2014 Course Catalog Field-based programs in more than 30 countries worldwide Field Study Focused on Critical Global Issues SIT Study Abroad programs examine global issues in specific geographical and cultural contexts using an interdisciplinary approach. Topics covered often cross these designations, and coursework may be applicable to a range of academic departments.

 Arts, Media, and Social Change  Development, Urban Studies, and Entrepreneurship  Global Health  Multiculturalism, Migration, and Indigenous Peoples  Natural Resource Management, Biodiversity, and Environmental Policy  Post-Conflict Transformation  Social Movements, Education, and Human Rights

The SIT Experience  Rigorous academic programs through a field-based, experiential approach  Undergraduate research through an Independent Study Project  Cultural immersion through fieldwork, intensive language classes, and urban and rural homestays with local families  A small group of students in each program, supported by SIT faculty and staff, homestay families, in-country experts, and community members  Access to SIT’s extensive local resources and networks  A commitment to reciprocity as the foundation of our educational philosophy

Cover photo: Studying with water buffalo in Sa Pa, Vietnam. Taken by Heidi Strike on the IHP/Comparative: Health and Community program. This page: Domes of the Sidi Bou Makhlouf Mausoleum in El Kef, Tunisia Programs by Location

SIT Study Abroad Priorities 3 Europe SIT Study Abroad Summer Programs 4 CZECH Arts and Social Change 49 Program Components 6 REPUBLIC SIT’s Academic Approach 7 NETHERLANDS International Perspectives Language Study 8 on Sexuality and Gender 50 Undergraduate Research 10 SERBIA, BOSNIA, Peace and Conflict Studies in the Balkans 51 Faculty 11 and KOSOVO How to Navigate the SIT Website 12 SWITZERLAND Global Health and Development Policy 52 SWITZERLAND International Studies and Multilateral Diplomacy 53 Africa, South of the Sahara CAMEROON Social Pluralism and Development 14 Latin America GHANA Social Transformation and Cultural Expression 15 ARGENTINA Public Health in Urban Environments 55 KENYA Urbanization, Health, and Human Rights 16 ARGENTINA Regional Integration, Development, MADAGASCAR Biodiversity and Natural Resource Management 17 and Social Change 56 MADAGASCAR Urbanization and Rural Development 18 ARGENTINA Social Movements and Human Rights 57 RWANDA Post-Genocide Restoration and Peacebuilding 19 BOLIVIA Multiculturalism, Globalization, SENEGAL National Identity and the Arts 20 and Social Change 58 SOUTH AFRICA Community Health and Social Policy 21 BRAZIL Amazon Resource Management SOUTH AFRICA Multiculturalism and Human Rights 22 and Human Ecology 59 SOUTH AFRICA Social and Political Transformation 23 BRAZIL Public Health, Race, and Human Rights 60 TANZANIA Wildlife Conservation and Political Ecology 24 BRAZIL Social Justice and Sustainable Development 61 TANZANIA Zanzibar—Coastal Ecology and CHILE Comparative Education and Social Change 62 Natural Resource Management 25 CHILE Cultural Identity, Social Justice, and UGANDA Development Studies 26 Community Development 63 UGANDA Post-Conflict Transformation 27 CHILE Political Systems and Economic Development 64 CHILE Public Health, Traditional Medicine, and Community Empowerment 65 North Africa and the Middle East ECUADOR Comparative Ecology and Conservation 66 JORDAN Health and Community Development 29 ECUADOR Development, Politics, and Languages 67 JORDAN Modernization and Social Change 30 NICARAGUA Youth Culture, Literacy, and Media 68 MOROCCO Field Studies in Journalism and New Media 31 PANAMA Tropical Ecology, Marine Ecosystems, MOROCCO Migration and Transnational Identity 32 and Biodiversity Conservation 69 MOROCCO Multiculturalism and Human Rights 33 PERU Indigenous Peoples and Globalization 70 TUNISIA Emerging Identities in North Africa 34 IHP/Comparative Asia and the Pacific CITIES in the People, Planning, and Politics 72 AUSTRALIA Rainforest, Reef, and Cultural Ecology 36 21st CENTURY AUSTRALIA Sustainability and Environmental Action 37 CLIMATE The Politics of Food, Water, and Energy 73 CHINA Language, Cultures, and Ethnic Minorities 38 CHANGE INDIA Health and Human Rights 39 HEALTH and Globalization, Culture, and Care 74 INDIA National Identity and the Arts 40 COMMUNITY INDIA Sustainable Development and Social Change 41 HUMAN Foundations, Challenges, and Advocacy 75 INDONESIA Arts, Religion, and Social Change 42 RIGHTS MONGOLIA Geopolitics and the Environment 43 World Learning Programs 76 NEPAL Development and Social Change 44 Program Dates, Fees, and Credit 77 NEPAL Tibetan and Himalayan Peoples 45 Student Health, Safety, and Security 78 SAMOA Pacific Communities and Social Change 46 Scholarships and Financial Aid 79 VIETNAM Culture, Social Change, and Development 47 Admissions 80 Programs by Critical Global Issue

Arts, Media, and Social Change Natural Resource Management, Biodiversity, Consider the relationship between art, politics, and society in and Environmental Policy historical and contemporary periods. Explore the relationship between environmental and resource management policies, socioeconomic objectives, and ecological realities. CZECH Arts and Social Change 49 REPUBLIC AUSTRALIA Rainforest, Reef, and Cultural Ecology 36 GHANA Social Transformation and Cultural Expression 15 AUSTRALIA Sustainability and Environmental Action 37 INDIA National Identity and the Arts 40 BRAZIL Amazon Resource Management INDONESIA Arts, Religion, and Social Change 42 and Human Ecology 59 MOROCCO Field Studies in Journalism and New Media 31 ECUADOR Comparative Ecology and Conservation 66 NICARAGUA Youth Culture, Literacy, and Media 68 MADAGASCAR Biodiversity and Natural SENEGAL National Identity and the Arts 20 Resource Management 17 MONGOLIA Geopolitics and the Environment 43 Development, Urban Studies, and Entrepreneurship PANAMA Tropical Ecology, Marine Ecosystems, Witness firsthand the innovative solutions communities are pursuing to build and Biodiversity Conservation 69 healthier, more livable, equitable, and sustainable societies. TANZANIA Wildlife Conservation and Political Ecology 24 ARGENTINA Regional Integration, Development, TANZANIA Zanzibar—Coastal Ecology and and Social Change 56 Natural Resource Management 25 CAMEROON Social Pluralism and Development 14 IHP/COMPAR ATIVE Climate Change 73 CHILE Political Systems and Economic Development 64 ECUADOR Development, Politics, and Languages 67 Post-Conflict Transformation INDIA Sustainable Development and Social Change 41 Look at the historical, geopolitical, and social dimensions of MADAGASCAR Urbanization and Rural Development 18 contemporary conflicts, as well as the present-day realities NEPAL Development and Social Change 44 facing post-conflict societies. UGANDA Development Studies 26 RWANDA Post-Genocide Restoration and Peacebuilding 19 VIETNAM Culture, Social Change, and Development 47 SERBIA, BOSNIA, Peace and Conflict Studies in the Balkans 51 IHP/COMPAR ATIVE Cities in the 21st Century 72 and KOSOVO SOUTH AFRICA Social and Political Transformation 23 Global Health UGANDA Post-Conflict Transformation 27 Explore the strengths and limitations of diverse wellness systems, healthcare delivery models, and related healthcare policies. Social Movements, Education, and Human Rights ARGENTINA Public Health in Urban Environments 55 Examine the role of civil society and mass groups—including labor, BRAZIL Public Health, Race, and Human Rights 60 environmental, indigenous, and gender—in relation to improved social condi- CHILE Public Health, Traditional Medicine, and tions and human rights. Community Empowerment 65 ARGENTINA Social Movements and Human Rights 57 INDIA Health and Human Rights 39 BRAZIL Social Justice and Sustainable Development 61 JORDAN Health and Community Development 29 CHILE Comparative Education and Social Change 62 KENYA Urbanization, Health, and Human Rights 16 CHILE Cultural Identity, Social Justice, and SOUTH AFRICA Community Health and Social Policy 21 Community Development 63 SWITZERLAND Global Health and Development Policy 52 MOROCCO Multiculturalism and Human Rights 33 IHP/COMPAR ATIVE Health and Community 74 NETHERLANDS International Perspectives on Sexuality and Gender 50 Multiculturalism, Migration, and Indigenous Peoples SOUTH AFRICA Multiculturalism and Human Rights 22 Study the often complex roots of historical, sociopolitical, economic, and SWITZERLAND International Studies and transnational forces that shape countries and regions. Multilateral Diplomacy 53 BOLIVIA Multiculturalism, Globalization, IHP/COMPAR ATIVE Human Rights 75 and Social Change 58 CHINA Language, Cultures, and Ethnic Minorities 38 JORDAN Modernization and Social Change 30 MOROCCO Migration and Transnational Identity 32 NEPAL Tibetan and Himalayan Peoples 45 PERU Indigenous Peoples and Globalization 70 SAMOA Pacific Communities and Social Change 46 TUNISIA Emerging Identities in North Africa 34 India

SIT Study Abroad Priorities

Academic Quality Diversity SIT Study Abroad delivers challenging academic programs that engage The best learning occurs when diverse individuals come together in an students in critical global issues in a field study context. Experiential, open, respectful environment. SIT Study Abroad works actively to provide interdisciplinary programs examine themes from a variety of perspectives learning opportunities for students from a wide variety of backgrounds. and prepare students to conduct significant independent fieldwork on relevant topics. Reciprocity SIT Study Abroad is deeply embedded in local communities around the Safety and Security world. All program components are designed to respect the strengths of local Student health, safety, and security are SIT Study Abroad’s highest priority. partners to foster enduring relationships. Students contribute to achieving Extensive experience and global networks equip SIT to continuously common goals by becoming an integral part of these partnerships. In this way, evaluate safety and security conditions prior to departure and throughout SIT and its local networks work together to realize their shared mission. each program, including homestays, excursions, and the Independent Study Project period. For further information on safety and security, please Global Citizenship see page 78. Studying abroad is only the first step to lifelong learning, growth, and engagement at home and around the globe. SIT encourages students to utilize and share their transformative experiences to enhance their future studies, careers, and communities as socially responsible individuals.

