Fall 2003 Graduate Courses

Course information is organized in the following format:

Course Number
Course Title
Course Time
Instructor
Course description.

English 500.001
Introduction to Graduate Study
TR 1230-1345
David Jones
This course will cover a set of skills and a set of texts in an effort to introduce students to the study of literature at the professional level. We will read, view, and discuss a very wide variety of works by Aristotle, Shakespeare, Aphra Behn, Mary Wollstonecraft, John Keats, Matthew Arnold, Herman Melville, D.W. Griffith, T.S. Eliot, Julia Kristeva, Leslie Silko, experimental theatre director Julie Taymor, filmmaker Alejandro González Iñárritu, and the rap group NWA, among others. Students will give oral presentations on various subjects, make a formal conference presentation, and write a research paper, a critical paper, and a grant proposal.

English 501.001
Intro to the Profession for Writers
TR 1400-1515
Scott Sanders
This course introduces students in the MA in writing program (for whom it is required; interested others may also take the course) to the life and practice of professional writers of fiction, non-fiction, poetry, and corporate/organizational documents. You will not be required to work or research in all of these areas; you will be encouraged to research and work in the area or areas of your preference and listen actively and speak incisively when any and all of these topics are discussed. We will at some point during the term examine all of these areas of professional writing concern, with special emphasis on all matters related to publication and making a living as a writer; secondary emphasis on teaching and making a living as an academic writer, that is, a writer employed as a faculty member at a post-secondary institution. Most of the MA in Writing faculty will visit the class as guest speakers, some perhaps more than once. Required work will be written reflection and research into topics raised by the speakers' presentations and your special interests, preparation of a professional publication and/or job search plan, and an oral presentation to the group at the end of the term offering the fruit of your reflection and research. Books, articles, required attendance at readings or presentations, and so on TBA in the syllabus which will be distributed at the first class and then modified at the end of the second week of class to reflect the interests of class participants.

English 511.001
The History of Book in America
MW 1300-1415
Stephen Brandon
This class is about uncovering the general pattern of book production and book consumption in America from Contact through the beginning of the twentieth century; it is not about learning to fold paper for a quarto edition or learning the finer points of analytic bibliography. Increasingly, every realm of literary studies employs insights, questions, and methodologies gleaned from the History of the Book; and this is especially true in American Literature, where many of the central questions that govern Early American and nineteenth-century literary studies are being reconsidered as we shift from asking, "What are masterpieces of literature?" to asking, instead, "What were people reading?" "What institutions governed access to literature and literacy?" and "What roles did literature and reading play in society?" Understanding the intricate interplay between literacy and book production, circulation, and consumption and how the author and book trade responded to these aspects of print culture are keys to understanding the emerging canon of American Literature and, equally important, to understanding literature as an ideological force in America. Students will be asked to produce weekly responses, two conference length papers, two conference abstracts, and at least two class presentations. Some students will be happy to learn that they will not participate in a class listserv.

English 516.002
(This course was rescheduled as section.002. Please use call number 21091.)
American Biography and Autobiography
T 1900-2130
David Dunaway
This course in creative nonfiction explores how lives are told. By reading biographies and autobiographies of three major American authors (Twain, Angelou, and Kerouac), we compare internal and external narrative strategies to document a person's life. Using the techniques of oral history, journal-writing, literary recollection, and cultural research, students will write one short critical essay and a chapter of a biography or autobiography. (Graduate students will write one of each.) Class discussion will be both theoretical and practical, based on the instructor's experience as a biographer. The course will fulfill advanced requirements for both the Professional Writing program and an upper-division/graduate literature course. Those planning to research or write a life as part of a thesis or dissertation are encouraged to enroll.
Books: Autobiography of Mark Twain, Charles Neider, ed.; Mr. Clemens and Mark Twain, by Justin Kaplan; Kerouac, by Ann Charters; The Subterraneans, by Jack Kerouac; I Know Why The Caged Bird Sings, Maya Angelou, How Can I Keep From Singing: Pete Seeger, by David Dunaway, and a class reader.

