|
LACS |
Latin American & Caribbean Studies Program |
A compilation of
course descriptions follows this list of course titles.1. Courses that will be given full credit toward a LACS undergraduate concentration degree.
Anthropology courses
Literature courses
History courses
Politics courses
Other courses
STUDY ABROAD
Courses taken at the equivalent of the 300 level or above that deal with Latin American or Caribbean topics (not including language instruction) will in most cases count toward the major. For the Study Abroad Program, contact the Office of International Programs, G513 Michigan Union; tel: 764-4311.
Students who enroll directly at foreign universities may, upon their return, petition for academic credit. Students are expected to provide documentation concerning the nature and amount of work completed as well as official evaluations of academic performance. Students who anticipate petitioning for credit for foreign study should contact the Office of International Programs and the Office of Undergraduate Admissions in advance of enrolling in a foreign university.
Students planning to study abroad in any program not sponsored by the University of Michigan must complete a Statement of Intent to Study Abroad, obtainable from the Office of International Programs, G513 Michigan Union.
2. Courses of interest that will not count toward the major.
464/564 (School of Music, MHM 464/564). Music of the Caribbean: Caribbean Music and Identity. (100%) In the Caribbean, a land distinguished by migration and displacement, the concept of nation and identity assumes tremendous importance. This course will examine invented and re-invented identities and traditions as celebrated in the music of Caribbean people. Musics highlighted include those from the Netherlands Antilles, Trinidad, Grenada, Surinam, Martinique, Antigua, the Dominican Republic, Haiti, Puerto Rico, Jamaica, and Cuba. A combination of lectures and class discussions will uncover a Caribbean ethos based on the generation of new myths and revisions of old, with music revealed as primary indicator for both. Students are encouraged, in their written projects, to explore issues involving musical ideation, discovery, and decision-making in a select Caribbean area. (de Jong)
243 (Women's Studies 243). Introduction to Study of Latinas in the U.S. (25%)
This course is an exploration into the multiplicity of social and cultural histories and relations that define the variety of experiences of Latinas in the United States. We will examine the many ways in which ethnic, racial, class, gender, and sexual differences have shaped these experiences. Special attention will be paid to the construction of identities and to power relations in the United States. During the term we will discuss these processes using a wide range of multidisciplinary materials. The course is thematically organized, and it includes topics such as: Differences among Latina women: racialization; "Border" women/"Barrio" women: the Geography of Identity; "Mother," "Sister," and "Daughter," En-gendering Betrayal: Sexuality and Transgressions; and Differences "at Work." (Koreck)
272. (Ling. 272.) Language in Society. (25%)
What place does language have in everyday life? Do people really communicate when they speak to each other? How is language used to reinforce relationships of power, especially along racial, gender, and class lines? How do languages change, and how does change reflect the structure of society? This course is about the nature of language and the ways in which it reflects and informs social life. Topics covered include: (1) How and why languages change; (2) the relationships between speech and social class, race, and gender; (3) the politics of language use in society, including language policy in third-world societies (especially in South America) and the "English-only" movement in the United States; (4) the ways in which language is used to construct social, cultural, and political "realities" and the ways these realities are contested as, for example, in the abortion debate. We will try to answer some of these questions in this course, which is about the nature of language and social life. The course has no prerequisites except curiosity about the interrelationships between language and society. There is a required text, Nancy Bonvillain, Language, culture, and communication, and a supplementary course pack. (Berkley)
386. Early Civilizations. (50%)
The earliest civilizations in both Eastern and Western hemispheres are the focus of this course. The civilizations of most ancient Egypt, Mesopotamia, Mexico, and Peru will be emphasized. The course begins with discussions of archaeology of the evolution of complex cultural organizations, of the spread of human populations in the planet's many environments, and the beginnings of our agricultural systems. We then consider the geography, economic and political development, and ideologies of each early civilization, based on archaeology and the evidence of the earliest written texts. No special background is assumed. There are two lectures and one discussion section per week. The textbook is Patterns in Prehistory, by Robert Wenke. Accomplishment is evaluated on the basis of two in-class short answer and short essay examinations. A research paper is also an option. (Wright)
439. Economic Anthropology and Development. (40%)