It is the policy of World Learning to provide equal employment and educational opportunities for all persons regardless of age, ethnic origin, gender, nationality, physical or learning ability, race, religion, sexual orientation, gender identity, protected veteran’s status, or any other legally protected status.

SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. 3 SIT Study Abroad Summer Programs Students can take full advantage of their summer months through SIT Study Abroad’s summer programs, which utilize the same experiential academic approach as SIT’s semester programs. Each summer program focuses on critical issues and includes intensive study of a less commonly taught language and/or a specific topic relevant to the local context.

“Each week we had a different guest speaker present on different international issues, ranging from international health and environmental sustainability to refugee rights. The presenters were experts in their fields and I felt as though I learned a lot about how we are currently targeting these issues and the methods we are using to solve them.”

Megan Godfrey, University of Oregon, Switzerland: International Studies and Multilateral Diplomacy

Switzerland 4 SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. China Community Health and Traditional Chinese Medicine

Iceland Renewable Energy, Technology, and Resource Economics

India Himalayan Buddhist Art and Architecture Uganda India Traditional Medicine and Healthcare Practices

Jordan Intensive Arabic Language Studies

Madagascar Traditional Medicine and Healthcare Systems

Morocco Arabic Language and Community Service

India Nepal Geoscience in the Himalaya

South Africa Education and Social Change

Switzerland International Studies and Multilateral Diplomacy

Uganda and Rwanda Peace and Conflict Studies in the Jordan Lake Victoria Basin

SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. 5 Program Components SIT programs foster experiential learning, intensive cultural immersion, substantial community engagement, and an emphasis on field-based research. The SIT Study Abroad program curriculum incorporates classroom instruction and field study into each course. Semester programs offer either 16 or 17 credits, and summer programs offer between 6 and 9 credits. Each SIT program is composed of several of the following components:

Interdisciplinary Seminars Independent Study Project (ISP) Thematic seminars merge student experience with academic theory Typically conducted during the last month of the semester, the ISP allows to examine critical issues from multiple perspectives. Students learn students to pursue original field-based research on a topic of their choice from SIT faculty as well as guest lecturers from local universities, within the program’s thematic parameters. The academic director advises research institutes, nongovernmental organizations (NGOs), and each student on developing a project plan. Students also identify an ISP community and professional associations. Field-based activities and advisor who works with the student on the design, implementation, and assignments complement readings, discussions, and research papers, evaluation of the student’s research project. Final projects generally include allowing students to engage in a variety of study methods. a 20- to 40-page paper and presentation to peers, academic staff, and interested members of the host community. For more information about Educational Excursions/Site Visits the ISP and undergraduate research with SIT, see page 10. Excursions outside the classroom are an integral part of each program. Excursions can include half-day or daylong site visits to government Case Studies agencies, NGOs, or professional associations. They can include longer Case studies offer opportunities for in-depth investigation and study stays, such as visiting a rural village, ecosystem, or neighboring coun- through independent research and field visits. Students observe people try. Excursions provide comparative perspectives on important pro- and practices related to their chosen subject matter. Projects may include gram themes and offer new settings in which to engage in fieldwork, interviews with community members or local agencies, written question- practice language skills, and make contacts for the Independent Study naire surveys, and thematic and quantitative content analyses. Students Project. Intensive learning—through seminars, workshops, and group may design oral presentations of research findings. discussions—continues during periods of excursion. Homestays Intensive Language Study Most programs include at least one homestay experience, offering stu- Programs typically offer language study at the intermediate and ad- dents the chance to gain a close view of the local culture and to experi- vanced levels and/or beginning instruction in a less commonly taught ence the daily rhythm of life in the host country. Homestays provide language spoken by the local community. Language courses incor- further context and perspectives on issues being studied, as well as op- porate formal classroom instruction, discussion, and field exercises portunities to improve language skills and deepen cultural understanding. designed to enhance student engagement while improving oral and SIT designs homestays to reflect the full diversity of the community, part- written competence. Select programs are taught entirely or partly in nering with families who represent a variety of occupational, economic, the target language. To read more about language study with SIT, see and educational levels. Many programs offer homestays in both urban and pages 8–9. rural areas to give students contrasting views of life in different social or ethnic contexts. Research Methods and Ethics When not in homestays, students stay in appropriate lodgings that may Students learn appropriate methodologies that prepare them to under- include guest houses, educational institutions, camping, or small hotels. take fieldwork on topics connected to the program’s theme and specific cultural context. Students develop research skills and approaches includ- Community Volunteer Experience ing cross-cultural adaptation and skills building; project selection and On some SIT programs, students may have the opportunity to pursue refinement; contact and resource cultivation; observation and interview- community volunteer experiences that allow them to take more active ing skills; gathering, organizing, and presenting findings; and maintaining roles in the issues they are studying. Some students may choose to a field journal. Students also examine the ethics and impact of their incorporate a guided practicum experience into their Independent research on local communities and are required to follow the World Study Project. Learning/SIT Human Subjects Review Policy, which serves as an approval process and guide for ethical field study practices.

Orientation, Program Evaluation Period, and Reentry Preparation All programs include a thorough orientation that incorporates health and safety information and tools for cross-cultural adaptation. Programs conclude with a guided reflection and discussion period that examines the impact of the experience. Through this reentry preparation, students are encouraged to consider how they can incorporate their experience in the future. During this time, students also have the opportunity to provide feedback on their program.

6 SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. SIT’s Academic Approach

“While studying abroad with SIT, you are constantly being stimulated, constantly learning, and constantly being challenged. It redefines education and provides you with the tools to redefine the world, and your role in it.” “ Lucy Wallace, Connecticut College, Ecuador: Development, Politics, and Languages

India

A Pioneer in Experiential Education SIT students learn to put into practice appropriate field research methods such as participant observation, cultural analysis, interviews, For over fifty years, SIT has provided carefully designed and thought- transects, oral histories, and quantitative data collection. They apply fully facilitated study abroad programs rooted in the experiential tools of investigation and analysis and develop greater curiosity, confi- education learning model. dence, and self-awareness. SIT programs emphasize that education is a blend of structured and Students are engaged in a facilitated and mentored process of unstructured experiences and that student learning happens through translating experience into learning in order to prepare them for more multiple formats—lectures, field visits, language study, homestays, independent inquiry. This approach not only teaches students how to and day-to-day interactions with local communities—in classroom integrate the disparate elements of the program; it leads to greater re- and field-based settings. flection on and understanding of the complexity of the critical global Our programs reflect a rigorous, intentional approach to the experien- issues our students examine. Students take this holistic and rigorous tial learning cycle—at SIT, the experiential is not an aspect of what we approach to learning with them into their future academic and profes- do; it is the foundation of all student learning. sional endeavors.

SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. 7 Language Study A critical tool for conducting field-based research and fostering intercultural understanding

Kenya

How SIT Teaches Language taught language spoken by the local community. Students have an oral proficiency interview shortly after arrival to determine their appropri- On SIT programs, language learning is classroom- and field-based; ate placement and language level. Some programs offer guided self- emphasizes oral proficiency; and carries into lectures, field method instruction for students whose language level exceeds the levels typically exercises, the homestay, and other program components. SIT views offered on the program. language learning as an essential and foundational tool to greater inter- cultural competency, thematic understanding, cultural integration, and the pursuit of an Independent Study Project. Prerequisites Some SIT programs have a language prerequisite. In order to be admit- Language Levels ted to a program with a language prerequisite, a student must obtain the required level of proficiency prior to beginning the program. This SIT language courses do not always follow the traditional progression can be achieved by studying the language at the college level for the offered on most college campuses: the content and learning outcomes required number of terms or achieving the equivalent proficiency level typically are specific to the location; reflect the local context, dialect, in another way. and community; and, on many programs, are tailored to the theme and learning objectives of the program (e.g., Spanish for the Health Please see individual program pages in this catalog or on the SIT Sciences). website for language course syllabi and program-specific information pertaining to credits and prerequisites. Many SIT programs offer language study at intermediate and advanced levels; other programs may offer beginning instruction in a less commonly

8 SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. “I was drawn to SIT Morocco because of the heavy concentration on language. Today, my Arabic is polished, professional, and competent, which has opened many doors.” Asil Yassine, Austin College, Morocco: Multiculturalism and Human Rights

SIT deeply values less commonly taught languages spoken by local communities, in addition to the official language(s) of the country.

Languages Offered for Credit

“Asia and the Africa, South of Latin America Europe North Africa Pacific the Sahara Portuguese Czech and the Middle East Bahasa Indonesia Acholi Quechua Dutch Chinese French Modern Standard Spanish French Arabic * Hindi isiXhosa Icelandic French Mongolian isiZulu Serbian/Bosnian/ Nepali Kinyarwanda Croatian Samoan Kiswahili Tibetan Luganda *Students participating in programs in Jordan, Morocco, Vietnamese Malagasy and Tunisia receive additional instruction in Jordanian Twi Colloquial Arabic, Moroccan Colloquial Arabic, or Tunisian Colloquial Arabic, depending on the country of study. Wolof

Additional Languages Taught (Not Credit-Bearing) On some programs, students receive exposure to an additional local language— such as those listed below—through a workshop or other format. Afrikaans | Balinese | Fulfulde | Pidgin English

SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. 9 At the Forefront of Undergraduate Research Abroad SIT has been equipping undergraduate students for decades with the Support and Guidance—From Start to Finish tools, contacts, and knowledge to complete primary research abroad. The ISP is completed at the end of the semester and is designed to Countless SIT students have cited that learning how to produce a integrate the learning, knowledge, field experience, and contacts field-based research project is one of the most exciting and valuable acquired from all other components of the program. SIT faculty and aspects of studying with SIT. staff provide students with relevant coursework instruction, field -ex perience, and guidance from the initial proposal stage through project The Independent Study Project (ISP)—What is it? completion. Through the ISP, students pursue original, field-based research on an Many students enroll in an SIT program with limited, or no, primary approved topic of interest to them that results in a substantial final field research experience; the ISP is often the first opportunity for project. On many programs, the project can take one of three forms: students to learn how to undertake a field-based research project in • An ISP that addresses a formulated research question* an intercultural setting. • A creative ISP that incorporates artwork or a performance The ISP—A Stepping Stone to Future Achievements • A practicum-based ISP • Senior theses In each case, the project must include original fieldwork, incorporate a final presentation, and result in a formal research paper. In pursuing • Undergraduate research symposia their ISP, students are encouraged to interact with scholars and other • Professional association conference presentations mentors both in the host country and at their home colleges and • Fulbright and Watson fellowships universities through a collaborative process that stimulates inquiry- based learning. • Graduate school Students are encouraged to examine the ethics of their research and • Career advancement consider its impact on local communities.