English 518.001
Grants and Proposals
TR 1230-1345
Charles Paine
The proposal genre is fairly straightforward. Any proposal describes the problem, defines and defends a plan for solving the problem, explains the costs, presents the qualifications of the persons and institutions who will execute the plan, and clarifies and stresses the benefits of the plan. But the rhetorical intricacies of proposals are anything but straightforward. To be a good proposal writer, you need to be good at unearthing funding sources, analyzing and composing for rhetorical situations, defining issues, writing clear and compelling prose, designing documents, and working in teams. WeÕll spend class time discussing principles, doing research, critiquing your work, and workshopping. Assignments include three shorter (4Ð6 pages) written assignments, a "mock" proposal, a midterm in-class essay exam, and one complete proposal package for a real organization that needs funding. (If you donÕt have a cause that needs funding, youÕll need to find one before the ninth week of classes.) This course is designed for people who want to write grants or proposals professionally in the arts, humanities, sciences, or business. Texts: Writing Proposals: Rhetoric for Managing Change, Richard Johnson-Sheehan; Design for Non-Designers, Robin Williams; and photocopied articles and other materials on electronic and regular reserve in Zimmerman Library.

English 519.001/419.011
Visual Rhetoric and Design
MW 1300-1415
Susan Romano
Writers and readers alike now share a growing realization that contemporary written discourse has significant visual dimensions. Indeed, ready access to digital cameras, graphics editors, and desktop and online publishing software assures us that visuals are no longer mere accessories to the making of meaning. They are central to it. In Visual Rhetoric and Design, we'll work with the two faces of rhetoric: analysis and production. First we'll analyze the effects of imagery and design in public discourse, in propaganda, and in professional and community contexts. Then, with our hands on the very tools for making visual meaning, we'll work as creative designers and editors. Plan on producing numerous sample designs, on generating cogent rationales for your design decisions, and on offering critical analyses of other people's designs. You'll revise the most promising of your set of samples for a professional portfolio.

English 520.001/420.001
Blue Mesa Review Editorial Class
T 1900-2130
Julie Shigekuni
This course provides students with hands-on training in all aspects of running a nationally circulated literary magazine. Editorial assistants solicit and read manuscripts, correspond with authors, and take part in deciding the contents, cover art, and layout of the review. Meeting times and places of various editorial boards are decided at the first mandatory meeting which takes place annually on the Sunday before fall classes begin. The meeting time listed in the course catalog is not when most boards meet. For more information, contact Julie Shigekuni, Editor, at jshig@unm.edu. Registration requires permission from the instructor; no exceptions.

English 520.002/420.002
TR 1530-1645 (3 Credits)
Science and Medicine in the News
Janet Yagoda Shagam
There are many career opportunities for people able to translate science, technology, medical or environmental news for public understanding. Students enrolled in Science and Medicine 420/520, by becoming familiar with the science behind the story, will learn how to research and write about newsworthy topics. Some areas of discussion and class research will include community water, genetic engineering and genomics, emergent and reemergent diseases, public health and biological warfare. The class format will include lecture, guest presentations, field trips, class critiques and student presentations. Students will have opportunities to interact with science writers, representing both print and broadcast media, from various European countries.Text Book and Readings: Selected readings from newspapers, books, journals and news releases. Blum, D and M Knudson. A Field Guide for Science Writers. ISBN 0-19-510068-9

English 521.001
Creative Writing Wksp Prose Fiction
T 1600-1830
Daniel Mueller
Every piece of fiction, at each stage of its metamorphosis, contains the blueprint of its ultimate realization. Consequently, responding constructively to another's fiction is as great an act of the imagination as writing one's own fiction and requires just as much practice. For this reason, I have found addressing the issues raised by a piece of fiction in terms of the structural and stylistic decisions the writer has made and the extent to which the characters and idea of a fiction have been deeply imagined by the author to be a constructive, systematic approach to critiquing narratives. In addition to helping one another hear what our own stories are telling us about what they want to be, we will read essays on the theory and craft of fiction as well as short fiction by a variety of writers from around the world.
Required Texts: Crafting Fiction: In Theory, In Practice, by M. Diogenes and C. Moneyhun; The Art of the Tale, D. Halpern (ed.).

English 521.002
Creative Writing Wksp Prose Fiction
MW
Sharon Oard Warner
This is a graduate-level workshop with a two-fold purpose: to foster progress on individual projects and to explore issues of craft through writing and reading. In the first few weeks of class, members of the workshop will propose a plan for completing a substantial portion of writing (two new short stories or two chapters of a novel in progress). Over the course of the semester, each member will be responsible for presenting three pieces to the workshop, the last of which will be a revision of a ms. presented earlier in the semester. Texts: The Lie That Tells the Truth, by John Dufresne; Treasures in Heaven, by Kathleen Alcala; and Empire Falls, by Richard Russo.