This course introduces students to economic anthropology and development in rural, village-based, tribal, peasant, urbanizing and industrializing societies and cultures of the Third World: Africa, Asia, the Caribbean, Latin America, and the Middle East. The FIRST PART reviews the nature of economic anthropology, its scope, objectives, basic concepts, theories and methods of investigation. It discusses economic anthropology as it relates to conventional/development economics. The SECOND PART examines anthropological (social science) perspectives on development and underdevelopment: progress, modernization, acculturation, socioeconomic growth. The THIRD PART is concerned with specific case studies of problems of Third World development and underdevelopment: rural/urban poverty and inequality; women and development; international migration and globalization; etc. The course CONCLUDES with an overview of global issues in Third World development and underdevelopment in a post-cold war environment. The course is recommended for anthropology concentrators and all students with serious interest in comparative cultures and Third World development and underdevelopment. Lecture/discussion format. Films and videos shown in class when available. Final grades based on three take-home papers and contributions to class discussion. Basic texts: Lucy Mair, Anthropology and Development; and Polly Hill, Development Economics on Trial. (Owusu)
458.001. Discourses and Society in Mesoamerica. (100%)
This course explores hybrid, colonial discourses and their relationship to contemporary Mayan communities. Both the language of native discourse and the representations of culture and society emergent from it display multiple voicings. This is partly because these texts were and are deeply responsive to the bilingual institutional frameworks in which they are produced and received. By reading historical and ethnographic evidence as discursive in this double sense, we will analyze the persistence, reinvention, and manipulation of Mayan cultures and languages. Topics addressed include: Genre, naming and colonial knowledge; the discursive construction of authority; reported speech, archaism, and parallelism; regional identity; narratives of continuity (rupture); and purism in Pan-Mayanism. Readings center upon colonial and postcolonial Yucatan and include other related areas as well. Students will have considerable opportunities for introducing their own perspectives through discussion and class presentations. Evaluation will be based upon participation and a final paper. (Berkley)
ENGLISH LANGUAGE AND LITERATURE
384.001 (CAAS 384, Amer. Cult. 406). Topics in Caribbean Literature: Colonial Encounters. (100%)
From that fateful night in 1492 when Columbus lost his way in the New World, the islands of the Caribbean have provided a stage in which different cultures have meet and reshaped their identities and destinies. This course is an examination of the images, texts, and ideologies which have emerged out of these colonial encounters. From a selection of readings ranging from Columbus's diaries and fictions on the 1790s revolution in Haiti, to novels on nationalism and postcolonialism, we will examine how ideas about the Caribbean were central to European notions of self and modernity. Using different media - films, videos, and paintings - we shall see how the shaping of slave society in the Caribbean was as much about African slaves as it was about European and American ideals. The course will conclude with an examination of narratives of Caribbean migration to Europe and the United States. Course requirements: short writing assignments and a final examination. This course satisfies the New Traditions requirement for English concentrators. (Gikandi)
HISTORY
377 (Amer. Cult. 312). History of Latinos in the U.S. (25%)
This course is an exploration of the history and culture of Latinos in the United States from the colonial era to the present. We will examine the diversity among groups that make up the Latino population of the United States, paying particular attention to the three largest subgroups of Mexican, Puerto Rican, and Cuban origin. Topics will include the varied experiences of colonialism and immigration; the role of race prejudice and discrimination in shaping social mobility; cultural transformation and regional variations in language, religion, and music; gender as a central variable in defining issues of identity and opportunity; and the birth of a Latino civil rights movement. (Montoya)
477. Latin America: The National Period. (100%)
This course examines the history of Latin America from the early nineteenth century until the present. The approach is both thematic and chronological, focusing on: (1) the colonial heritage, political independence, and the development of new forms of political rule; (2) agrarian transformations and labor systems; (3) urban growth and industrialization; (4) nationalism and struggles to define national cultures; (5) social constructions of racial, ethnic and gender identities; and (6) revolutionary movements and military responses. Selected regions will be discussed under each topic, with a particular emphasis on Haiti, Mexico, Brazil, Cuba, the Andean republics, and Central America. (Caulfield)
Undergraduates who enroll in this course will also have the option of enrolling in UC490.001, a 1-credit Languages Across the Curriculum section. Students will complete extra reading and writing assignments in Spanish and discussion will be conducted in both Spanish and English. Please note meeting time for this section is longer. This is for undergraduates. Students should have 4th-term Spanish competency. PLEASE NOTE--YOU WILL NOT BE ABLE TO ENROLL IN UC 490.001 UNTIL AFTER THE TERM BEGINS. Instructions on how to do this will be explained in the first few class meetings. (Caulfield)