*A vast majority of SIT students complete this ISP option. In most instances, students could pursue any of the three options, although some programs may lend themselves better to one option over another. For example, students interested in producing a creative ISP are strongly encouraged to consider studying abroad on one of SIT’s arts-focused programs.

SIT Sets the Standard for Practice in the Field

SIT Study Abroad was among the first in the field to implement a Human Subjects Review across a broad geographic spectrum and has long been a leader in the areas of research methods and ethics.

SIT places the highest importance on research ethics and ensures that students acquire the knowledge needed to conduct field study in an environment in which local and academic normative ethics are observed. SIT’s federally registered Institutional Review Board (IRB) is responsible for overseeing the implementation of ethical research on all SIT programs. Local review boards in each location review projects as part of the IRB process. Bolivia

10 SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. Faculty Each program portfolio is supported by a collaborative team of academics—deans, on-site faculty, traveling faculty, and guest lecturers—and highly trained professional support staff.

Tanzania

“SIT Tanzania helped me develop a different perspective on the world and to view things through a very different, non-western lens.” Tara Boggaram, The University of Texas at Austin Tanzania: Wildlife Conservation and Political Ecology

Who directs SIT programs? Guest lecturers and traveling faculty include leading academics at in-country universities, medical practitioners at local hospitals and SIT programs are led by an academic director—an accomplished clinics, political leaders, scientists conducting groundbreaking research, academic and experienced program manager who typically lives full executive directors of NGOs and professional associations, MBAs, time in the country of study. Academic and program directors are artists, community activists, and indigenous leaders. Language responsible for instructional content, synthesis of classroom and field instruction is provided through SIT instructors and experienced experiences, and daily program operations. These faculty, in close faculty at language institutes and local universities. consultation with academic deans, craft a rigorous curriculum and design field and research experiences that match student needs These individuals spend numerous hours with students and provide and interests. invaluable access and opportunities to explore local issues from the perspectives of the people who live there. Who provides instruction? To facilitate a highly immersive and academically rich study abroad What other support is provided? experience, each program assembles an exceptional array of program Students also benefit from the efforts of numerous local staff who contributors to serve as lecturers, Independent Study Project (ISP) advi- provide vital academic, logistical, and cross-cultural support. Admin- sors, workshop leaders, and local resources. Academic directors, travel- istrative staff on most programs includes a program assistant and ing faculty, and country coordinators include tenured university profes- homestay coordinator. sors, scientists, medical doctors, published authors, critically acclaimed artists, community activists, and others with extensive experience in Detailed faculty and staff biographies are available on each program’s higher education, study abroad, and international and local NGOs. They web page. are experts in their fields and extremely well networked in-country.

SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. 11 How to Navigate the SIT Study Abroad Website

Individual program details may have changed since this catalog was published, so please visit our website, www.sit.edu, for the most detailed and up-to-date information.

Programs SIT STUDY ABROAD HOMEPAGE Listing of all semester and summer programs by country, region, term, and critical global issue.

Academics Information on program compo- nents, including coursework, credit transfer, and language study.

Admissions and Alumni Contacts How to apply, the admissions process, program availability, and information on how to contact recent students.

Financial Information Scholarships, financial aid, and more. Faculty Coursework Program director, faculty, Courses, credit distribution, and support staff bios. and syllabi specific to that program. SAMPLE PROGRAM PAGE Select Your Term Homestays Choose a term to view Information on host fami- relevant details for that lies, homestay locations semester. and duration, and other accommodations. Costs Tuition, fees, and room and board details. Excursions Details on field visits and student experiences out- Dates side the program base. The start and end dates of the program.

Key Features Description of program components, such as the program base, Independent Study Project topics, pos- sible community volunteer experiences, and language study.

12 SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. AFRICA, South of the Sahara

CAMEROON | Social Pluralism and Development 14 GHANA | Social Transformation and Cultural Expression 15 KENYA | Urbanization, Health, and Human Rights 16 MADAGASCAR | Biodiversity and Natural Resource Management 17 MADAGASCAR | Urbanization and Rural Development 18 RWANDA | Post-Genocide Restoration and Peacebuilding 19 SENEGAL | National Identity and the Arts 20 SOUTH AFRICA | Community Health and Social Policy 21 SOUTH AFRICA | Multiculturalism and Human Rights 22 SOUTH AFRICA | Social and Political Transformation 23 TANZANIA | Wildlife Conservation and Political Ecology 24 TANZANIA | Zanzibar—Coastal Ecology and Natural Resource Management 25 UGANDA | Development Studies 26 UGANDA | Post-Conflict Transformation 27 - of

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Duration Nigeri 16 quatorial E Guinea AFRICA, SOUTH OF THE SAHARA Hostels, private private Hostels, Other Accommodations and small hotels homes, 4 weeks Project Study Independent college- of semesters recent Three Prerequisites follow and the ability to or equivalent French level SIT. by as assessed in French, coursework West Region, 2 weeks Region, West Visit/Homestay Rural Program Credits Base Program and Fulfulde plus French, Study Language Pidgin English 5 weeks; Yaoundé, Homestays 2 weeks Ngaoundéré, Independent Study Project Study Independent hours / 120 class ISPR 3000 / 4 credits or in another approved in Yaoundé Conducted the project. to appropriate in Cameroon location or a research- pursue the option to have Students Project Study Independent practicum-based select students ISP, the practicum-based (ISP). In in organization or nongovernmental a community both In director. with the academic consultation presenta a final paper and oral the ISP, of forms Sample topic evaluation. for submitted tion are healing; traditional village-based education; areas: styles; musical bilingualism and the media; makossa village people; women’s the Bamiléké of histories oral the economic practice; as development cooperatives in Cameroon. production oil and social impacts of SIT Human Subjects Review Policy; Policy; Review Subjects SIT Human contacts and identifying resources; honing skills in resources; and identifying contacts organiz gathering, and interviewing; observation a field maintaining data; ing, and communicating writing; and formal report analysis; journal; data presentations. research - - responsibilities of women and men in Cameroon; and men in Cameroon; women of responsibilities traditional modern and gaps between emergent ac- of educational effects identities; gendered Islam in the and financial independence; cess between tensions Cameroon; of North Grand of interaction secular education; and Koranic political local authorities, Muslim traditional approaches and faith-based modernity, power, development. to Research Methods and Ethics Methods Research hours / 45 class ANTH 3500 / 3 credits cultures learning across of in the concepts A course with students providing field experience, and from independent conduct to required tools the essential and social development to related study on topics to introduced are Students in Cameroon. pluralism (ISP) and develop Project Study the Independent includes cross-cultural Material the ISP proposal. - design, proj and skills building; research adaptation method- appropriate ect selection, and refinement; Learning/World field study ethics and the ologies; French for Development Studies Development for French hours / 45 class FREN 2000–3000 / 3 credits on the acquisition focuses This language course and development of as used in the areas French of addition In Africa. social change in Francophone - and communi vocabulary enhancing students’ to the with equips students the course skills, cation - with nongovern work needed to language tools associations and grassroots organizations mental aid in development discuss comfortably and to re students French, addition to In contexts. local Educational Excursions Educational or more includes two typically The program (Anglophone), northwestern northern, visits to including Cameroon, southern, and western coastal, These and Kribi. Douala, Dschang, Ngaoundéré, of multiple perspectives students give excursions re geographical examining its varied by the country and peoples. practices, linguistic and cultural gions, bearing) (non-credit language introductory ceive while on in Pidgin English and Fulfulde training in multilin- their integration further to excursion, gual Cameroon. - - - roles and roles For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

Course topics typically include: typically topics Course in theories and approaches Development modalities organization development Cameroon; aid; international of and the efficacy SDIS 3000 / 3 credits / 45 class hours / 45 class SDIS 3000 / 3 credits primarily in taught course An interdisciplinary prin- concepts, foundational examining French studies and development of and paradigms ciples, engaging critically the purpose of social change for to the relating topics and issues with specific lectures, formal Through context. Cameroonian and field discussions, group readings, assigned in which develop the ways explore students visits, and national regional, local, initiatives—in ment relationships contexts—aim change structural to in society. Development and Social Change and Social Change Development in Cameroon lonial history and postcolonial national identities, identities, national and postcolonial lonial history society and civil by the state as efforts as well and minority women of the status improve to and discussions, lectures addition to In groups. - excur educational on readings, relies the course participatory sessions, processing group sions, presentations. and student workshops, include: typically topics Course and social his- economic, political, Cameroonian the Anglophone in Cameroon; of the place tory; and their communities (Pygmy) Baka-Bagyeli and politics with the practices engagement and the history Bamiléké development; of Bamiléké the Chefferies; of structures traditional “African and Chefferies ceremonies; traditional democracy.” An interdisciplinary course taught predominantly predominantly taught course An interdisciplinary preco complex exploring Cameroon’s in French, Social Pluralism and Minorities Social Pluralism hours / 45 class AFRS 3000 / 3 credits tional, regional, and local organizations and civil organizations and local tional, regional, Cameroon. throughout society from Lecturers are drawn from institutions such as the institutions from drawn are Lecturers Community Ngaoundéré’s Dschang, of University (COREDEC), Center and Development Research as interna as well Yaoundé, of and the University Coursework

Social Pluralism and Development Social Pluralism Cameroon 14 Examine social, economic, and political development patterns in one in patterns development and political economic, social, Examine countries. diverse geographically and ethnically most Africa’s West of

