Selected Fall 2016 Course Offerings From Across Campus
AFRO 482: Immersion Journalism (CRN 64928) Prof. Dash, F 11:00a.m.-1:50 p.m.
This seminar will introduce students to the journalistic techniques of immersion journalism. The methodology examines contemporary social phenomena through the lives of individuals and families gathered by repeat interviews. Students will learn the techniques by doing an actual project of their own choosing. Students will have to recruit a participant, interview the person extensively with digital recorder, transcribe the interviews, and write a midterm and final paper based on the interviews. The interview methodology students will use is seen as the best way to provide the ethnographer/writer/reporter/oral historian with insight into social phenomena. The methodology can be used to examine the living conditions, family history and attitudes of any ethnic group at any class level--wealthy, affluent, middle class, poor or underclass. The student with an insatiable curiosity about human behavior will be able to extract from willing participants surprising revelations about their needs, desires and motivations. Importantly, the student will learn how the personalities, the circumstances, and the choices made by a participant's parents and forebears still have bearing on the life of the participant today. Course meets with AFRO 482 (64926), JOUR 482 (62879) and JOUR 482 (63822).AFRO 502: Research Methods on Racial Community (CRN 66590) Prof. Smith, T 1:00-3:50p.m.
A critical examination of social scientific approaches to the study of black and other racialized communities. Students are introduced to the methodological, epistemological, and ethical challenges of doing social science and humanities research on these populations.
ANTH 425: Anthropology of Education (CRN 47819) Prof. Lo, M 3:00-5:50p.m.
Same as EPS 425 and EPSY 466 This course examines how teaching and learning are conducted in diverse societies around the world. Readings include ethnographies of formal and informal learning contexts from outside and within the US, in urban and non-urban settings. We will examine both the field known as the “anthropology of education”, as well as the ways in which researchers outside of this paradigm have investigated the intersections of culture and learning. Readings include Au, Bourdieu, Erickson, Heath, Holland, Levinson, Mead, McDermott, Miller, Ochs, Phillips, Rogoff, Rohlen, Schieffelin, Spindler, Tobin, Varenne, Weis, and Willis.
ANTH 512: Language in Culture I (CRN 43119) Prof. Farnell, W 2:00-4:50p.m.
This first of our two core theoretical courses in linguistic anthropology pays particular attention to language in culture. Examines the historical development of the field and its debates, and its relationships with socio-cultural anthropology. Develops theoretical and critical analytical skills needed in contemporary ethnographic research. (Same as LING 512)ARTE 501: Art and Cultural Theory (CRN 49914) Prof. Duncum, M 4:00-6:40p.m.
Drawing upon the disciplines of Philosophical Aesthetics and Cultural Studies, the course explores the intersection between theories of art and theories of culture. Theories of art to be explored include the essence theories of imitation, expression, therapy, significant form, aesthetics, and communication as well as the open, the necessary and sufficient conditions theory that informs the institutional theory of art. Theories of culture to be explored are drawn from high culture, anthropology, semiotics, and critical theory. Throughout the dominant cultural forms explored are visual. Issues of gender, race, class and globalization are addressed as well as pre-modernism, modernism, and postmodernism. The course welcomes all students from the Graduate College.
ARTE 501: Youth, Creativity, and the City (CRN 31181) Prof. Denmead & O’Connor, W 9:00-11:40a.m.
CI 499: Issues and Development in Education – Designing Learning Spaces (CRN 62685) Prof. Mercier, TR 2:00-3:20p.m.
CI 509: Curriculum Research (CRN 50226) Prof. Bresler, W 9:00-11:50a.m.
Reviews the principal methodologies used in research on curriculum problems; emphasizes subject-analytical, large-scale survey, experimental, case methods, and clinical studies; emphasizes the conceptual and practical problems in such research.
CI 563/ENGL 505: Writing Studies (CRN 35705) Prof. Prior, W 3:00-4:50p.m.
