DOCSLIB.ORG

DID Summer Recommendations for Listening, Reading, & Watching

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DID Summer Recommendations for Listening, Reading, & Watching DID Summer Recommendations for Listening, Reading, & Watching The Department of International Development (DID) at King’s College London is a diverse community, with wide ranging interests and approaches. We thought it may be helpful to get a sense of the types of materials you will be reading when you join the DID community this coming academic year. To that end, we’ve put together the below list with suggestions for reading, watching and listening on varied topics explored by DID staff and students. How to use this list: The list offers a taste of the types of materials you may engage with over the course of your studies. Please do not feel compelled to rush out and buy any of these texts, or feel that you should have read anything, in particular, before beginning the programme. This is just meant to give you a flavour of what’s to come. What’s included: We have made an effort to include introductory types of texts. Also, given that you are yet to start, and thus do not have full library access, where possible, DID staff have recommended open access materials (meaning, you can freely access them online). We have arranged the resources thematically, and then geographically, so you can easily focus on thematic or spatial areas of interest. Immediately below, you’ll find a list of the 14 themes covered. In the geographically-organised portion of the document, you’ll see materials grouped according to Latin America, then Asia and Africa, with country-specific materials within those headings. We hope you find this recommended reading list helpful, and we look forward to meeting you in September! Themes: 1. General Development Theory 2. Class and Community Formation 3. Climate, Environment and Society 4. Gender and Development 5. Emerging Powers 6. Entrepreneurship, Innovation, and Development 7. Health and Education Policy in Development 8. Identity and Discrimination 9. Migration and Development 10. Politics and Public Finance Management 11. Politics, Political Economy and Policy Change 12. Poverty and Inequality 13. Research Design and Methods 14. Youth and Development KCL Department of International Development: Summer Reading List 1 Theme 1: General Development Theory The readings identified in this theme purposefully include a variety of perspectives on the broad topic of economic development, with authors coming from sociological, economic and political backgrounds. The texts offer explanations for big global questions, such why there are varying rates of economic development and political freedoms. Acemoglu, D. and Robinson J. (2013). Why Nations Fail: The Origins of Power and Prosperity. Profile Books. Bhagwati, J. (2007). In Defense of Globalization. Oxford University Press. Chang, H. (2002). Kicking Away the Ladder: Development Strategy in Historical Perspective. London: Anthem. Escobar, A. (2012 [1995]). Encountering Development: The Making and Unmaking of the Third World. Princeton University Press. Frase, P. (2016). Four Futures: Life after Capitalism. Verso Books. Harvey, D. (2005) A Brief History of Neoliberalism. Oxford: Oxford University Press. Haslam, P, J. Schafer & P. Beaudet. (2017) (eds.) Introduction to International Development: Approaches, Actors, Issues, and Practice, Oxford University Press. McMichael, P. (2016) Development and Social Change: A Global Perspective, Sage, 6th edition. Moyo, D. (2010). Dead Aid: Why Aid is Not Working and How There is Another Way for Africa. Penguin. Reinert, E. (2008). How the Rich Countries Got Rich … and Why Poor Countries Stay Poor. Constable Press. Rodrik, D. (2011) The Globalization Paradox: Democracy and the Future of the World Economy. New York and London: W.W. Norton. Sandel, M. (2013) What Money Can't Buy: The Moral Limits of Markets. Penguin Books. Sen, A. (2001) Development As Freedom, New Edition, Oxford: Oxford University Press. Todaro, M & Smith, S, (2011). Economic Development, Addison-Wesley, Harlow. Wimmer, A. (2018). Nation Building: Why Some Countries Come Together While Others Fall Apart. Princeton: Princeton University Press. KCL Department of International Development: Summer Reading List 2 Theme 2: Class