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE AFRICA, SOUTH OF THE SAHARA

Ghana Mali Social Transformation and Cultural Expression Niger

Burkina Faso Explore Ghana’s rich cultural heritage and contemporary society through engagement with Ghanaian scholars, writers, and artists. Tamale Benin

Nigeria Côte d’Ivoire Togo GHANA

Kumasi

Coursework Accra Cape Coast Lecturers are drawn from institutions such as workshops and demonstrations); the study of the Institute of African Studies at the University postcolonial literature and oral literary traditions;

of Ghana, Legon; the University of Education, kente cloth weaving and West African fashion; the AFRICA, South of the Sahara Winneba; the Kwame Nkrumah University of history of beadmaking (incorporating glass bead- Science and Technology, Kumasi; the University making workshops); dance and nation building NORTH AFRICA / THE AFRICA NORTH of Cape Coast; and the University of Develop- (including demonstrations and participatory dance Program Duration Fall/Spring 15 weeks ment Studies, Tamale. workshops); current Ghanaian and West African Credits 16 film and television production. Social Transformation and Program Base Accra

MIDDLE EAST Educational Excursions Cultural Expression Language Study Twi AFRS 3000 / 3 credits / 45 class hours The program includes extended excursions to An interdisciplinary seminar taught in English that Kumasi (Ashanti Region), Cape Coast (Central Homestays Accra, 2 weeks; Kumasi, 2 weeks NORTH AFRICA / THE MIDDLE EAST explores a broad spectrum of artistic forms in Region), Tamale (Northern Region), Klikor (Volta Rural Visit/Homestay Ashanti Region, 12 days Ghana from diverse cultural and geographical Region), and Krobo-Odumase (Eastern Region), Other Accommodations Hostels, private spaces. The course provides a critical examination as well as other parts of Ghana. The excursions are homes, or small hotels of the impact of local, regional, and global influ- designed to expose students to Ghana’s formi- ences on, and emanating from within, Ghanaian dable cultural and artistic diversity and to promote Independent Study Project 4 weeks artistic practices, and the articulation of these nuanced perspectives on the variety of local Prerequisites None cultural expressions with social change. artistic expressions. Students spend one and a half

weeks in rural Ashanti Region furthering their Twi ASIA / THE PACIFIC Course topics typically include: language acquisition while engaged in research Queen mothers and gender roles in traditional gov- projects designed to fine-tune data collection Policy; establishing contacts and identifying ernment; the transatlantic slave trade and its impact skills and methodologies. resources; honing skills in observation and inter- on contemporary Ghana; Ghanaian geography, viewing; gathering, organizing, and communicat- history, and postcolonial politics; Ghana’s religious Intensive Language Study: Twi ing data, maintaining a field journal; data analysis; spectrum and synergies—traditional religions, Islam, TWII 1000 / 3 credits / 45 class hours report writing; and formal research presentations. and Christianity; mutual aid societies; education The study of Twi—specifically, Asante Twi—em- Students are also supported in the production in contemporary Ghana; traditional and contem-

phasizes beginning speaking and comprehension of a creative ISP. The course thus introduces EUROPE porary midwifery; nongovernmental organizations skills through classroom and field instruction. arts-based research methods (including narrative, (NGOs); rural and urban dynamics; gender issues; Formal instruction in Asante Twi is augmented dance, poetic, visual, and musical-based inquiry). regional diversity in the national context. by language practice with host families during homestays and village participation. Students Independent Study Project Visual and Performing Arts in Ghana gain skills for independent language acquisition ISPR 3000 / 4 credits / 120 class hours ARTS 3000 / 3 credits / 45 class hours outside the classroom setting. Conducted in Accra, Kumasi, or another approved An interdisciplinary course conducted in English location in Ghana appropriate to the project. The that provides students with access to Ghana’s Research Methods and Ethics ISP may comprise a standard field-based research rich diversity of artistic traditions through per- ANTH 3500 / 3 credits / 45 class hours project; a creative ISP featuring visual, textual, or formances, workshops, lectures, and demon- performing arts work; or a practicum-based ISP A course in the concepts of learning across AMERICA LATIN strations by scholars, artisans, musicians, and cultures and from field experience, covering with an arts NGO. Sample topic areas: batik, individuals recognized as expert practitioners methodological approaches needed to conduct kente, and adinkra cloth; Afa divination; story- in their respective fields. The course engages mentored independent study in the visual or telling; regional dance styles; African theater for students in multiple artistic expressions from performing arts in Ghana. Material includes development; the Ghanaian film industry; religious across Ghana with an emphasis on participation cross-cultural adaptation and skills building; re- expression in traditional arts; craft production for and active involvement. search design, project selection, and refinement; the tourist trade; urbanization and artistic expres- Course topics typically include: appropriate methodologies, including arts-based sion; nationalism and the arts. Contemporary and traditional Ghanaian music research practices; field study ethics and the (incorporating drumming and other instrument World Learning/SIT Human Subjects Review IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/GHR. 15 - a cean a O mu Somali La Indian . www.sit.edu/KER Mombas a A Ethiopi Nairobi KENY isumu K nzania Ta a f ri to c o udan ic Uganda h S ke V publi AFRICA, SOUTH OF THE SAHARA La Fall/Spring 15 weeks Fall/Spring Duration Program 16 Credits and Mombasa Base Nairobi Program Kiswahili Study Language Mombasa, 2 weeks; Homestays 2 weeks Nairobi, 1 week Takaungu, Visit/Homestay Rural Guest houses, Other Accommodations or small hotels hostels, 4 weeks Project Study Independent None Prerequisites out Re S Independent Study Project Project Study Independent hours / 120 class ISPR 3000 / 4 credits Mombasa, Kisumu, or in in Nairobi, Conducted the project to appropriate location another approved health and Sample topic areas: within Kenya. primary healthcare settlements; informal Nairobi’s housing and hu- Kenya; options in urban and rural in planning family healthcare; prenatal man rights; nutrition and peer education; HIV/AIDS Kenya; rural in Kibera; in Kisumu; land tenure health programming and the Katiba; citizenship, women, Muslim Kenyan urbanization, and accountability; access healthcare and public health. degradation, environmental introduced to the Independent Study Project (ISP) Project Study the Independent to introduced includes Material the ISP proposal. and develop and skills building; project adaptation cross-cultural research design; research selection and refinement; Subjects Learning/SIT Human ethics and the World and identifying contacts establishing Policy; Review methods; develop research qualitative resources; gathering, and interviewing; ing skills in observation a maintaining data; and communicating organizing, formal writing; and report analysis; field journal; data presentations. research - - - planning for growth; consequences of rapid ur- rapid of consequences growth; planning for settle in informal and hygiene health banization; in cities; health, housing, access healthcare ments; evictions; and displacement and human dignity; new urbanisms in Kenya. city; the gendered Research Methods and Ethics Methods Research hours / 45 class ANTH 3500 / 3 credits cultures learning across of in the concepts A course Methods and Research field experience, and from field-based understand to Ethics enables students issues ethical and critical learning techniques gain the requisite design, to in research involved carry out men- effectively and skills to knowledge are Students in Kenya. research independent tored In addition to these extended excursions, seminars seminars excursions, these extended addition to In field visits in Mombasa and short incorporate - inter health clinics, including community Nairobi, - govern UN agencies, NGOs, and local national organizations. community-based and offices, ment Kiswahili Study: Language Intensive hours / 45 class 1000–3000 / 3 credits SWAH skills Emphasis on speaking and comprehension Based and field instruction. classroom through - profi including oral evaluation, on in-country in intensive placed are students ciency testing, with further classes, or intermediate beginning discussions, during homestays, language practice and field visits. Educational Excursions Educational World Lamu, a UNESCO to excursions Program urban dramatic on the cusp of site Heritage grap a fishing settlement Malindi, development; pling with an influx of international tourism and tourism of international pling with an influx Victo Kisumu, on Lake health issues; attendant master- a proposed City, Techno ria; and Konza offer near Nairobi, Savannah” planned “Silicon of issues interrogate which to from multiple sites settings of in a variety health and human rights in a village homestay A one-week and scales. stu- gives coast on Kenya’s community Mijikenda hone Kiswahili further to the opportunity dents perspectives rural language skills while comparing in Kenya. on health and human rights - - - For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

Colonialism, urbanization, and foundations of of and foundations Colonialism, urbanization, independence; urban planning since inequality; IPBH 3500 / 3 credits / 45 class hours / 45 class IPBH 3500 / 3 credits seminar in English, this interdisciplinary Taught in examines public health and urban space hands-on, learning experiential Through Kenya. readings, with lectures, together opportunities, historical explore students and discussions, including the in Africa, urbanization of patterns on dense discourses medical colonial impact of on health as it re and focus human habitation, Urbanization and Public Health and Public Urbanization and land tenure housing, infrastructure, to lates urban areas. burgeoning in Kenya’s include: may Seminar topics Seminar topics typically include: typically Seminar topics health as a health in Kenya; to Introduction system; public healthcare Kenya’s human right; - reproduc in Kenya; gender-based violence needs; the healthcare and women’s health tive - healing; com traditional HIV/AIDS; of sociology in pluralism medical projects; munity healthcare access and infrastructure, demographics, Kenya; and nutrition; public health food healthcare; to education. Health and Human Rights in Kenya and Human Health hours / 45 class IPBH 3000 / 3 credits in English seminar conducted An interdisciplinary and health, healthcare, exploring the links between in Kenyan human rights individual and community sup approach a comparative Using contexts. tions (NGOs), civil society, the government of of government the civil society, tions (NGOs), and UN agencies including UN-HABITAT. Kenya, and readings, excursions, educational by ported health of discussions situates the course lectures, provide to contexts in diverse and human rights and biomedical understanding for a framework are that health and healing of concepts traditional on the human while focusing meaningful in Kenya, an health and healing through dimensions of rights and positionality. power of interrogation Lecturers are local specialists, academics, and academics, specialists, local are Lecturers Nairobi, of the University from drawn practitioners organiza nongovernmental University, Kenyatta Coursework