This seminar offers an introduction to writing studies, an interdisciplinary field that emerged in the 1980s and explores the theory, research and practice of writing in any context (school, workplace, home, community). Across these contexts, the course will examine such issues as how to study and engage with writing processes; the collaborative nature of writing and varied types of authorship; intersections of writing with other modes (reading, talk, visual representation) and varied technologies (paper, screen and other materials for production and distribution); the nature of specialized genres and genre systems; and situated forms of learning and pedagogy (whether formal or informal). This seminar aims at helping students to engage in scholarship in writing studies. In addition to common readings, participation in activities, and regular informal writing, each student will select, explore and write on an issue of interest in greater depth.CI 566/ENGL 583: Topics in Writing Pedagogy and Design – Disability Pedagogy (CRN 39503) Prof. Prendergast, T 11:00-12:50p.m.
Although much scholarly ink has been spilt considering the impact of race, class, and gender on pedagogy, academics are only recently grappling with the notion of ability. In this course we will look at this recent turn toward considering ableism?s pervasive influence on pedagogy, particularly as it touches on areas of education in writing, literature, and language. Topics include accommodation, disclosure, access, inclusion, discrimination, universal design, and neurodiversity. The course will take advantage of the extensive archives of the University of Illinois? own history as an institution that has attempted to remodel itself over the years to accommodate students with disabilities. Texts include: Sequenzia and Grace, Typed Words, Loud Voices; Price, Mad at School; Saks, The Center Cannot Hold; Davis, Enforcing Normalcy; Garland-Thomson, Staring: How we Look.CI 569/ENGL 584: Topics in Discourse and Writing – History of the English Language (CRN 39504) Prof. Russell, M 1:00-2:50p.m.
Once the inconsequential language of a colonized people living on a small island off of the North Sea and now an international language spoken by a half billion people, English has a 1200-year history full of dramatic and bizarre turns. This course will trace those turns, considering the phonological, syntactic, morphological, sociolinguistic, pragmatic, generic, and ideological characteristics of English at various periods in time (Old English, Middle English, Early Modern and Modern English, present-day Englishes). We will explore both ?internal? processes of change (e.g., shifts in grammar and sound) and ?external? processes of change (e.g., social and cultural watersheds) as we map not only what the language has looked like but who has used it and to what ends. The course will serve as an introduction to historical language scholarship, but it emphasizes that historical language scholarship is a methodology broadly useful for rhetorical studies, cultural studies, literary historical studies, post/colonial studies, language studies, and the teaching of writing. No previous experience with language study or linguistics is required.CMN 432: Rhetorical Criticism (CRN 53526) Prof. Murphy, MWF 1:00-1:50p.m.
Methods of interpreting and judging persuasive discourse with emphasis on political speaking and writing; extensive practice in criticism of rhetorical texts.CMN 496: Adv Topics in Communication – Communication and Culture (CRN 53554) Prof. Koven, TR 5:00-6:20p.m.
Identifies theories and methods of culture in everyday talk. Topics include cultural variability in ways of speaking, in negotiating interactions, and in displaying identities (gender, ethnic, national, class, generational, and so forth) and will address how people make relevant connections to multiple communities in interaction. Focuses on the study of cultural dimensions of interaction in an era of "globalization," in which people participate in multiple groups with fluid boundaries.CMN 538: Rhetorical Theory – (Post)Cold War Rhetorical Culture (CRN 53581) Prof. O’Gorman, W 2:00-4:50p.m.
Explores the rhetorical culture of America's Cold War and its legacies.
ENGL 481: Composition Theory and Practice (CRN 40460) Prof. Russell, MW 3:30-4:45p.m.