and Community Formation These readings expand on theme 2 (identity and discrimination) by asking how individual experiences and new ideas come together into political projects. How do workers realise they might share experiences and ideas, and develop ‘class consciousness’? Which political ideas, movements and campaigns emerge from the margins of development? How and why do movements turn to the political ‘left’ or ‘right’, become class-based or identity-based? And what is the role of democratic politics, in terms of voting and representation? Banerjee, M. (2014) Why India votes? Routledge. Bedi, Tarini. (2016) The dashing ladies of Shiv Sena. Political matronage in urbanizing India. New York: SUNY Press. Ciccariello-Maher, G. (2016). Building the Commune: Radical Democracy in Venezuela. Verso. Hagen, K. (2001). Korean Workers: The Culture and Politics of Class Formation. Cornell University Press. Pun, N. (2004). Made in China: Women Factory Workers in a Global Workplace. Duke University Press. Roy, A. and N AlSayyad, eds. (2003). Urban Informality: Transnational Perspectives from the Middle East, Latin America, and South Asia. Lexington Books. KCL Department of International Development: Summer Reading List 3 Theme 3: Climate, environment and society In development studies, thinkers have grappled with how to conceptualise the role of climate change in relation to the broader system of capitalist accumulation that dominates on a world scale, both at a macro-and micro-level, and how to understand its differential impact in terms of class, race, and geography. How are we to understand how climate change is articulated with forces of social exploitation? What does this mean for policies seeking to ‘mitigate’ and ‘adapt to’ climate impacts? These are some of the questions addressed in these key texts on climate, environment and society. Bellamy Foster, J. (2000) Marx’s Ecology: Materialism and Nature. New York: Monthly Review Press. Malm, A. (2018) The Progress of this Storm: Nature and Society in a Warming World. London: Verso. Natarajan, N., Brickell, K. and Parsons, L. (2019) ‘Climate change and precarity across the Rural-Urban Divide in Cambodia: Towards a ‘Climate Precarity’ approach’*. Environment and Planning E. Salleh, A. (1997) Ecofeminism as Politics: Nature, Marx and the Postmodern. London” Zed Books. Taylor, M. (2014) The Political Ecology of Climate Change Adaptation: Livelihoods, Agrarian Change, and the Conflicts of Development. Abingdon: Routledge/Earthscan. Weis, T. (2007) The Global Food Economy: The Battle for the Future of Farming. London: Zed Books. KCL Department of International Development: Summer Reading List 4 Theme 4: Gender and Development The field of gender and development looks at a) how and why men and women experience development and deprivation differently, and b) how gender as a system of power shapes the world we live in. The below texts offer a snapshot of the richness of research and writing in this field, looking at the economy, violence and justice, the environment, politics, social change, and data bias. Studying gender and development at King’s encompasses still much more of course: how gender intersects with other inequalities such as race and class, men and masculinities, sexuality and reproductive rights, feminism and activism. Benería, Lourdes, Günseli Berik and Maria Floro (2016). Gender, Development and Globalization: Economics as if All People mattered. Routledge. Boesten, Jelke, (2020). ‘Gendered Violence, Destruction, and Feminist struggles’. In: Rocio Silva Santisteban (ed.) Indigenous Women and Climate Change. Copenhagen: IWGIA - International Work Group for Indigenous Affairs, 64-76. Boesten, Jelke, (2014) Sexual Violence in War and Peace. Gender, power and Post-conflict Justice. Palgrave Studies of the Americas. Criado Perez, Carolina (2020). Invisible Women: Exposing Data Bias in a World Designed for Men. Vintage. Enloe, C. (2017). The Big Push. Exposing and Challenging the Persistence of Patriarchy. Myriad Press. Evans, Alice (2019). ‘How Cities Erode Gender Inequality: A New Theory and Evidence from Cambodia.’ Gender & Society 33, no. 6: 961-984. Evans, Alice (2020) ‘The Rise and Fall of the Male Breadwinner’, YouTube video Ewig, Christina, 2020. Gender and the “war” on Covid-19. The Gender Policy Report. University of Minnesota. Hardi, Choman, Award winning Iraqi Kurdish poet and academic, talks to the BBC Arts Hour about her work on women and the Anfal genocide (1986-89). Includes some of her powerful poetry, only 7 minutes long. KCL Department of International Development: Summer Reading List 5 Theme 5: Emerging Powers A decade ago, emerging powers were largely understood as the rise of the five large economies known as the “BRICS” (Brazil, Russia, India, China and South Africa). With only China still going strong (some would argue) — and accompanied by the so-called East Asian Tigers such as Japan, South Korea, Taiwan, and Singapore — the big debate is does the future belong to the East? If so, what exactly is the East? Does its rise mean the decline of the West? And what kind of implications will its rise mean for other regions? The collection works below speaks to these questions, and suggests direction for development studies. Amsden, A. (2001). The Rise of “the Rest”: Challenges to the West from Late- Industrializing Economies. Oxford University Press. Hayward, Jane (2018) “The
Load more

Recommended publications
  • Film Knowledge Booklet
    Year 10 Film Knowledge Booklet Term 3 Name: Class: Tsotsi (Hood, 2005): Summary Tsotsi (Presley Chweneyagae) is a petty-crime gang leader. He and his friends Boston, Aap and Butcher (Mothusi Magano, Kenneth Nkosi, Zenzo Ngqobe) rob a older man on a crowded subway then Butcher stabs him quietly and they flee once the subway is empty. Boston is sick afterwards. The gang goes to the local bar for a drink and Tsotsi mocks Boston for getting sick. Boston asks Tsosti what his real name is and a antagonizes him about what happened to him that made him this way. Boston pushes Tsotsi too far and Tsotsi hits him, pushing him to the floor. He continues the beating on the floor, hitting him numerous times in the face and kicking him in the side. Tsotsi then walks out of the bar. Tsotsi walks through the rain and makes his way towards a upper class house where a car just pulled up to the gate. A woman, Pumla (Nambitha Mpumlwana) gets out and rings the bell and speaks to someone asking him to open the gate. Tsotsi runs up, draws his gun and points it at her. He gets in the car and she tries to stop him from leaving. As Tsotsi shifts from reverse to drive he's stopped for a moment and Pumla manages to get the car door open and tries to tell him to stop but Tsotsi shoots her and drives off. Suddenly he hears a soft crying: it's a baby. He swerves and hits a sign, almost running off the road.
    [Show full text]
  • Beneath the Surface *Animals and Their Digs Conversation Group
    FOR ADULTS FOR ADULTS FOR ADULTS August 2013 • Northport-East Northport Public Library • August 2013 Northport Arts Coalition Northport High School Sunday Monday Tuesday Wednesday Thursday Friday Saturday Courtyard Concert EMERGENCY Volunteer Fair presents Jazz for a Yearbooks Wanted GALLERY EXHIBIT 1 Registration begins for 2 3 Friday, September 27 Children’s Programs The Library has an archive of yearbooks available Northport Gallery: from August 12-24 Summer Evening 4:00-7:00 p.m. Friday Movies for Adults Hurricane Preparedness for viewing. There are a few years that are not represent- *Teen Book Swap Volunteers *Kaplan SAT/ACT Combo Test (N) Wednesday, August 14, 7:00 p.m. Northport Library “Automobiles in Water” by George Ellis Registration begins for Health ed and some books have been damaged over the years. (EN) 10:45 am (N) 9:30 am The Northport Arts Coalition, and Safety Northport artist George Ellis specializes Insurance Counseling on 8/13 Have you wanted to share your time If you have a NHS yearbook that you would like to 42 Admission in cooperation with the Library, is in watercolor paintings of classic cars with an Look for the Library table Book Swap (EN) 11 am (EN) Thursday, August 15, 7:00 p.m. and talents as a volunteer but don’t know where donate to the Library, where it will be held in posterity, (EN) Friday, August 2, 1:30 p.m. (EN) Friday, August 16, 1:30 p.m. Shake, Rattle, and Read Saturday Afternoon proud to present its 11th Annual Jazz for emphasis on sports cars of the 1950s and 1960s, In conjunction with the Suffolk County Office of to start? Visit the Library’s Volunteer Fair and speak our Reference Department would love to hear from you.