HONORS
251.006. Sophomore Seminar: Nation Formation: Race & Gender in the Americas. (100%)
What is the connection between the nation and "the people?" Is there an authentic "national identity?" Who is entitled to lead the nation and represent "the people?" If we look at nation formation in the Americas we can see that it has been based on both principles of inclusion and equality, and practices of exclusion and subordination. These practices have been significantly organized around racial and gender hierarchies which shape institutions, social life, and beliefs. This course will examine different aspects of national identity and state power, including: political power and norms of masculinity; racial dimensions of political repression and opposition. We will look at cases in Latin America, the Caribbean, and the U.S., and will use a wide variety of materials from historical to literary and visual. (Skurski)
LATIN AMERICAN AND CARIBBEAN STUDIES (LACS)
399. Senior Thesis. (100%)
All students concentrating in Latin American and Caribbean Studies enroll in this seminar in either the fall or winter of their senior year. Each student works directly with a thesis advisor, and are graded by that advisor. The seminar meets only occasionally as a group; its main function is to provide a mechanism for consultation and support among thesis-writers and between thesis-writers and the concentration advisors. (Mannheim)
POLITICAL SCIENCE
447 (Rel. 447). Comparative Studies in Religion and Politics. (35%)
This course examines change and conflict in religion, culture, and politics, and in the relations among them in a range of societies and cultures. Particular issues of concern include the emerging debates about justice and social action in religion, the meaning and impact of "fundamentalism," and the impact of transformations in religious leadership, organizations, and discourse on politics. Readings and lecturers are interdisciplinary and cross cultural with evidence drawn from historical and (above all) contemporary experiences in the United States, selected Latin American countries, and cases from the Islamic world. Requirements include a midterm, several mid-length (8-10 pages) papers on assigned topics, and a final examination. All examinations to be given in class. (Levine)
497.002 Undergraduate Seminar in Comparative and Foreign Government: Political Parties, Social Movements, and Democratic Politics in Latin America. (100%)
(Prerequisite: Senior standing; primarily for seniors concentrating in political science.) The subject matter will be a seminar on the role of new and old social movements in the construction and maintenance of democracy. Movements to be studied include political parties, trade unions, neighborhood associations, peasant movements, religious groups, and so forth. No exams. Oral reports and papers. (Levine)
RELIGION
380.001. Religious Encounters in the New World. (75%)
The European discovery of the Americas set in motion one of the largest encounters in the Atlantic World. Although it would take close to a century to fully understand the scale and magnitude of their discovery, the European encounter with the other in the New World produced entirely new people, societies, and cultures. Along with new foods, new languages, and new ways of speaking, this encounter resulted in the creation or invention of new religions, world-views, and belief-systems. This course will explore the European encounter with other forms of religious expression as it unfolded in the New World. Initially praised as an Eden populated by child-like others, the New World was reinvented as an uncivilized land and native peoples as savages. This course will examine the formation of syncretic or hybrid cosmologies that have combined various aspects of New and Old World beliefs as well as alternate and oppositional world-views that have contested traditional interpretations of ritual, divinity, and Scripture, be they Native, European, or African. Our approach will be multidisciplinary. Drawing on an array of recent anthropological, literary, and socio-historical studies, we will read, discuss, and critique both old and new work in the field in an attempt to move beyond approaches to religion, world-view, and attendant notions as mirrors or reflections of secular activities. This course assumes no prior knowledge of the topic and will be based on lectures, films, and class discussions. Grades will be based on class participation, essay-type exams, a 10-20 page critique of two ethnographies, and a 20-30 minute oral presentation. (Visiting Prof. John Pulis)
RESIDENTIAL COLLEGE: CORE
324. Readings in Spanish. Section 001. Contemporary Latin American Short Story. (100%)
For a long time there has been a tradition of popularity for the short story in Latin America. Short stories are broadly read and studied and are included in literary magazines of Sunday's major newspapers, in a variety of journals, and in important anthologies and collections. This class will introduce students to a series of famous short stories written by well known contemporary Latin American writers. A brief history of the development of the short story will be presented, as well as different views on the characteristics of the genre. Julio Cortázar's idea that the short story is "the end result of a struggle between life and the written expression of that life, a living synthesis as well as a synthesized life," will serve as the core for the exploration of the texts. The stories to be read in this class will lead students beyond the mere anecdote into the discovery of a different/new cultural world. We will read José Donoso, Gabriel García-Márquez, Julio Cortázar, Juan Rulfo, Marta Lynch, Rosario Ferré, and Elena Poniatowska. (Moya-Raggio)