English 522.001
Creative Writing Wksp Poetry
W 1600-1830
Lisa D. Chavez
Writing begins not in product but in process, and to keep us focused on the act of writing in this graduate-level workshop, I'll ask each of you to lead the rest of the class in a brief exercise of your choice. Much of our class time will be dedicated to workshopping drafts of your poems with an eye toward revising; in your final portfolio of poems, I expect at least some of the poems to show evidence of serious revision. And finally, writers read, so we'll consider the work of some contemporary poets and respond to their work with poems of our own.

English 523.001
Creative Writing Wksp Memoir
R 1600-1830
Lisa D. Chavez
This graduate level workshop in creative nonfiction will focus on the memoir, that is on writing that renders memory into art, yet stays faithful, in a fashion, to the actual moment. We'll begin with an attempt to define memoir: what it is, what it does, and what you as a writer can do in the genre, then go on to discuss some of the issues and challenges inherent in memoir and in the larger field of creative nonfiction. How does memory shape identity, and how can we as writers shape memory? While memoir draws on fictional techniques, how far can a writer go when attempting to recreate experience? What are the ethics of writing about others? And what about the truth?
Participants in this class will be expected to write responses to the full-length books we will discuss, and will also be expected to write two memoir pieces which will be workshopped. At least one of these must be significantly revised. We will also do occasional short writing exercises in class.

English 537(three sections, as listed below)
Teaching Composition
This proseminar is for new Teaching Assistants in the Freshman English Program. In this course, you will learn the theory and practice of composition pedagogy. We will read and discuss selected articles and books on teaching composition. We will also give you hands-on mentoring and classroom materials that you can use in your first semester as a teacher in our program. The class will also spend time sharing experiences and solving classroom problems. The course meets once a week and is Credit/No Credit.

English 537.001, M 1600-1830, Charles Paine
English 537.002 , M 1600-1830, Rick Johnson-Sheehan
English 537.003, M 1600-1830, Susan Romano

English 541.001/441.001
Grammars
MW 1430-1545
Hector A. Torres
This course approaches the study of English grammar from a descriptive standpoint. This means that throughout the course we will be more concerned with how the English language works and less with what it is. We will begin by examining the difference between descriptive as opposed to prescriptive approaches to the study of English grammar. We will learn to do grammatical analysis of words, phrases, and sentences. Our descriptive approach to the English language will also include a close examination of the English sound system. Along the way, we will explore such topics as the relationship of language to issues, identity, gender, culture. As time and interest permit, issues in linguistic theory will raised.

English 548.001/448.001
Literary/Historical Sources in Medieval Latin
TR 1600-1715
Timothy C. Graham
This course will enable graduate students and upper-level undergraduates to develop their skills in reading medieval texts written in Latin. Familiarity with key Latin texts of the Middle Ages is vital both for medieval historians-for whom most of the key primary materials are written in Latin-and for those interested in medieval vernacular literatures, which were so heavily influenced by Latin. Those with a knowledge of classical Latin will find a new world opening up before them when they begin to engage with medieval Latin, for the quantity of works that survive from the Middle Ages far surpasses that from the classical period, encompassing a much wider range of genres. Participants in the course will read and translate key passages from texts dating from the fourth to the thirteenth century, including biblical literature, historical chronicles, hagiographic writings, personal memoirs, and beast fables. Specific authors studied will include Jerome, Bede, Eadmer, and Bonaventure, among others. Changes in conventions of grammar and orthography that took place during the Middle Ages, and that serve to distinguish medieval from classical Latin, will be given special attention. Students will learn about the major reference and research resources available to those working with medieval Latin texts and will receive training in the use of those resources. The methods of modern editors will be a point of focus, and students will learn how to interpret and use the apparatus criticus of a scholarly edition. The fundamental aim of the course is to enable students to develop their abilities in reading and translating to the point that they become confident of their own abilities to engage with a medieval Latin text. They will thereby develop a skill vital to their progress in the field of Medieval Studies and of later periods. There will be regular translation assignments, a research project, and a final examination.
Selected Texts: The Vulgate, the Gesta Romanorum, Bede's Historia Ecclesiastica, Eadmer's Historia Novorum, Bonaventure's Life of St.Francis.