    [Show full text]
  • The Importance of Collective Visual Memories in the Representations In
    Capturing the Void: The Importance of Collective Visual Memories in the Representations in Documentary Films on September 11, 2001 Jodye D. Whitesell Undergraduate Honors Thesis Department of Film Studies Advisor: Dr. Jennifer Peterson October 24, 2012 Committee Members: Dr. Jennifer Peterson, Film Studies Dr. Melinda Barlow, Film Studies Dr. Carole McGranahan, Anthropology Table of Contents: Abstract…………………………………………………………………………………….. 3 Introduction………………………………………………………………………………… 4 Part I: The Progression of Documentary Film Production………………………………… 9 Part II: September 11, 2001….…………………………………………………………….. 15 Part III: The Immediate Role of the Media………………………………………………... 18 Part IV: Collective Memories and the Media,,,……………………………………………. 25 Part V: The Turn Towards Documentary…………………………………….……………. 34 (1) Providing a Historical Record…………………………………….……………. 36 (2) Challenging the Official Story…………………………………………………. 53 (3) Memorializing the Fallen………………………………………………………. 61 (4) Recovering from the Trauma…………………………………………………... 68 Conclusion…………………………………………………………………………………. 79 Works Cited………………………………………………………………………………... 83 2 Abstract: Documentary films have long occupied a privileged role among audiences as the purveyors of truth, offering viewers accurate reproductions of reality. While this classification is debatable, the role of documentaries as vehicles for collective memory is vital to the societal reconstructions of historical events, a connection that must be understood in order to properly assign meaning to the them. This thesis examines this relationship, focusing specifically on the documentaries produced related to trauma (in this case the September 11 attacks on the United States) as a means to enhance understanding of the role these films play in the lives and memories of their collective audiences. Of the massive collection of 9/11 documentaries produced since 2001, twenty-three were chosen for analysis based on national significance, role as a representative of a category (e.g.
    [Show full text]
  • Feature Films
    NOMINATIONS AND AWARDS IN OTHER CATEGORIES FOR FOREIGN LANGUAGE (NON-ENGLISH) FEATURE FILMS [Updated thru 88th Awards (2/16)] [* indicates win] [FLF = Foreign Language Film category] NOTE: This document compiles statistics for foreign language (non-English) feature films (including documentaries) with nominations and awards in categories other than Foreign Language Film. A film's eligibility for and/or nomination in the Foreign Language Film category is not required for inclusion here. Award Category Noms Awards Actor – Leading Role ......................... 9 ........................... 1 Actress – Leading Role .................... 17 ........................... 2 Actress – Supporting Role .................. 1 ........................... 0 Animated Feature Film ....................... 8 ........................... 0 Art Direction .................................... 19 ........................... 3 Cinematography ............................... 19 ........................... 4 Costume Design ............................... 28 ........................... 6 Directing ........................................... 28 ........................... 0 Documentary (Feature) ..................... 30 ........................... 2 Film Editing ........................................ 7 ........................... 1 Makeup ............................................... 9 ........................... 3 Music – Scoring ............................... 16 ........................... 4 Music – Song ...................................... 6 ..........................
    [Show full text]
  • Review of „Tsotsi“
    Katrin Kube Katrin Kuba Review of „Tsotsi“ South Africa in Films University of Duisburg-Essen, Dr. Claudia Drawe pubished in cooperation with Düsseldorf 2007 Review of „Tsotsi“ 1 Katrin Kube Review Tsotsi The film Tsotsi throws the observer into an emotional roller-coaster! It shocks and makes angry, sad and sympathetic at the same time. Tsotsi, which means gangste r, is a nineteen-year-old boy living in one of the townships of Johannesburg, South Africa. He is the leader of a gang and a really bad guy. One day, he steals a car, shoots the owner down and flees. On his escape, he recognizes a baby in the back and decides to take it with him to his home. The film shows his rising care for the baby, that rouses memories of his own childhood he repressed before. At first sight, Tsotsi is the stereotypical criminal and violent teenager, but during the story, he turns out to be a rather round character, i.e. he is not such a simple character as one initially assumes. He becomes interesting. Inner fight Throughout the film, one can observe the development of Tsotsi’s conscience. In the beginning, the boy is situated in a hopeless situation. He is uneducated, has no job and steals in order to survive. Throughout the story, he seems to go through a kind of inner fight. On the one hand, he sees the richer people of the suburbs, on the other hand, the people, whose situation is even worse than his own. With the latter the film shows some very strong personalities, which, perhaps, seem to be weak externally, but which, on closer inspection, prove to be rather strong and the boy recognizes that they try to make the best out of their situation.
