of the Holocaust. Cambridge, MA: Harvard University Press.
  • Breaking the silence. Soldiers talk about the occupied territories. http://www.breakingthesilence.org.il/testimonies/database
  • Chaitin, J. (forthcoming). “I need you to listen to what happened to me”: Personal narratives of social trauma in research and peace-building. American Journal of Orthopsychiatry.
    • Chaitin, J. (2004). My Life, My Story, My Identity. International Journal of Qualitative Methodologies Vol 3 (4).
    • Chaitin, J., Awwad, E. & Andriani, C. (2009).  Belonging to the Conflict: Collective Identities among Israeli and Palestinian Émigrés to the United States. Social Identities: Journal for the Study of Race, Nation and Culture, 15(2), 207-225.
    • Chaitin, J., & Steinberg, S. (2013). “I can almost remember it now”: Between personal and collective memories of massive social trauma. Journal of Adult Development.

Grading

The students will be required to:

  1. Attend and be active participants in the course. No points, but mandatory
  2. Submit one short paper (2-3 pages) that presents and explains the chronology of a Holocaust survivor OR a Jewish-Israeli who was a refugee from Northern Africa/Asia OR his/her child OR grandchild. Additionally, each paper will include a short presentation of one major theme that appears important to the interviewee in the personal narrative. This is 15% of the grade. This will be due by the 4th-5th week.
  3. Give a short in-class presentation (done in pairs – 15-20 minutes) that focuses on the narratives of two Israelis, OR one Israeli and one Palestinian OR two Palestinians that have lived through the same social-political events. The presentation will include short summaries of the autobiographers’ lives and one main theme that were discerned in analyses of both narratives. This is 20% of the grade. Students will sign up for a date to present. The presentations will start from the 3rd or 4th week and continue throughout the semester.
  4. Write one short paper (5-7 pages) that analyzes a personal narrative from a Palestinian or Israeli autobiographer. This is 25% of the grade. This paper will be due 10th-11th weeks into the course.
  5. Write a final paper (approximately 10-12 pages) which will include a detailed analysis of one to two themes that emerge from an in-depth reading of an Israeli’s or Palestinian’s narrative. This is 40% of the final grade. This will be due by the last class period.

J S 365 • Amer Jewish Material Cul

39450 • Seriff, Suzanne
Meets TTH 1100am-1230pm WAG 112
(also listed as ANT 325L, R S 346)
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This course introduces students to a burgeoning field of American Jewish cultural studies that deals with what cultural theorist Arjun Appadurai calls, “the social value of things.” Focusing on the interplay between material culture and Jewish identity, thought, and practice in contemporary America, the course explores how Jews think about, work with, use, wear, display and “perform’ objects in the course of their everyday lives. This is not a course just on the production of fine art by or about Jews, so much as it is about the everyday arts of adornment, celebration, liturgy, spirituality, memorialization and identity and the ways in which these various meanings are negotiated within distinct domains of prayer, performance, entertainment and display. Borrowing from the central concern of cultural commentator, Barbara Kirshenblatt-Gimblett, we will pose the question, "What does it mean to show?"—or in this case, “to show, Jewishly?” -- and explore the agency of display in a variety of American Jewish settings: in the home, on the street, in houses of worship, on the body, in celebration and in public displays such as museum exhibits, world’s fairs, festivals, and other touristic attractions. We will look at how the everyday artifacts of American Jewish life are made to "perform" their meanings for us by the very fact of being consumed, collected, arranged, worn, addressed, touched, kissed, and carried, and about the powerful messages conveyed not only by the objects themselves but by the specific ways in which these objects are addressed and interacted with. In examining the meaning and value of things in the context of religious practice or cultural display students will have a chance to explore broader theoretical topics about what it means to be Jewish in a multi-cultural, multinational, multi-denominational democracy such as the United States, as seen through an exploration of issues of memory, sense of place, identity, performativity, belief, and spirituality. Drawing from the fields of folklore, Jewish studies, cultural studies, religious studies, literature, museum studies, film, and photography, the course introduces students to the vibrancy and meanings of Jewish material culture in American Jewish life and thought. The course will emphasize the development of critical thinking skills and cultural analysis. The class format will entail active, participatory, and empowering ways of learning based on class discussion, class field trips, and original oral historical and field-based research. The course is intentionally designed to be student-centered. Students will be discussing and presenting material during class sessions and interacting with one another and the instructor on a regular basis. Students will also have the opportunity to participate directly in the curatorial process of cultural representation, either through the planning and/or implementation of their own exhibit, or a critical analysis of a particular display of objects owned, made, collected, worn, displayed, used, venerated, and symbolized in American Jewish culture.

J S 679HA • Honors Tutorial Course

39455
Meets
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Supervised individual reading and research for one semester, followed by writing substantial honors thesis during the second semester. Restricted to Jewish Studies majors. Prereq: For 679HA, admission to the Jewish Studies Honors Programs, and for 679HB, Jewish Studies, 679HA.

J S 679HB • Honors Tutorial Course

39460
Meets
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Supervised individual reading and research for one semester, followed by writing substantial honors thesis during the second semester. Restricted to Jewish Studies majors. Prereq: For 679HA, admission to the Jewish Studies Honors Programs, and for 679HB, Jewish Studies, 679HA.

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