English 549.001/449.001
Old English
TR 1730-1845
Helen Damico
An introduction to the language, literature, and civilization of Anglo-Saxon England (A.D. 600-1100), the course is designed to prepare students for more advanced linguistic, literary, and cultural studies in this and later periods. Further, this course is essential for students in the literature of later periods, for the texts represent the first examples of such genres as emblem poetry, dream vision poetry, elegy, saints lives, and public rhetoric. In addition to translation and the concurrent study of grammar, phonology, and versification, the course will offer lectures on the elements of Germanic language, on developments into modern English, and slide presentations dealing with art, archaeology, and social and political history. Quizzes, midterm, final. Graduate students will do a paper. The course is open to undergraduates.
Selected Required Texts: Sweet's Anglo-Saxon Primer; Pope/Fulk, Eight Old English Poems; Hall's Concise Anglo-Saxon Dictionary.

English 554.001
The Restoration & Early Eighteenth Century
"Wondrous Things Upon the Earth": The British Enlightenment, 1650-1730
R 1600-1830
Carolyn Woodward
This graduate-only course surveys the drama, poetry, and prose of the complex and contradictory British Enlightenment. Lectures and readings from historians and theorists will ground our study, and paired readings of Restoration and eighteenth-century texts will present battles for the mind on topics such as the city, the physical universe, and questions of gender, class, and empire. In much of this discourse, humor is a weapon. How is humor working? What gradations may we notice among types of humor: comedic, satiric, ironic? In what ways does the language of humor change according to the writer's perspective, the object of humor, and the genre in which it is expressed? Writers and artists include Margaret Cavendish, John Dryden, Aphra Behn, William Wycherley, Mary Astell, Jonathan Swift, John Gay, Alexander Pope, Mary Wortley Montagu, William Hogarth, and Daniel Defoe. Requirements: weekly brief reflection papers, one class presentation of assigned reading, one historical research report, and a term project to include prospectus, review of the literature, 15-20 page paper, and participation in a panel discussion. Texts: The Longman Anthology of British Literature: The Restoration and the 18th Century (2003), The Rape of the Lock by Alexander Pope (Bedford Cultural Edition), Paper Bodies: A Margaret Cavendish Reader (Broadview), and a photocopy collection. Syllabus is posted on Professor WoodwardÕs office door, HUM 369.

English 559.001/459.001
Irish Literature
MWF 1100-1150
Mary Power
You will be introduced to the writers of the Irish Literary Renaissance in this course and learn about the development of the Abbey Theatre. We will read both poems and plays by William Butler Yeats and plays by Lady Gregory to John Synge and Sean O'Casey. Then we will encounter the realism and wit of Joyce and let him take us in another direction in Dubliners and A Portrait of the Artist. We will also read Samuel Beckett's Waiting for Godot Flann O'Brien's At Swim Two Birds, and short story writers including Sean O'Faolain, Frank O'Connor, Elizabeth Bowen and Mary Lavin. There will be two or three public lectures by visiting scholars to supplement this course. (Two tests, two papers.)

English 561.001
American Romanticism
TR 1100-1215
Jesse Aleman
This course will survey and analyze the key texts and authors of mid-nineteenth-century American literature. It will focus on major movements such as transcendentalism and romanticism; major literary forms such as essays, short stories, novels, and poetry; and major socio-historical factors such as Indian removal, slavery, domesticity, the Mexican-American War, the Civil War, and the rise of market capitalism and industry. We'll hopefully come to understand the relationship between intellectual movements, literary production, and the formation of the nation at mid-century. This course is open for graduate enrollment only.Possible Texts:
Dickinson, Emily. Collected Poems of Emily Dickinson.
Douglass, Frederick. The Oxford Frederick Douglass.
Emerson, Ralph. The Portable Emerson.
Fuller, Margaret. The Portable Margaret Fuller.
Hawthorne, Nathaniel. The Scarlet Letter.
Melville, Herman. Billy Budd and Other Short Stories.
Poe, Edgar Allan. Complete Tales and Poems.
Rollin Ridge, John. The Life and Adventures of Joaquín Murieta.
Stowe, Harriet Beecher. Uncle Tom's Cabin.
Thoreau, Henry David. Walden and Civil Disobedience.
Whitman, Walt. Leaves of Grass and Selected Prose.