    [Show full text]
  • Life & Times of Magda A: Telling a Story of Violence in South Africa
    Life & Times of Magda A: Telling a Story of Violence in South Africa Author(s): Didier Fassin, Frédéric Le Marcis, and Todd Lethata Reviewed work(s): Source: Current Anthropology, Vol. 49, No. 2 (April 2008), pp. 225-246 Published by: The University of Chicago Press on behalf of Wenner-Gren Foundation for Anthropological Research Stable URL: http://www.jstor.org/stable/10.1086/526096 . Accessed: 08/06/2012 11:42 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press and Wenner-Gren Foundation for Anthropological Research are collaborating with JSTOR to digitize, preserve and extend access to Current Anthropology. http://www.jstor.org Current Anthropology Volume 49, Number 2, April 2008 225 Life & Times of Magda A Telling a Story of Violence in South Africa by Didier Fassin, Fre´de´ric Le Marcis, and Todd Lethata How to write about violence? Most recent anthropological works have dealt with this question in terms of either political economy, narratives, or performance. Using J. M. Coetzee’s Life & Times of Michael K as a pre-text, an ethnological inquiry into violence is proposed through the biography of a young South African woman.
    [Show full text]
  • South Africa's Official Selection for the Foreign Film Oscars 2006
    Production Notes The UK Film & TV Production Company plc The Industrial Development Corporation of South Africa The National Film & Video Foundation of South Africa in association with Moviworld present A UK/South African Co-production TSOTSI Starring Presley Chweneyagae, Terry Pheto, Kenneth Nkosi, Mothusi Magano, Zenzo Ngqobe and ZOLA Written and Directed by Gavin Hood Based on the novel by Athol Fugard Co-produced by Paul Raleigh Produced by Peter Fudakowski WINNER – EDINBURGH FILM FESTIVAL 2005 THE STANDARD LIFE AUDIENCE AWARD THE MICHAEL POWELL AWARD FOR BEST BRITISH FILM South Africa’s official selection for the Foreign Film Oscars 2006 For all press inquiries please contact: Donna Daniels Public Relations 1375 Broadway, Suite 403, New York, NY 10018 Ph: 212-869-7233 Email: [email protected] and [email protected] IN TORONTO: contact Melissa or Donna c/o The Sutton Place Hotel, Hospitality Suite 606, 955 Bay Street, Toronto, on M5S 2A2 main #: 416.924.9221 fax: 416.324.5617 FOR ALL PRESS MATERIALS/INFO : www.tsotsi.com A message from the playwright and author of the novel TSOTSI ATHOL FUGARD 2 CONTENTS: LETTER FROM AUTHOR OF 'TSOTSI' THE NOVEL 2 UK AND TRADE PRESS QUOTE BANK 4 SHORT SYNOPSIS 6 LONGER SYNOPSIS 6 MAKING “TSOTSI” - BACKGROUND NOTES and QUOTES 8 THE TERM “TSOTSI” - ORIGINS AND MEANINGS 13 KWAITO MUSIC - ORIGINS 15 BIOGRAPHIES: ATHOL FUGARD - AUTHOR OF THE NOVEL “TSOTSI” 17 GAVIN HOOD - SCREENWRITER / DIRECTOR 18 PETER FUDAKOWSKI - PRODUCER 19 PAUL RALEIGH - CO-PRODUCER 20 PRESLEY CHWENEYAGAE - TSOTSI 21 ZOLA – FELA 21 TERRY PHETO - MIRIAM 21 KENNETH NKOSI - AAP 21 MOTHUSI MAGANO - BOSTON 22 ZENZO NGQOBE - BUTCHER 22 CAST, CREW AND MUSIC CREDITS 23-31 CONTACT INFO 32 3 TSOTSI “Tsotsi” literally means “thug” or “gangster” in the street language of South Africa’s townships and ghettos.