The constellation of skills that comprise composition (invention, selection, combination, construction, framing, curation, reasoning, argument, presentation, delivery, and so on) have been taught in Western worlds since classical time. This course will review the long and rich history of composition theory in order to understand what composition has been (e.g., a craft, an art, a civic action, a moral exercise), who composition has served (e.g., citizens, lawyers, preachers, social climbers, students, activists), and what composition has helped people accomplish (e.g., persuasion of others, expression of self, disruption of social order). We will consider how these historical theories of composition inflect the approaches to teaching composition that have emerged in the last fifty years, including pedagogies grounded in process theory, expressivism, social constructivism, feminism, multimodality, and multiculturalism. In light of these historical and contemporary contexts, we will articulate our own goals as writers and teachers of writing, asking what practices will allow us to achieve our goals in the contexts of the communities in which we live and teach.ENGL 482/LIS 482: Writing Technologies – Communicating in the Digital Age (CRN 40463) Prof. Baron, TR 9:30-10:45a.m.
We will examine the impact of the new digital technologies on our reading and writing practices and look at ways in which readers and writers impact the direction of communication technology. We’ll look as well at the relationship of today’s digital genres—everything from text to Twitter—to earlier, more traditional genres; how they develop unique conventions and practices; how they self-regulate, moving from freewheeling anarchy toward definable forms and expected behaviors; how they deal with violations of conventional norms; and how new practitioners learn and perfect their art. We’ll consider how the new genres create an aesthetic, and we’ll examine the legal and ethical problems these new technologies pose. All readings will be available online. Students will write short essays and a term paper or semester project on an appropriate topic.ENGL 500: Intro to Criticism and Research (CRN 30190) Prof. Parker, TR 9:30-10:45a.m.
This course is a survey-introduction to the concepts and methods of recent critical theory. In short, it is a ticket to engaged fluency in the dialogues and opportunities of contemporary criticism, designed for newer English graduate students (and more experienced graduate students) who do not already have a broad background in critical theory. We will proceed through a series of cumulative, overlapping units on new criticism, structuralism, deconstruction and poststructuralism, psychoanalysis, feminism, queer studies, Marxism, historicism, cultural studies, critical race theory, postcolonial studies, reader response, ecocriticism, and disability studies. We will also participate in the Modern Critical Theory Tuesday evening lecture series sponsored by the Unit for Criticism and Interpretive Theory and including parallel graduate seminars from other departments. Depending on scheduling and student interests, we may devote sessions to such practical concerns for graduate study in English as research methods, graduate writing, and organizing and planning one's graduate studies and academic progress intellectually and administratively. Attendance, inquisitiveness, and active participation in class discussion are crucial. (Students who prefer to be seen but not heard should not enroll.) Students enrolled in Engl 500 are expected/required to attend the weekly Modern Critical Theory lectures on Tuesdays, 5:15-6:45 pm.EPS 508: Uses/Abuses of Education Research (60377) Prof. Lubienski, W 5:00-7:50p.m.
This course aims at comprehensive research literacy by considering educational research in historical, philosophical, policy and political context. Through close reading and quantitative, qualitative, and humanistic studies, the discussion of interdisciplinary perspectives on the research process, students learn to engage intelligently with multiple modes of research and deal critically with policies claiming an evidentiary warrant. Specific topics include: the relationship between research, policy, and practice; the nature of theory and method, argument and evidence in the humanities and social sciences; the tensions between advocacy and research.
EPS 529: Education and Human Rights (CRN 66116) Prof. Dhillon, T 1:00-3:50p.m.
Introduces students to varieties of definitions of citizenship - ranging from nation-specific practices and obligations to human rights-based global citizenship - and their relationship to globalized education and public problem solving. Readings include canonical texts on political organization and responsibilities as well as contemporary theories discussing transnational, global, and cosmopolitan citizenship. Also covers the challenges and promises of diversity, statelessness and non-citizenship participation, particularly in educational concerns but also more broadly.EPS 531: Critical Race Theory and Education (CRN 59069) Prof. Dixson, M 4:00-6:50p.m.