Urbanization, Health, and Human Rights Human and Health, Urbanization, Kenya 16 Study the intersections of health, human rights, and cities at multiple sites in sites at multiple and cities human rights, health, of the intersections Study and well-being. equity, access, is transforming urbanization rapid where Kenya,

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE AFRICA, SOUTH OF THE SAHARA

Madagascar Tanzania Biodiversity and Natural Resource Management Explore environmental challenges, conservation, and development strategies in Madagascar, an island nation isolated from neighboring landmasses for Mozambique more than one hundred million years. Antananarivo

Coursework Tuléar Indian Ocean

MADAGASCAR Fort Dauphin Program lecturers are drawn from the Libanona French for Natural Sciences Ecology Center in Fort Dauphin, the Department of FREN 2000–3000 / 3 credits / 45 class hours Natural Sciences at the University of Antananarivo, This language course focuses on oral proficiency AFRICA, South of the Sahara and the Marine Studies Institute of the University in the context of the natural sciences, with a bio- of Tuléar, as well as international and local environ- diversity and natural resource management con- mental nongovernmental organizations, including centration. French language teaching is targeted Program Duration Fall/Spring 15 weeks Madagascar National Parks, World Wildlife Fund, toward the many activities in the thematic and Credits 16 Azafady Blue Ventures, Reef Doctor, and Honko. research methods seminars to best support inde- pendent student fieldwork. The course facilitates Program Base Fort Dauphin (Tolagnaro) Biodiversity and Natural Resource students’ interactions with a range of professionals Management Language Study French, Malagasy working to manage natural resources while pro- ENVI 3000 / 3 credits / 45 class hours Homestay Fort Dauphin, 4 weeks moting development within the local cultural con- An interdisciplinary seminar conducted primarily NORTH AFRICA / THE MIDDLE EAST text. In support of these objectives, course content Rural Visit/Homestay Faux Cap Region, in French with required readings and relevant provides additional focus on the fundamentals 1 week educational excursions focused on Madagascar’s of spoken and written French to increase student Hostels, camp- southern region. Other Accommodations capacity. Based on in-country evaluation, including sites, or small hotels Seminar topics typically include: oral proficiency testing, students are placed in the Independent Study Project 4 weeks Biodiversity and Natural Resources appropriate level, with additional language practice Prerequisites Previous college-level Physical and cultural geography; humid, littoral, during homestays and on field visits.

coursework in environmental studies, ASIA / THE PACIFIC alpine, riverine, and dry forest ecosystems; na- ecology, biology, or related fields. Three tional, private, and community-based protected Intensive Language Study: Malagasy MALA 1000 / 3 credits / 45 hours recent semesters of college-level French or areas management; environmental impacts of The course emphasizes beginning speaking and equivalent and the ability to follow course- mining and economic development; animal comprehension skills through classroom and work in French, as assessed by SIT. behavior and ecology; ethnobotany with an field instruction to facilitate daily interaction and emphasis on medicinal plants; mangroves, coral cross-cultural communication. Formal instruc- reefs, and southern marine ecosystems. tion is augmented by language practice with Specific ecological research methods may include homestay families and during field visits. EUROPE Malagasy Society and Cultural Values habitat surveys, fauna and flora identification and Impacts of traditional belief systems and social inventories, biodiversity monitoring, population hierarchies on environmental governance and Environmental Research censusing, habitat use, and animal behavior. management; ethnicity, ethnic identity, and cel- Methods and Ethics ENVI 3500 / 3 credits / 45 class hours ebration of razana (ancestors); gender roles and Independent Study Project Conducted primarily in English, this course traditional values in Malagasy society. ISPR 3000 / 4 credits / 120 class hours prepares students for the Independent Study Conducted primarily in southern Madagascar Educational Excursions Project (ISP) through a focus on social and natural or other approved locations, as appropriate. The program includes excursions to Ranomafana science research methods. Students learn to Sample topic areas: behavioral ecology of rainforest; the Spiny Desert; the littoral forest of collect, analyze, integrate, and report social and lemurs; community-based resource manage- Sainte Luce; Andasibe, Andringitra, Isalo, Ankarana, ecological data to critically understand and AMERICA LATIN ment; conservation assessments of endangered and Amber Mountain national parks; community- evaluate a variety of environmental issues. Course species; reforestation; coral reef management managed reserves at Anja and Ifotaka; Mandena materials focus on project selection and refine- and conservation; medicinal plants in the conservation site, a mining biodiversity offset; ment, research design, writing a proposal, research marketplace; ecotourism; carbon sequestration fishing villages; and the barrier reef of Tuléar. These ethics and the World Learning/SIT Human and financing; land tenure reform and agricul- excursions provide students with direct knowledge Subjects Review Policy, developing contacts and tural production; cash crop production and links of specialized ecological zones, rural conservation finding resources, interviewing and conducting to local livelihoods; sacred forests; sustainable and development issues, and the challenges of inte- surveys, maintaining a field journal, data analysis, land use techniques. grating conservation and sustainable development. writing the ISP, and presenting research findings. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/MGE. 17 iroanomandidy Ts ina as am To

on cean - O vo a e Indian y B fo nanari ta Nos Beta Mahajang An . www.sit.edu/MGR (taboo) in Malagasy in Malagasy (taboo) AR SC GA nzania DA Ta MA mbique za AFRICA, SOUTH OF THE SAHARA Fall/Spring 15 weeks Fall/Spring Duration Program 16 Credits Base Antananarivo Program Malagasy French, Study Language 4 weeks; Antananarivo, Homestays Mahajanga, 2 weeks 1 week Betafo, Visit/Homestay Rural hostels, Hotels, Other Accommodations institutions or educational homes, private 4 weeks Project Study Independent of semesters recent Three Prerequisites and the or equivalent French college-level as in French, coursework follow ability to SIT. by assessed Mo women’s associations in rural development; development; in rural associations women’s ethnic populations; and local park management prenatal urban migration; to rural dimensions of and malaria prevention areas; in rural healthcare in primary and sec- language teaching treatment; as a means of radio community ondary education; Independent Study Project Study Independent hours / 120 class ISPR 3000 / 4 credits in Mada location approved in any Conducted Sample topic the project. to appropriate gascar, nature and elections; cyclical democracy areas: fady of crises; role political of planning inequalities; family urban-rural culture; - as expres music and dance communication; rural identity. cultural sions of the village level; push factors in rural out-migrations; in rural push factors the village level; establishing contacts and identifying resources; resources; and identifying contacts establishing and interviewing; skills in observation developing data; and communicating organizing, gathering, report analysis; a field journal; data maintaining presentations. research writing; and formal

- - - of the country’s complexity, including complexity, the country’s of Students also spend a week in rural areas of the of areas in rural spend a week also Students highlands. in the central region Vakinankaratra representation Research Methods and Ethics Methods Research hours / 45 class ANTH 3500 / 3 credits primarily in English, this is a course Conducted and cultures learning across of in the concepts - including an introduc field experience, from The Project. Study the Independent tion to and adaptation includes cross-cultural focus selection and refinement; skills building; topic appropriate preparation; proposal research World field study ethics and the methodologies; Policy; Review Subjects Learning/SIT Human Intensive Language Study: Malagasy Study: Language Intensive / 45 hours MALA 1000 / 3 credits compre speaking and Emphasis on beginning national parks, Mahajanga, and Taomasina/Tamatave. parks, national Context in the Malagasy French hours / 45 class FREN 2000–3000 / 3 credits on the focuses Context in the Malagasy French in production and literary cultural rich Malagasy students texts, studying postcolonial By French. Malaga politics of learn about the postcolonial and field-based classroom hension skills through and daily interaction facilitate instruction to instruc- Formal communication. cross-cultural with host language practice by tion is augmented and field visits. during homestays families chisation, bilingualism, and the role of French French of bilingualism, and the role chisation, society Malagasy of language in the integration community. Francophone the international into content course these objectives, of support In of on the fundamentals additional focus provides ca student increase to French and written spoken pacity. Based on in-country evaluation, including evaluation, Based on in-country pacity. in the placed are testing, students proficiency oral with additional language level, course appropriate and on field visits. during homestays practice - and ecologi ethnic, geographical, of a diversity vary may While the exact itinerary landscapes. cal typically program the semester, to semester from and northwestern eastern to includes excursions including Andasibe and Ankarafantsika Madagascar, -

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

tion; public health; housing; resource access and access tion; public health; housing; resource public admin- infrastructures; management; aid. policies; foreign and government istration Excursions Educational Madagascar across locations to Excursions complete a more providing to essential are Urbanization and Rural Development and Rural Urbanization social and consequences; causes Urbanization urban migra to in rural factors and economic Subsistence Agriculture and Rural Migrations and Rural Agriculture Subsistence of role cultural village life; of Social structure and practices agricultural farming; rice cattle; development; rural land tenure; technology; or- nongovernmental of local role microfinance; defining and exodus; migration rural ganizations; and prosperity. poverty Ethnicity and ethnic identity; family and kinship; family Ethnicity and ethnic identity; - ances (ancestors); razana of veneration religion; and social physical homelands; gender roles; tral and global influ- values traditional geography; (including arts folklore, verbal in society; ences and speech-making); music and dance. proverbs, This course includes three interrelated modules: interrelated includes three This course Culture and Society Malagasy of Foundations AFRS 3000 / 3 credits / 45 class hours / 45 class AFRS 3000 / 3 credits primarily conducted course An interdisciplinary and in English readings with required in French, in English be completed may Assignments French. activities and field-based Relevant or French. classroom- complement excursions educational takes The course and discussions. based lectures of the roles understanding to a holistic approach language, ethnicity, history, migration, geography, in and economics development, politics, religion, communities Malagasy shaping urban and rural exodus rural the increasing to and in contributing in Madagascar. evident Urbanization and Rural and Rural Urbanization Seminar Development Lecturers include faculty from the University of of the University from include faculty Lecturers Mahajanga, and of the University Antananarivo, including community partners, other program and civil society. organizations Coursework

Urbanization and Rural Development Rural and Urbanization Madagascar 18 Study rapid urbanization and rural development efforts in Madagascar while in Madagascar efforts development rural and urbanization rapid Study heritage. cultural and rich diversity the country’s exploring