    [Show full text]
  • The Inventory of the Richard Roud Collection #1117
    The Inventory of the Richard Roud Collection #1117 Howard Gotlieb Archival Research Center ROOD, RICHARD #1117 September 1989 - June 1997 Biography: Richard Roud ( 1929-1989), as director of both the New York and London Film Festivals, was responsible for both discovering and introducing to a wider audience many of the important directors of the latter half th of the 20 - century (many of whom he knew personally) including Bernardo Bertolucci, Robert Bresson, Luis Buiiuel, R.W. Fassbinder, Jean-Luc Godard, Werner Herzog, Terry Malick, Ermanno Ohni, Jacques Rivette and Martin Scorsese. He was an author of books on Jean-Marie Straub, Jean-Luc Godard, Max Ophuls, and Henri Langlois, as well as the editor of CINEMA: A CRITICAL DICTIONARY. In addition, Mr. Roud wrote extensive criticism on film, the theater and other visual arts for The Manchester Guardian and Sight and Sound and was an occasional contributor to many other publications. At his death he was working on an authorized biography of Fran9ois Truffaut and a book on New Wave film. Richard Roud was a Fulbright recipient and a Chevalier in the Legion of Honor. Scope and contents: The Roud Collection (9 Paige boxes, 2 Manuscript boxes and 3 Packages) consists primarily of book research, articles by RR and printed matter related to the New York Film Festival and prominent directors. Material on Jean-Luc Godard, Francois Truffaut and Henri Langlois is particularly extensive. Though considerably smaller, the Correspondence file contains personal letters from many important directors (see List ofNotable Correspondents). The Photographs file contains an eclectic group of movie stills.
    [Show full text]
  • Guide to the Papers of the Capri Community Film Society
    Capri Community Film Society Papers Guide to the Papers of the Capri Community Film Society Auburn University at Montgomery Archives and Special Collections © AUM Library Written By: Rickey Best & Jason Kneip Last Updated: 2/19/2008 TABLE OF CONTENTS Content Page # Collection Summary 2 Administrative Information 2 Restrictions 2-3 Index Terms 3 Agency History 3-4 1 of 64 Capri Community Film Society Papers Scope and Content 5 Arrangement 5-10 Inventory 10- Collection Summary Creator: Capri Community Film Society Title: Capri Community Film Society Papers Dates: 1983-present Quantity: 6 boxes; 6.0 cu. Ft. Identification: 92/2 Contact Information: AUM Library Archives & Special Collections P.O. Box 244023 Montgomery, AL 36124-4023 Ph: (334) 244-3213 Email: [email protected] Administrative Information Preferred Citation: Capri Community Film Society Papers, Auburn University Montgomery Library, Archives & Special Collections. Acquisition Information: The collection began with an initial transfer on September 19, 1991. A second donation occurred in February, 1995. Since then, regular donations of papers occur on a yearly basis. Processed By: Jermaine Carstarphen, Student Assistant & Rickey Best, Archivist/Special Collections Librarian (1993); Jason Kneip, Archives/Special Collections Librarian. Samantha McNeilly, Archives/Special Collections Assistant. 2 of 64 Capri Community Film Society Papers Restrictions Restrictions on access: Access to membership files is closed for 25 years from date of donation. Restrictions on usage: Researchers are responsible for addressing copyright issues on materials not in the public domain. Index Terms The material is indexed under the following headings in the Auburn University at Montgomery’s Library catalogs – online and offline.