English 570.001/470.001
Modernist Literature
TR 1400-1515
Hugh Witemeyer
This course surveys a selection of works in poetry and prose by five of the great writers of the earlier twentieth century: W. B. Yeats, Ezra Pound, T. S. Eliot, James Joyce, and Virginia Woolf. Writing assignments will include a midterm examination, a final examination, and a research paper. In addition, students will present a book report and help to prepare a set of discussion questions. As background for Joyce's Ulysses, members of the class are urged to read or review Homer's Odyssey and Joyce's A Portrait of the Artist as a Young Man before the end of the Fall break. The course will include undergraduates as well as graduate students.
Texts: W. B. Yeats, Selected Poems and Four Plays, ed. M. L. Rosenthal; Ezra Pound, Selected Poems; T. S. Eliot, Selected Poems and Selected Prose; James Joyce, Ulysses: The Corrected Text; Virginia Woolf, To the Lighthouse.

English 572.001/472.001
Contemporary Literature
M 1900-2130
Robert Gish
A survey of the poetry, fiction, drama and nonfiction prose of the Post-1945 era in the United States and Britain with some consideration of the international influence of and upon these literatures. Course content varies from semester to semester. This semester the focus is on interrelationships of literature, culture, and politics with analysis of literature as writing. Course texts: Green, Collected Stories; OÕConnor, A Good Man is Hard to Find; Silko, "Yellow Woman" and other stories in The Man to Send Rain Clouds; Erdrich, Love Medicine; Welch, Winter in the Blood; Joyce Carol Oates, Telling Stories; and Lentricchia, Critical Terms for Literary Study. Diane HackerÕs A WriterÕs Reference is recommended.

English 582.001
Shakespeare
M 1600-1830
Ayanna Thompson
How have ShakespeareÕs plays and poems become canonical? What is the difference between designating the 16th and 17th centuries as the Renaissance or the Early Modern period? And why have so many academics from this field been the harbingers in new critical methodologies? Although this class will focus on ShakespeareÕs oeuvre, we will also explore contemporary critical approaches to these canonical texts. I hope to convert many of you to a life-long study of Shakespeare and the Renaissance!

English 586.001/486.001
British Fiction: The Victorian Crisis of the 1890s
TR 1230-1345
Leon Higdon
Each decade struggles through crises of various kinds, but the 1890s brought crises to Victorian society, culture, science, economics, and politics which Thomas Hardy would quite presciently label "the ache of modernism." As the decade increasingly reshaped virtually every paradigm of the earlier Victorian world, it found itself fearful of, indeed at times terrified by, the future, yet contemptuous of the past. Facing demands for the reformation of packaging and marketing books, the novelists quickly opened their works to new subjects, new varieties of language, and new ideas as they wrenched apart many of the existing Victorian motifs. We will look first at the unraveling dualities of the rational and irrational in Robert Louis Stevenson's The Strange Case of Dr. Jekyll and Mr. Hyde (1886), Oscar Wilde's The Picture of Dorian Gray (1891), and selected Sherlock Holmes stories by Arthur Conan Doyle. We will then move to the battles over gender roles and relationships in Thomas Hardy's Tess of the d'Urbervilles (1891) and Jude the Obscure (1896) and George Gissing's The Odd Women (1893). The semester will conclude with the explosion of new subgenres represented by colonial novels and science fiction: Joseph Conrad's Almayer's Folly (1895), H. G. Wells's The Time Machine (1895), and Rudyard Kipling's Kim (1901). Throughout the semester, we will be weighing the relationship between self and society and testing the validity of Lord Henry Wotton's 1891 very un-Victorian assertion that "the aim of life is self-development."

English 586.002/486.002
Theory of the Novel
MWF 0900-0950
Mary Power
We will read some theoreticians of the novel from Fielding to Bahktin, and observe how the somewhat loose form of the novel has been tested. We will look at Defoe's Robinson Crusoe with an eye to fiction in conflict with true adventure. We'll examine the compatibility of novel and epic with Fielding's Joseph Andrews and excerpts from Joyce's Ulysses. We'll investigate some problems of time in the novel with Salmon Rushdie's Midnight's Children and Flann O'Brien's At Swim Two Birds-biography and the novel with Flaubert's Parrot. We'll also compare some famous "re-makes" - Charlotte Bronte's Jane Eyre and Jean Rhys's Wide Sargasso Sea, and more recently, Virginia Woolf's Mrs. Dalloway and Michael Cunningham's The Hours.