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE AFRICA, SOUTH OFSuda nTHE SAHARA

Kitgum Rwanda Gulu Post-Genocide Restoration and Peacebuilding

Democratic Examine the causes of the 1994 genocide and Rwanda’s ongoing efforts Republic of Congo in fostering peace, unity, and reconciliation among its people. (DRC) Kenya Kampala UGANDA

Lake Victoria RWANDA

Coursework Kibuye Kigali

Butare Course lecturers include leading Rwandan aca- international development. Post-genocide res- demics from the National University of Rwanda toration work in the areas of health, education, Burundi Tanzania (NUR) and NUR’s Center for Conflict Manage- transitional justice, reconciliation, and peace- AFRICA, South of the Sahara ment, the International Criminal Tribunal for building are critically examined. Rwanda, the National Unity and Reconciliation Course topics typically include: development Commission, the National Commission for the policy and reconstruction in post-genocide Program Duration Fall/Spring 15 weeks Fight against Genocide, civil society leaders, com- Rwanda; economic disparities and the challenges Credits 16 munity activists, and professionals working in the of sustainable reconciliation; the national eco- areas of justice and development in Rwanda and Program Base Kigali nomic plan; development initiatives in education; Uganda. In Uganda, lecturers also include faculty the contribution of regional and international Language Study Kinyarwanda from Makerere University and Gulu University. organizations to the development of Rwanda and Homestay Kigali, 6 weeks

National and Ethnic Identity the Great Lakes Region; the promise and limits Other Accommodations Hostels, guest NORTH AFRICA / THE MIDDLE EAST of nongovernmental organizations; the func- AFRS 3000 / 3 credits / 45 class hours houses, or small hotels tion and objectives of the gacaca court system; This interdisciplinary seminar, taught in English, 4 weeks the International Criminal Tribunal of Rwanda; Independent Study Project explores precolonial, colonial, and postcolonial pro- mechanisms of collective memory and genocide Prerequisites Although there are no cesses of national and ethnic identity construction denial; issues of reconciliation, reintegration, prerequisites, students should have an and reconstruction, with the aim of understanding justice, and peacebuilding in Uganda. understanding of issues related to conflict/ the dynamics that led to, and were unleashed by, genocide theories and exhibit sensitivity and the 1994 genocide in Rwanda. An excursion to the ASIA / THE PACIFIC Intensive Language Study: the psychological and emotional maturity Acholi subregion in northern Uganda provides a Kinyarwanda required to engage with these difficult and comparative perspective on the role of ethnicity KINY 1000 / 3 credits / 45 class hours intense subjects. Studying genocide and its and nation building in conflict generation. Relevant Emphasis on introductory speaking and com- aftermath, not only through lectures but also documentaries, readings, and group discussions prehension skills through classroom and field through field visits and in discussion with complement scheduled lectures. The course de- instruction to facilitate daily interaction and those in the communities most immediately votes additional time to psychological orientation cross-cultural communication. Formal instruc- affected, may be difficult and upsetting. and extended debriefings to process site visits and tion is augmented by language practice with host Knowledge of French is not required, but stu- field experiences, given their emotional impact. EUROPE families during the homestay. dents with a background in the language will Course topics typically include: construction of have opportunities to use it on the program. Hutuness and Tutsiness in precolonial and post- Research Methods and Ethics colonial Rwanda and its consequences; the global ANTH 3500 / 3 credits / 45 class hours and regional dynamics that led to the genocide; A course in the concepts of learning across cul- Independent Study Project psychosocial dimensions of genocide perpetra- tures and from field experience, Research Methods ISPR 3000 / 4 credits / 120 class hours tion; social and political dimensions of conflict; and Ethics includes an introduction to the Inde- Conducted in Rwanda in an approved location background and contemporary circumstances of pendent Study Project (ISP) and the development appropriate to the project. The ISP may com- war and post-conflict transformation in Uganda, of the ISP proposal. Material includes cross-cultur- prise a standard field-based research project, a through a comparative regional analysis. al adaptation and skills building; project selection LATIN AMERICA LATIN and refinement; appropriate methodologies; field creative ISP, or a practicum-based ISP. Sample Post-Genocide Restoration and study ethics and the World Learning/SIT Human topic areas: unity, justice, and reconciliation; Peacebuilding Subjects Review Policy; establishing contacts and development and reconstruction; refugees and PEAC 3000 / 3 credits / 45 class hours identifying resources; developing skills in observa- displaced people in the Great Lakes Region; This interdisciplinary seminar, conducted in tion and interviewing; gathering, organizing, and approaches to nation building; transnational English, examines the significant progress in communicating data; data analysis; project report conflicts and their impacts on the economic and conflict transformation in Rwanda following the writing; and formal research presentation. social development of a country; language and genocide. Rwanda’s post-genocide period is identity issues surrounding collective memory used to illustrate insights and perspectives on and memorials; democracy and freedom of

speech in post-genocide environments. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/RWR. 19 te Cô d’Ivoire Mali Mauritania édougou . www.sit.edu/SGR K Guinea Sierra Leone L GA u ean issa c -B SENE c O ouit mbia Atlanti r M Guinea s Ga t in Daka e Sa Loui ré sland AFRICA, SOUTH OF THE SAHARA Go I Fall/Spring 15 weeks Fall/Spring Duration Program 16 Credits Base Dakar Program Wolof French, Study Language 6 weeks Dakar, Homestay village, 3–4 Wolof Visits/Homestays Rural 3–4 days Kédougou, days; Guest houses, Other Accommodations small hotels or institutions, educational 4 weeks Project Study Independent of semesters recent Three Prerequisites and the or equivalent French college-level as in French, coursework follow ability to SIT. by assessed Independent Study Project Study Independent / 120 hours ISPR 3000 / 4 credits or in another approved in Dakar Conducted The ISP may the project. to appropriate location project; research field-based a standard comprise - or perform textual, visual, ISP featuring a creative ISP with an or a practicum-based work; ing arts ethnomusicology Sample topic areas: NGO. arts popular music, video, instruments; and traditional in dance of role production; and urban cultural social meanings of the Serer; of the ceremonies industrial and in modern Senegal; dress traditional and design; griots and the dyeing fabric traditional film; the Senegalese industry in Senegal; recording social change in and graffiti Island; Gorée of artists production. and craft women Dakar; methodologies, including arts-based field practices; field practices; including arts-based methodologies, Learning/SIT Human ethics and the World research thus introduces The course Policy. Review Subjects methods (including narrative, research arts-based inquiry). poetic, visual, and musical-based dance, Research Methods and Ethics in the Arts and Ethics Methods Research hours / 45 class ANTH 3500 / 3 credits primarily in English, this is a course Conducted and cultures learning across of in the concepts - methodologi covering field experience, from mentored conduct needed to approaches cal arts study in the visual or performing independent - the Indepen introduces The course in Senegal. of (ISP), including preparation Project Study dent includes cross-cultural Content the ISP proposal. selection and skills building; project adaptation design and appropriate research and refinement; Intensive Language Study: Wolof Study: Language Intensive hours / 45 class 1000 / 3 credits WOLO comprehension oral Emphasis on beginning to and field instruction classroom skills through and community interaction everyday facilitate with host families Language practice immersion. instruc- formal augments during homestays for available options are advanced tion. More study. with prior Wolof students and modernity. The program includes extended includes The program and modernity. Senegal, southeastern Louis, to Saint field visits as visits to as well Côte, and Mbour on the Petite Thiès, Touba, Mosque of the Grand Island, Gorée and Bandia Benedictine Monastery, Moussa Keur Game Park. Context in the Senegalese French hours / 45 class FREN 2000–3000 / 3 credits the to students introduces This language course and cultural Senegalese of and diversity richness enhances The course in French. production artistic emphasis on through proficiency oral students’ workers and cultural artists with local interaction Through life. in everyday immersion and through also learn students texts, postcolonial the study of nation and traditions, culture oral about Senegalese society. contemporary building, and the dynamics of traditional practices, and everyday life in different in different life and everyday practices, traditional Rural Senegal. throughout ethnic communities Mouit and in villages of town near the Wolof stays similari- reveal Kédougou of the town surrounding varied ethnic among Senegal’s ties and differences tradition of and synergies and the coexistence groups - -

and For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

Educational Excursions Educational rich cultural the country’s experience Students music, dance, to exposure direct through diversity Arts and Urban Cultures and Urban Arts and modern Senegalese in traditional Workshops additional of Choice djembe, and batik. dance, wood sculpture, bronze in ceramics, workshops training Musical painting. glass or reverse carving, such as the kora instruments in traditional , or talking drum; Senegalese cinema and drum; Senegalese , or talking tama and urban music; sabar; street traditional theater; iconography. Sufi and graffiti; arts; Senegalese Identity Senegalese Senegalese life; in Senegalese Islam of Role the present; to trade the slave from history, cultural national and civil society; law, gender, the griot of role N’Dour; Senghor to policy from in Louis Saint city of the society; in Senegalese educational and literature; history Senegalese crisis in the Casamance in Senegal; systems and de politics; microcredit Senegalese recent Seminar topics typically include: typically Seminar topics velopment; Sufism and the role of marabouts. of marabouts. role and the Sufism velopment; AFRS 3000 / 3 credits / 45 class hours / 45 class AFRS 3000 / 3 credits conducted course interdisciplinary A thematic, arts, exploring Senegalese primarily in French, nationalist through and urban cultures identities, course This lenses. and cosmopolitan/afropolitan hands-on workshops, readings, includes required Students excursions. educational and relevant the by played role examine the prominent in shaping Senegalese and visual arts performing forms of and the emergence society and identity traditional/ beyond expression artistic of binaries. and urban/rural nontraditional Arts, Identities, and Urban Cultures Cultures and Urban Arts, Identities, in Senegal dia Centre of Dakar, Village des Arts Professional Professional des Arts Village Dakar, of dia Centre and des Arts, Nationale Ecole Cooperative, Artists’ Integré. du Développement Africain the Réseau Lecturers and master artist instructors are drawn drawn are instructors artist and master Lecturers Cheikh Anta institutions including Université from the Me Culture, Ministry of the Senegalese Diop, Coursework