324. Section 002. Women Writers in Latin America: The Politicization of the Home and the Homeland. (100%)
This course addresses the evolving representation of women in Latin American women's fiction throughout the twentieth century. We will explore the conventional definitions of "home" and "family" as spaces to which women are culturally relegated under essentialist definitions of gender, and how these very same spaces can be subverted to become environments of exploration and self-recognition. This process, which triggers a need to cross the border of the private sphere, portrays women as part of a social realm with its own new limits in terms of labor and education: the "new" professional woman becomes confined again in a set of socially approved expectations while she is demonized as endangering traditional family values. Under the political turmoil generated by the dictatorial regimes of the seventies and eighties, which produce a generation of broken families with disappeared members, fiction depicts the redefinition of women as political bodies in the public sphere, who expand the traditional concept of motherhood through solidarity, and thus create an imaginary homeland of inclusion and acceptance that challenges the repressive discourse of the official systems. (López-Cotin)
324. Section 004. Tira cómica y cultura en las sociedades latinoamericanas contemporáneas. (100%)
Aunque la caricatura es un artefacto cultural mas bien antiguo, su uso como instrumento de comunicación y consumo masivo es un fenómeno reciente. En este curso vamos a estudiar el uso, consumo, producción e interpretación de las tiras cómicas (comics) como una actividad que presenta las capacidades y libertades de una sociedad. Los personajes de Memín Pinguí, Los Supermachos y la Familia Burrón de México; Mafalda, Mundo Kino, Inodoro Pereira de la Argentina y Condorito de Chile serán los guías e indicadores sociales de la historia reciente de Améríca Latina. También analizaremos el uso de las tiras cómicas como instrumentos de difusión histórica e ideológica con algunos ejemplos de los Estados Unidos, México (Rius) y Nicaragua (El muchacho de Niquinohomo). En realidad este es un curso sobre la historia y cultura popular contemporánea de Latinoamérica. (Chavez)
SOCIOLOGY
404 (Am. Cult. 404.) Hispanic-Americans: Social Problems and Social Issues. (25%)
This course explores the experiences of the major groups of Latinos in the U.S. - Chicanos, Mexican immigrants, Puerto Ricans, Cubans - both for what it tells us about them and for the social problems and social issues they serve to exemplify, such as issues of political vs. economic migration; poverty and its impact on the family; immigration law and its consequences; the changing nature of work; and the unfolding drama of revolution. In addition, we will utilize different theoretical perspectives to help us explain the contrasting experiences. Among the theoretical models we will examine will be the "push-pull" theory of migration; assimilation vs. internal colonialism as models; the impact of state assistance and immigration laws; middleman minority vs. the ethnic enclave vs. the ethnic economy as models of immigrant adaptation; social movements vs. revolution as major transformations that have shaped the histories of Latinos in the United States. (Pedraza)
SPANISH (Romance Languages and Literatures)
232. Second-Year Spanish, Continued. Section 004. A Film Tour Through the Spanish-Speaking World. (100%)
Using movies as a resource that provides different models of native speakers, we will study regional varieties of Spanish as it is spoken in Latin America and Spain. Students will deal here with colloquial language, idioms and shared cultural knowledge. The movies, strategically chosen will provide examples of cross-cultural differences as can be perceived in customs, values and ways of thinking, feeling and acting in the Spanish-speaking world. We will see masterpieces such as: El Norte, (Guatemala, Mexico, USA); Danzón, (Mexico); La historia oficial, (Argentina); La sangre del cóndor, (Bolivia); Lucía, (Cuba); ĦAy, Carmela!, (España). In addition, we will read texts and examine cultural artifacts from the countries of the films we will watch. All four skills: listening, speaking, reading, and writing will be integrated in the group discussions and individual homework. (García-Alvite)
Section 016 - Historietas para leer la Historia/Comic Books to Read History. (100%)
This course corresponds to the standard 232 class but is designed for those seeking a subject approach to their language learning experience. The four language skills (reading, writing, speaking, and aural comprehension) will be emphasized through a cultural studies approach. Some of the most popular comic strips of Latin America will be read and analyzed as a way of understanding other writings on the contemporary history of the region. The course has a very strong component on reading and composition. "Comics to read history" is open to all students but is strongly recommend for concentrators in social sciences and literature with a special interest in Latin America. (Chavez)
320. Introduction to the Study of Literature. Section 003. (100%)