English 650.001
The Victorians (1832-1901) and the New Economic Criticism
T 1600-1930
Gail Houston
Frederic Jameson suggests that social life "in its fundamental reality" is a seamless web about which there "is no need to invent ways of linking language events and social upheavals or economic contradictions because on that level they were never separate from one another." Likewise, Christina Crosby finds that, "Literature actively accommodates Victorians to the imaginary relations money effects, even as literary texts are riven by the contradictions inherent in money." The new economic criticism recognizes that economics and literary authorship are professions established in nineteenth-century England and that both are dependent upon and even share rhetorical strategies—and fictions—to describe the worlds they represent. If, as Jameson argues, psychological fragmentation is only possible after capitalist economies are established in the eighteenth and nineteenth centuries, this class will focus on the rhetoric and anxieties shared by Victorian economics and literature. Using new economic critical methodology (see The New Economic Criticism: Studies at the Intersection of Literature and Economics, by Martha Woodmansee and Mark Osteen, London: Routledge, 1999), we will analyze literary texts from the genres of fiction, prose, and poetry to study the interrelationships between Victorian economics and literature. A publishable, final paper of 15-25 pages will be required as well as class presentations of relevant research, theory, and primary texts, and, from time to time, possible dramatic interpretation and analysis of texts.

English 650.002
The Gawain-Poet and the Alliterative Revival
W 1600-1930
Anita Obermeier
Although Geoffrey Chaucer is often called the Father of English Poetry and the uncontested literary giant of the fourteenth century, he does have to share the stage with several highly gifted authors, most notably the anonymous master of Middle English poetry called the Gawain- or Pearl-Poet. This graduate seminar will offer the opportunity to study in depth and from a variety of perspectives the four poems of the late-fourteenth century manuscript attributed to the Gawain-Poet: Pearl, "Purity," "Patience," and Sir Gawain and the Green Knight. For example, a student could focus on the manuscript itself, on the illustrations, on the language of the text, or adopt a specific theoretical approach to the content. We will also explore the historical and cultural context, including the Alliterative Revival, within which this manuscript was created. Requirements: 15-20-page research paper, oral presentations, electronic discussion forum, midterm, final.Tentative List of Texts:
Andrew, M. and R. Waldron, eds. Poems of the Pearl Manuscript, rev. ed. Exeter: U. of Exeter P., 1996.
Brewer, D., ed. A Companion to the Gawain-Poet. Cambridge, D.S. Brewer, 1997.

English 660.001
American Naturalism
R 1900-2130
Gary Scharnhorst
This seminar defines naturalism as a literary strategy and examines works by a variety of American naturalists, including Frank Norris, Jack London, Stephen Crane, Upton Sinclair, Charlotte Perkins Gilman, and Edith Wharton. As Emile Zola explained in "Le roman experimental" (1879), naturalistic writers adopted the pose of the scientist to represent the effects of heredity and environment upon character. Thus, in its simplest sense naturalism is the application of scientific (usually Darwinian or Spencerian) determinism to fiction and drama. The naturalists were all determinists insofar as they believed in the omnipotence of abstract forces acting in history. They were pessimists insofar as they believed that individuals were incapable of shaping their own destinies. Paradoxically, however, many naturalists dramatized "struggle for existence" in order to agitate for reform. This seminar traces the gradual exhaustion of literary naturalism on the treadmill of this paradox.

English 664.001
Seminar: Native American Literature
T 1600-1930
Elizabeth Archuleta
By focusing on social, historical, cosmological, political, and ecological links between indigenous cultures and landscapes, we will examine how indigenous societies have created meaning through interactions with their natural environment. We will study "Place" as provider of environmental values, identity, and history. By "Place," I mean a continuum of locations ranging from relatively unaltered wildlands to architectural structures, but our exclusive focus will be on indigenous communities and the lands they have inhabited and used. Alongside our examination of land and sacred space, we will also examine laws that have affected the traditional relationships of indigenous communities with sacred space and the meanings that have evolved out of these new additions to their traditional homelands--land as property, a commodity, public space, etc. Class requirements: lead two class discussions, produce two book reviews, report on an optional text (based on a book reviewed), write an article-length essay, and participate in a seminar conference at the end of the semester.