National Identity and the Arts and Identity National Senegal 20 made and cultures arts African to contribution the enormous Experience music, literature, poetry, of centuries that has inspired a country Senegal, by and visual art. dance,

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE AFRICA, SOUTH OF THE SAHARA South Africa Angola Zambia Community Health and Social Policy Zimbabwe

Namibia Botswana Examine community-based health concerns from a South African perspective, Mozambique exploring the roles of the South African state, the media, and nongovernmental organizations (NGOs) mobilizing existing assets on a community level. Johannesburg

Swaziland SOUTH AFRICA Durban Coursework Lesotho Cape Town Lecturers are drawn from institutions including Field Visits the University of KwaZulu-Natal, the Centre for The course generally includes several daylong field Culture and Media Studies, and the Human visits around Durban. These trips may focus on AFRICA, South of the Sahara Sciences Research Council. school- and home-based food programs, commu- nity-based programs for orphaned and vulnerable Approaches to Community Health children, and health facilities. in South Africa Program Duration Fall/Spring 15 weeks IPBH 3000 / 3 credits / 45 class hours Educational Excursions Credits 16 An interdisciplinary course, taught in English, fo- The program includes educational excursions cusing on the social and historical features of South to Johannesburg and several areas in urban and Program Base Durban Africa, providing students with the requisite back- rural KwaZulu-Natal. Students visit government Language Study isiZulu ground knowledge to effectively engage in topics clinics and community health centers, as well as Homestay Township of Cato Manor concerning healthcare promotion and provision in healthcare facilities run by NGOs. (Durban area), 5 weeks NORTH AFRICA / THE MIDDLE EAST South Africa. Course topics typically include: social and political history of South Africa; education and Discussion and Reflection Sessions Rural Visits/Homestays Umthwalume, 3 urbanization; traditional and contemporary social The program holds regular discussion and reflec- days; Impendle, 3 days structures; population and demography; ethnic tion sessions in which students are challenged to think critically, to process their experiences Other Accommodations Hostels, private diversity and political identity; maternal health and homes, or small hotels gender roles; social welfare; principles of com- through active engagement with various program munity health; epidemiology and health indicators; components, to express themselves using a variety Independent Study Project 4 weeks

of approaches, and to engage with alternate view- ASIA / THE PACIFIC globalization and the pharmaceutical industry; Prerequisites None nutrition and sanitation; development theories; the points, thereby connecting theory and practice. media and health promotion; and behavior change. Intensive Language Study: isiZulu developing skills in observation and interviewing; ZULU 1000 / 3 credits / 45 class hours The Practice and Provision of gathering, organizing, and communicating data; main- Emphasis on beginning speaking and comprehen- Community Health in South Africa taining a field journal; basic statistics in epidemiology; sion skills through classroom and field instruction to IPBH 3005 / 3 credits / 45 class hours methods for epidemiological studies; critical reading of facilitate daily interaction. Practice with host family An interdisciplinary course, delivered in English, medical trials and science in the media; data analysis; members during homestays augments formal instruc- emphasizing healthcare provision in rural and report writing; and formal research presentations. EUROPE tion. Language learning is linked to community health urban South African contexts. During a rural by providing insight into local conceptualizations of excursion, students engage with rural homestay Independent Study Project health and healing as expressed through isiZulu. families, lecturers, and facilitators in a number of ISPR 3000 / 4 credits / 120 class hours health facilities and NGOs. These experiences are Social and Community Health Conducted in Durban or an approved location in South Africa appropriate to the project. Students complemented by classroom-based lectures on Research Methods choose between a research- or practicum-based In- specific diseases and health-related topics. ANTH 3500 / 3 credits / 45 class hours dependent Study Project. Practicum options include Course topics typically include: A course in the concepts of learning across cultures observation in community health organizations or and from field experience, with additional emphasis on Clinics and Hospitals on a community-based social-science study project. public health research methods. Introduction to the Health education; universal precautions; the Sample topic areas: sociological consequences of AMERICA LATIN Independent Study Project (ISP) and development state health system. HIV/AIDS; a historical review of food security and of the ISP proposal. Material includes cross-cultural Rural Realities nutrition programs in a community-based NGO; adaptation and skills building; project selection and Community health workers; rural schools and clinics; public health education campaigns; African refugees’ refinement; research design; research ethics and the daycare centers; home-based care; lifestyle centers. and asylum seekers’ access to health service; World Learning/SIT Human Subjects Review Policy analysis of the proposed National Health Insurance Politics and Interventions in Practice (with particular emphasis on the ethics of health stud- scheme; sustainable development and healthcare; HIV/AIDS; politicians and HIV; reproductive ies); establishing contacts and identifying resources; local attitudes about access to healthcare facilities; health; diseases of lifestyle; tuberculosis; cost- qualitative and quantitative research methods; benefit analyses; universal healthcare. indigenous healing practices. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/SFH. 21 mbique iland za az o Mo Sw oth Les . www.sit.edu/SFP imbabwe ndon Z o t L mbia Eas CA Za Johannesburg tswana FRI Bo H A n gola ow An SOUT e T p Ca Namibia AFRICA, SOUTH OF THE SAHARA Fall/Spring 15 weeks Fall/Spring Duration Program 16 Credits Base Cape Town Program isiXhosa, plus Afrikaans Study Language Township, Langa Cape Town: Homestays 1 Stellenbosch, 1 week; Bo-Kaap, 3 weeks; week in the Tsabo Visit/Homestay Rural Cape, 1 week Eastern and Small hotels Other Accommodations hostels 4 weeks Project Study Independent None Prerequisites Independent Study Project Study Independent hours / 120 class ISPR 3000 / 4 credits or in another approved in Cape Town Conducted Sample the project. to appropriate location ac- affirmative equity in education; topic areas: in a multilingual Afrikaans of the role tion issues; South in contemporary Xhosa women society; HIV/ of realities socioeconomic society; African hate life; politics and university student AIDS; the expression; of and freedom speech, racism, law, in social change; the police, religion of role and the new microenterprise and social justice; identity. group individual versus South Africa; - - - ing, and communicating data; maintaining a field maintaining data; ing, and communicating writing; and formal report analysis; journal; data presentations. research Research Methods and Ethics Methods Research hours / 45 class ANTH 3500 / 3 credits en- Methods and Ethics course The Research field-based learn- understand to ables students involved issues ethical and critical ing techniques gain the to and design process in the research carry effectively and skills to knowledge requisite in South research independent out mentored adapta includes cross-cultural Material Africa. selection and tion and skills building; project field methodologies; appropriate refinement; Learning/SIT Human study ethics and the World contacts establishing Policy; Review Subjects skills in developing resources; and identifying organiz gathering, and interviewing; observation Educational Excursions Educational to excursions includes educational The program and Stellenbosch, Island, Robben Johannesburg, including a homestay Cape Province, the Eastern village. in a rural isiXhosa Study: Language Intensive hours / 45 class XHOS 1000 / 3 credits and speaking beginning emphasizes The course and classroom skills through comprehension - interac everyday facilitate to field instruction In host community. the into tion and insights bearing non-credit receive addition, students instruction. Afrikaans oral introductory affiliation. These identities are analyzed in rela in are analyzed identities These affiliation. indigenous rights; society; contemporary tion to HIV/ and gangs; destigmatizing crime, youth, identities social culture; and youth youth AIDS; activism and and grassroots in transformation; NGOs. of the work - - - For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

tion, language use, land tenure, civil society tion, language use, land tenure, development, rural politics, party organizations, organizations nongovernmental social welfare, - con cultural in three and tourism (NGOs), and Afrikaner. Coloured/Khoe, texts—Xhosa, race beyond markers examine identity Students political and class, sexuality, such as gender, An interdisciplinary course conducted in English conducted course An interdisciplinary educa to social change in relation investigating Narratives of Identity and Social and Identity of Narratives Change hours / 45 class SOCI 3000 / 3 credits ment equity; educational reform; health sector health sector reform; educational equity; ment of politics and the state contemporary reform; in the nation. democracy Governance, Politics, and the Constitution and the Politics, Governance, - and the Consti Rights of Bill The South African action and employ 1996; affirmative tution of Politics and Human Rights and Human Politics and its slavery history; and colonial Precolonial of and development land expropriation legacy; apartheid; of ethnic homelands; the landscape racial of and the solidification classification racial including apartheid to resistance identities; and the struggle, military consciousness, Black and the removals forced youth; of mobilization and land tenure community; of fragmentation indigenous land claims. AFRS 3000 / 3 credits / 45 class hours / 45 class AFRS 3000 / 3 credits in English conducted course An interdisciplinary educational and relevant readings with required socio examine the current Students excursions. Multiculturalism and Human Rights in Human and Multiculturalism South Africa mul- South Africa’s surrounding debates political the country’s of society in the context ticultural and slavery and conquest, colonialism of history racism. and and apartheid oppression, include: typically topics Course Lecturers are drawn from institutions such as the institutions from drawn are Lecturers - Univer Stellenbosch Cape Town, of University Foundation/Centre. Biko and the Steve sity, Coursework

Multiculturalism and Human Rights Human and Multiculturalism South Africa South 22 Explore issues of multiculturalism, ethnicity, and identity in the context of of the context in and identity ethnicity, multiculturalism, of issues Explore perspectives. and contemporary historical both from South Africa,

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE AFRICA, SOUTH OF THE SAHARA

South Africa Angola Zambia Social and Political Transformation Zimbabwe Experience the socioeconomic, political, and cultural dynamics of Namibia Botswana Mozambique South Africa, an extraordinarily diverse country in transition. Pretoria Johannesburg