Este curso es una introducción a la literatura española e hispanoamericana. Se leerán selecciones pertenecientes a diferentes géneros y momentos históricos. En las discusiones de los textos se presentarán consideraciones sobre el arte y la estética, la literatura y los estudios culturales, la especificidad de los diferentes géneros y su historia, los conceptos fundamentales de la teoría literaria, y la naturaleza del lenguaje literario. Los requisitos incluyen cuatro examenes parciales y un trabajo final (5-7 páginas). Texto: Virgillo, Valdivieso, y Friedman, Aproximaciones al estudio de la literatura hispánica. Se complementará este libro con otros textos literarios y artículos recientes de crítica literaria y estudio culturales. (Rabasa)
331(Great Books 331). Great Books of Spain and Latin America. (100%)
This course will introduce students to some of the great books of twentieth century Latin America in translation; books by such authors as Gabriel García Márquez, Pablo Neruda, Clarice Lispector, Miguel Angel Asturias, Julio Cortázar, Rigoberta Menchú, Jorge Luis Borges, and others. Are these books great? If so, what makes them great? Can any book be great in a region where many people still can't read or where, even if they can, they don't have the time (or inclination) to read these books? To explore these questions we will read these books in relation to Latin American literary, cultural, political, and social history as well in relation to international trends. Lecture and discussion section format. Participants are responsible for attendance, regular participation, weekly writing assignments, and a couple of papers. (Colás)
382. Survey of Latin American Literature, II. (100%)
An introduction to the main currents of Latin American Literature from the 16th to 20th centuries through the study of its major figures. The course is conducted in Spanish. (Sanjines)
485. Case Studies in Peninsular Spanish and Latin American Literature. Section 001. U.S. Readings of Latin America: The View from Here. (100%)
This course offers an examination of Latin American culture and literature as it is viewed from a dual U.S. perspective - "inside" and "outside" the Latino community. First, we will explore an "inside" reading of Latin America as proposed by the Latino communities in the U.S. Among the "inside" representations of Latin America we will read a selection of articles from three Spanish-language newspapers - La Opinión (Los Angeles), El Diario (New York), and El Nuevo Herald (Miami) - which target various Latino communities in the U.S. (Mexican, Dominican, Puerto Rican, Cuban, etc.). Likewise we will read literary works by Latino writers such as Sandra Cisneros' La casa en Mango Street, Cristina García's Soñar en cubano, or Esmeralda Santiago's Cuando era puertorriqueña. Second, we will explore an "outside" reading of Latin America as proposed by documentaries (The Gringo in Mañanaland, The Panama Deception), films (Missing, Romero) and a selection of essays and newspaper/magazine (New York Times, Newsweek, Time) articles from an Anglo-American viewpoint. In our examination of this dual U.S. perspective we will pose the following questions: What is considered "Latin American" according to these two perspectives? How do these two views differ, overlap or converge? What do these "inside" and "outside" representations say about U.S. and Latin America relations? (Herrero-Olaizola)
Section 002. Latin American Cinema, History, and Society. (100%)
This course will provide a critical and interdisciplinary perspective on the development of Latin American cinema from its inception to the present. The history of Latin American cinema in the past forty years is intertwined with sociopolitical, cultural, and literary transformations. The analysis will focus on the relationship between cinema and society, as shown in the various film styles that have evolved in each country. The course will cover the "New Latin American Cinema," the "social documentary," the "cinema novo," the industries of Mexico, Argentina, and Brazil and the more recent productions in countries without previous industries. We will study the impact of technology, culture, literature, international production, and political transformation on the films made in Latin America. We will look at all genres of films from documentaries and experimental, to musicals and epics. Besides screening and analyzing films, the course will also center on the theories postulated by Latin Americans, in search for a definition of their specific styles and genres, as "cinema novo," "imperfect cinema," or "third cinema." The course will have two one and a half hours of meeting time, plus two showings of the same film per week. Films and texts will be in translation (subtitled). Written assignments, midterm and a final project/paper required. Students interested in increasing their language skills are advised to take the additional Spanish Discussion section elect it as a UC course, and will have an additional credit hour. (De la Vega-Hurtado)
488. Topics in Hispanic Literatures and Cultures. Section 001. Topics in Hispanic Linguistics. (50%)
This course has three main goals: (1) to serve as a general introduction to the goals and assumptions of generative grammar; (2) to develop some beginning tools of linguistic analysis via selected properties of Spanish; and (3) to examine the relationship between linguistics and other fields, looking in particular at the question: "What is Spanish linguistics?" The course will be taught in Spanish. (Satterfield)
STUDY ABROAD
For more information on the following study-abroad programs, contact the Office of International Programs,
G513 Michigan Union; tel: 764-4311. Dr. Carol W. Dickerman, Director.