    [Show full text]
  • Crime, Violence and Apartheid in Selected Works of Richard Wright and Athol
    CORE Metadata, citation and similar papers at core.ac.uk Provided by South East Academic Libraries System (SEALS) Crime, violence and apartheid in selected works of Richard Wright and Athol Fugard: a study. Name: RODWELL MAKOMBE A thesis submitted in fulfilment of the requirements of the degree of Doctor of Literature and Philosophy in the Department of English and Comparative Studies at the University of Fort Hare Student Number: 200904755 Name of Institution: UNIVERSITY OF FORT HARE Supervisor: DR. M. BLATCHFORD Year: 2011 Contents DECLARATION .............................................................................................................. iii DEDICATION ..................................................................................................................iv ACKNOWLEDGEMENTS ............................................................................................... v ABSTRACT .....................................................................................................................vi CHAPTER ONE .............................................................................................................. 1 Crime, violence and apartheid: the postcolonial/criminological approach .................... 1 Statement of the Problem ......................................................................................... 1 Background .............................................................................................................. 2 Aims of the research ................................................................................................
    [Show full text]
  • Literature, Peda
    The Pennsylvania State University The Graduate School College of the Liberal Arts THE STUDENTS OF HUMAN RIGHTS: LITERATURE, PEDAGOGY, AND THE LONG SIXTIES IN THE AMERICAS A Dissertation in Comparative Literature by Molly Appel © 2018 Molly Appel Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2018 ii The dissertation of Molly Appel was reviewed and approved* by the following: Rosemary Jolly Weiss Chair of the Humanities in Literature and Human Rights Dissertation Advisor Chair of Committee Thomas O. Beebee Edwin Erle Sparks Professor of Comparative Literature and German Charlotte Eubanks Associate Professor of Comparative Literature, Japanese, and Asian Studies Director of Graduate Studies John Ochoa Associate Professor of Spanish and Comparative Literature Sarah J. Townsend Assistant Professor of Spanish and Portuguese Robert R. Edwards Edwin Erle Sparks Professor of English and Comparative Literature Head of the Department of Comparative Literature *Signatures are on file in the Graduate School. iii ABSTRACT In The Students of Human Rights, I propose that the role of the cultural figure of the American student activist of the Long Sixties in human rights literature enables us to identify a pedagogy of deficit and indebtedness at work within human rights discourse. My central argument is that a close and comparative reading of the role of this cultural figure in the American context, anchored in three representative cases from Argentina—a dictatorship, Mexico—a nominal democracy, and Puerto Rico—a colonially-occupied and minoritized community within the United States, reveals that the liberal idealization of the subject of human rights relies upon the implicit pedagogical regulation of an educable subject of human rights.
    [Show full text]
  • The Reel World: Contemporary Issues on Screen
    The Reel World: Contemporary Issues on Screen Films • “Before the Rain” (Macedonia 1994) or “L’America” (Italy/Albania 1994) • “Earth” (India 1998) • “Xiu-Xiu the Sent Down Girl” (China 1999) • (OPTIONAL): “Indochine” (France/Vietnam 1992) • “Zinat” (Iran 1994) • “Paradise Now” (Palestine 2005) • “Hotel Rwanda” (Rwanda 2004) • (OPTIONAL): “Lumumba” (Zaire 2002) • “A Dry White Season” (South Africa 1989) • “Missing” (US/Chile 1982) • “Official Story” (Argentina 1985) • “Men With Guns” (Central America 1997) Books • We Wish to Inform You That Tomorrow We Will be Killed With Our Families: Stories from Rwanda by Philip Gourevitch • (OPTIONAL/RECOMMENDED): A Dry White Season by André Brink Course Goals There are several specific goals to achieve for the course: Students will learn to view films historically as one of a number of sources offering an interpretation of the past Students will acquire a knowledge of the key terms, facts, and events in contemporary world history and thereby gain an informed historical perspective Students will take from the class the skills to critically appraise varying historical arguments based on film and to clearly express their own interpretations Students will develop the ability to synthesize and integrate information and ideas as well as to distinguish between fact and opinion Students will be encouraged to develop an openness to new ideas and, most importantly, the capacity to think critically Course Activities and Procedures This course is taught in conjunction with “The Contemporary World,” although that course is not a prerequisite. We will use material from that course as background and context for the films we see. Students who have already taken “The Contemporary World” can review the material to refresh their memories before watching the relevant titles if they feel the need to do so.
    [Show full text]