Focuses on critical race theory as a critique of racism and the law in U.S. society and discusses its current applications to education policy and research in K-12 schooling and higher education. Also looks at how critical race theory can be used as a methodological lens for policy analaysis and educational research.
EPS 590 WCC: Written Language in Contemporary Childhoods (CRN 64743) Prof. Dyson, M 4:00-6:50p.m.
This course is designed for graduate students interested a sociocultural perspective on childhoods, literacies, and development, with emphasis on children’s production. Basic course questions are: “What is it that develops?” [so what’s “written language”?], What is “development?” What does it have to do with the nature of the symbol system itself? …with oral language? …with social practices and societal ideologies? …with the nature of “childhoods”? Course materials include readings on the nature of literacy, development, and contemporary childhoods in media-saturated times, including my own research books. Although students’ interests may vary widely, course material itself will emphasize literacy in young children’s lives; student may apply course concepts to a range of human situations. Specifically I hope you will gain:
1. An understanding of the complex developmental history of literacy
2. An analytical grasp of the major developmental, sociocultural, and political issues in current early literacy research
3. An appreciation of the role of theory in research
4. An opportunity to develop the professional skills of analytic and integrative thinking, discussion, and writing
EPS 590 LAN: Language, Identity, and the Politics of Schooling (CRN 54894) Prof. Dyson, W 4:00-6:50p.m.
Language is, in one way or the other, at the root of our identities, our relationships with others, and our world view. Moreover, in school, language use–discourse–is a site of sociocultural differences and of gross inequities. Indeed, it isimpossible to understand how schools become places of privilege andoppression without thisunderstanding. How islanguage linked to the sociocultural history and political structure of acountry, and to the identity of a speaker? What do basicquestions bout language,development, and variation have to do with education anmultidialectal, multilingual world? Through classical readings of Chomsky, Hymes, and Bakhtin, variation studies (Smitherman, Wolfram, Zentella), to textbook definitional chapters and newscholars focused on language ideology,identity andtranscultural flows, the course aims toprovide a conceptual foundation for those entering advanced study in education (no previous linguistic education required) and a place to explore key language concepts of interest. Although emphasis will be placed on thesituation in the U.S., the politics ofEnglish’s globally will be included, as willchanging visions of oral/written relationships (and communicative hybrids like spoken word). All students will be allowed intellectual space to pursue their interests. SpecificallyI hope you will gain:
1. An appreciationof the variable nature of language, its ties to societal status, and to identities, prescribed and claimed, in school
2. An appreciation of the rhythms of societal language and, at the same time, a critical understanding of societal discourse on language
3. Practice using the professional skills ofanalytic and integrativethinking, discussion, and writingGWS 550: Feminist Theories & Methods (CRN 30426) Prof. Nguyen, M 1:00-3:50p.m.
Interdisciplinary study in diverse feminist theories and methods produced in and across various disciplines. Contemporary philosophical and theoretical developments in the study of gender to specific histories of class, race, ethnicity, nation and sexuality.
LING 438: Philosophy of Language (CRN 46927), Prof. McCarthy, MWF 2:00-2:50p.m
LING 450: Sociolinguistics I (CRN 35282) Prof. Bhatt, MW 2:00-3:20p.m.
Introduction to the fundamental concepts, philosophy, and research methods of the study of language in its social contexts. Special attention to language spread, and language variation; language attitudes; language diversity; code-switching; language standardization; and language identity and loyalty.LING 525: Psycholinguistics (CRN 44159) Prof. Dell, W 10:00-11:50a.m.
Critical survey of psychological research on language and communication; emphasis on psychological processes that allow humans to produce and understand speech, writing, and gesture.LING 529: Second Language Acquisition and Bilingualism (CRN 62786) Prof. Montrul, TR 12:30-1:50p.m.
Research seminar: students will design and execute a research project on second language acquisition and/or bilingualism.