Academic Year in Quito, Ecuador.
Students from the University of Michigan and the University of Wisconsin at Madison and Milwaukee enroll in classes at the Pontificia Universidad Católica in Quito, choosing from among the full range of course offerings at that university. The academic year runs from October to June.
Application deadline: January 23, 1998.
Comparative Andean Study.
By choosing to spend the first semester in Quito, Ecuador, (October-January) and second semester in Santiago, Chile, (February-July) students may study in two Latin American countries and thus gain a comparative perspective on the national identities and cultures that have emerged since colonial times.
Application deadline: January 23, 1998.
CIC Summer Programs in Mexico and the Dominican Republic.
These programs are sponsored by the Committee on Institutional Cooperation, a consortium of the Big Ten universities and the University of Chicago. The Mexico program offers intermediate and advanced level Spanish language, Latin American literature, and Spanish-American history and culture at the University of Guanajuato; instruction is in Spanish. The new Dominican Republic program focuses on health and nutrition in Latin America. Apply to the Office of International Programs.
Application deadline, Dominican Republic: April 1, 1998; Mexico: May 1, 1998
Academic Year in Santiago, Chile.
Jointly sponsored with the University of Wisconsin-Madison, the program enrolls students in the Universidad Católica in Santiago. Students may elect courses from the full range of offerings at the Universidad. Because the seasons are reversed in Chile, the academic year begins in March and continues through December. Students may attend for a full year or the term beginning in March. Competence in Spanish is essential; five semesters of college-level Spanish or the equivalent are recommended.
Application deadline: January 23, 1998.
Study Abroad Sponsored by Other American Educational Institutions.
Students may also participate in study abroad programs administered by other American colleges and universities. Transfer credit for study abroad is granted only if the program is sponsored by and appears on a transcript furnished by a fully accredited American institution of higher learning. Courses for which transfer credit is given must be in the liberal arts and sciences and must not duplicate courses for which credit has already been received; students must have earned a "C" or better in these courses. Students contemplating study abroad sponsored by American groups other than colleges and universities should consult in advance the Office of Undergraduate Admissions if transfer credit is desired.
Study at a Foreign University.
Students who enroll directly at foreign universities may, upon their return, petition for academic credit. Students are expected to provide documentation concerning the nature and amount of work completed as well as official evaluations of academic performance. Students who anticipate petitioning for credit for foreign study should contact the Office of International Programs and the Office of Undergraduate Admissions in advance of enrolling in a foreign university.
Students planning to study abroad in any program not sponsored by the University of Michigan must complete a Statement of Intent to Study Abroad, obtainable from the Office of International Programs, G513 Michigan Union.
WOMEN'S STUDIES
230. Women's Movements. Section 001. Women Globally and Internationally. (20%)
In this course we will explore the progress that the international women's movement has been making in the various world regions of Asia-Pacific, Latin America and the Caribbean, North America and Europe, Western Asia, and Africa. We will examine key issues such as women's human rights, women in economic development, the empowerment of women for democracy and citizenship, structural adjustment, and women and violence. Necessarily, we will need to examine the current status of women in the states which make up these regions as a context in which particular issues arise. We will read to acquaint ourselves with the pressing challenges which the world's women face. We will also consider what specific roles women in America can play in furthering the Platform for Action. You will also write a term paper using exploratory research methods which follow multiple paths and use a variety of source materials. A goal of this course is to acquaint you with some of the vast library resources at this outstanding research university. (Larimore)
This page updated January 7, 1998, by David Frye. Copyright 1998, Regents of the
University of Michigan.