Swaziland SOUTH AFRICA Durban Coursework Lesotho Cape Town Lecturers are specialists in their areas and are and the media in South Africa, and an analysis of drawn from the University of KwaZulu-Natal as the state of the nation. The course is premised well as a range of nongovernmental organiza- on the interconnectivities of development and AFRICA, South of the Sahara tions including the Abahlali Shack Dwellers nation building in South Africa. Thus, when Movement; Phoenix Zululand, a restorative jus- focusing in the first instance upon issues of tice prison program; the Union of Refugee Wom- development, students also consider how these Program Duration Fall/Spring 15 weeks en; and ACCORD, a conflict-resolution agency issues have an impact on and are, in turn, shaped Credits 16 with programs across the African continent. by specific patterns of nation building. Program Base Durban Memory and Reconciliation in Seminar topics include: the evolution from the Reconstruction and Development Program Language Study isiZulu South Africa (RDP) to a developmental state; the role of civil POLI 3000 / 3 credits / 45 class hours Homestays Two sites in the greater

society, gender, education, and media in the NORTH AFRICA / THE MIDDLE EAST An interdisciplinary seminar, taught in English, Durban area, totaling 7 weeks goal of nation building; rural and agricultural focusing on the challenges of reconciliation development. Rural Visit/Homestay Amacabini, 10-12 days and transition and the role of remembering (and forgetting) in these processes. Lectures Other Accommodations Hostels, private Intensive Language Study: isiZulu homes, or small hotels and discussions aim to provide students with a ZULU 1000 / 3 credits / 45 class hours solid grasp of the historical background of South The course emphasizes beginning speaking and Independent Study Project 4 weeks Africa’s apartheid system and contemporary comprehension skills through classroom and Prerequisites None developments leading to the dismantling of that field instruction, complemented by discussions ASIA / THE PACIFIC system; the creation and work of the Truth and of Zulu history and culture, to facilitate daily Reconciliation Commission (TRC); multiple vi- interaction. paper and the latter emerging from a practi- sions for post-apartheid South Africa; the politi- cum with an affiliated organization working in cal, economic, and social structure of the future Research Methods and Ethics social and/or political transformation. Sample of South Africa; the role of memory in healing ANTH 3500 / 3 credits / 45 class hours topic areas: HIV/AIDS in South Africa; peace the trauma of the past; and an anthropological A course in the concepts of learning across efforts in KwaZulu-Natal; democracy as approach to the South African nation. cultures and from field experience. The seminar defined by South Africans; education policy provides an introduction to the Independent EUROPE Educational Excursions reform and implementation; the prison system Study Project and related material including The program includes field visits to key in South Africa; independent churches and cross-cultural adaptation and skills building; historical sites in Johannesburg, the North religion; the role of online media content in project selection and refinement; appropri- Coast of KwaZulu-Natal, rural KwaZulu-Natal, South Africa; trade unions and their alliance ate practices including oral history methods; Cape Town and Robben Island, the Ohlange with the African National Congress; township research ethics and the World Learning/SIT Institute and Museum, Mahatma jazz and political resistance; land reform; Zulu Human Subjects Review Policy; establishing Gandhi’s house, and the Umfolozi-Hluhluwe traditional healing and Western medicine; contacts and finding resources; developing skills Game Reserve. Excursions give students Afrikaner identity. in observation and interviewing; gathering, or- the opportunity to explore South Africa’s ganizing, and communicating data; maintaining socioeconomic complexity, diversity, and AMERICA LATIN a field journal; data analysis; report writing; and natural beauty, together with its regional formal research presentations. significance, in greater depth. Independent Study Project Development, Transformation, ISPR 3000 / 4 credits / 120 class hours and Nation Building Conducted in Durban or in another approved SDIS 3000 / 3 credits / 45 class hours location appropriate to the project. Students An interdisciplinary seminar conducted in Eng- may choose to complete either a research- lish focusing on development in South Africa, based or practicum-based Independent Study nation building as explored through education Project, the former being a traditional research IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/SFD. 23 a

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Somali Indian . www.sit.edu/TZE shi a mbique za Mo Keny Mo i usha ANIA nget Ar wi re Se NZ Mala TA Uganda mbia i Za preparation in environmental studies, studies, in environmental preparation coursework and/or other significant other significant and/or coursework anthropology, sociology, biology, ecology, fields, or related relations, international SIT. by as assessed Previous college-level college-level Previous Prerequisites Fall/Spring 15 weeks Fall/Spring Duration Program 16 Credits Base Arusha Program Kiswahili Study Language Arusha, 3 weeks Homestay Maasai village, Visit/Homestay Rural 1 week Hostels, Other Accommodations and 33 nights small hotels, homes, private camping of 4 weeks Project Study Independent AFRICA, SOUTH OF THE SAHARA Burund Rwanda soil conservation in Mayo Village; body modifi- Village; in Mayo soil conservation behavior Sero; Ngare among Maasai at cations and canopy Forest; in Sagara of Colobus guereza species; mod- primate use in sympatric habitat Arusha methods in Mgwashi; farming ernized - and the environ on population views youths’ damage at elephant of analysis vegetation ment; restrictions of Because Note: Ranch. Ndarakwai should expect Tanzania, students in on fieldwork Study the Independent spend all or most of to Tanzania’s of outside the boundaries Project parks. national - - Independent Study Project Project Study Independent hours / 120 class ISPR 3000 / 4 credits or surrounding in Arusha, Moshi, Conducted of other parts approval, with program or, areas tourism impact of Sample topic areas: Tanzania. environment; or the natural cultures on local in desig- options on management perspectives education; environmental areas; wildlife nated A course in environmental research methods research in environmental A course - both the social and natu and ethics concerning is on learning how The main focus sciences. ral social and report integrate, analyze, collect, to and understand critically to data and ecological is- ecology political program-related evaluate the to an introduction provides The course sues. ISP (ISP), supports Project Study Independent - environmen and reviews preparation, proposal Learning/SIT ethics and the World research tal research Specific Policy. Review Subjects Human focus surveys, methods include interviews, techniques, rural-appraisal participatory groups, and non- a field study journal, of maintenance Specific data. qualitative of analysis statistical field study methods include micro- ecological population wildlife analysis, and macrohabitat identifica and flora fauna sampling and analysis, tion. Students with no previous knowledge of of knowledge with no previous tion. Students classes novice in intensive placed are Kiswahili with further advancement for with opportunities field and during homestays language practice students evaluation, Based on in-country visits. who test knowledge Kiswahili with previous Guided pursue offerings higher than the course Self-Instruction. Research Environmental Ethics and Methods hours / 60 class ENVI 3500 / 4 credits information geographic tion, animal behavior, sets. data of analysis and statistical systems, Intensive Language Study: Kiswahili Kiswahili Study: Language Intensive hours / 60 class 1000–2000 / 4 credits SWAH and comprehension Emphasis on speaking and field instruction classroom skills through and communica daily interaction facilitate to - For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

The program includes excursions to national national to includes excursions The program including areas parks and conservation national Manyara and Lake Tarangire, Serengeti, Area; Conservation Crater parks; Ngorongoro Ranch; Ndarakwai Reserve; Mazumbai Forest and Enashiva Area; Game Controlled Loliondo designed with are All excursions Reserve. Nature and locations, changing scales of the objective which through perspectives of a variety providing questions. essential explore to Educational Excursions Educational Wildlife and Conservation Wildlife Tanzania; of zones and ecological Paleoecology and diversity; abundance wildlife of patterns catchment water and soil erosion, deforestation, reserves, parks, national of management issues; and animal behavior areas; and game-controlled and development economic impact of ecology; conserva landscapes; on anthropogenic tourism Tanzanian Cultures and Society Cultures and Society Tanzanian Tanzania’s history; and colonial Precolonial neoliberal contemporary socialist experiment; of discourses issues; and economic political human and anthropology; cultural development; geography. physical - environ poaching and hunting; tion education; resource and policymaking; natural law mental management. ENVI 3000 / 4 credits / 60 class hours / 60 class ENVI 3000 / 4 credits in English conducted course An interdisciplinary educational and relevant readings with required - examine the relation Students excursions. ecological goals, ships among socioeconomic multi- from transitions and cultural parameters, Tanzanian in various perspectives scale/actor landscapes. include: typically Seminar topics Wildlife Conservation and Political Political and Conservation Wildlife Seminar Ecology Lecturers are specialists drawn from institutions from specialists drawn are Lecturers the Agriculture, of University including Sokoine and various Institute, Research Wildlife Tanzania organizations. nongovernmental Coursework

Wildlife Conservation and Political Ecology and Political Conservation Wildlife Tanzania 24 Explore the delicate balance between ecological concerns and and concerns ecological between balance the delicate Explore expanses wilderness in the vast objectives socioeconomic Tanzania. northern of

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE AFRICA, SOUTH OF THE SAHARA Tanzania Kenya Zanzibar—Coastal Ecology and Natural Resource Management Examine coastal ecology and natural resource management in one Pemba Island of the most remarkable areas of the world: Zanzibar and the islands of the TANZANIA Unguja Island Western Indian Ocean. Zanzibar

Dar es Salaam Indian Ocean

Coursework Mafia Island

Lecturers are drawn from institutions including to neighboring Pemba Island and Misali Island the University of Dar es Salaam and its affiliate, Conservation Area; the Tanzanian mainland, the Institute of Marine Sciences in Zanzibar, in including an opportunity to experience terrestrial AFRICA, South of the Sahara addition to practitioners from local NGOs and megafauna at Mikumi National Park; and local Zanzibari civil society. field visits, including to Chumbe Island Coral Park Ecotourism Project and Reserve, Jozani Program Duration Fall/Spring 15 weeks Coastal Ecology and Natural Resource Forest, the Zanzibar Butterfly Centre, and other Credits 16 Management Seminar areas of ecological and cultural interest. ENVI 3000 / 4 credits / 60 class hours Program Base Stone Town, Zanzibar An interdisciplinary course conducted in English Intensive Language Study: Language Study Kiswahili with required readings and relevant educational Kiswahili excursions. Seminar topics typically include: SWAH 1000–2000 / 4 credits / 60 class hours Homestay Stone Town, 3 weeks Emphasis on speaking and comprehension skills Rural Visit/Homestay Pemba Island, 1 week NORTH AFRICA / THE MIDDLE EAST Zanzibari Culture and Society through classroom and field instruction to facili- Other Accommodations Guest houses, Precolonial and colonial history; independence, tate daily interaction. Based on in-country evalu- small hotels, university housing, and in revolution, and the union; contemporary political ation, including oral proficiency testing, students some semesters, camping. and economic issues; rural development and ap- are placed in intensive beginning or intermediate propriate technology; cultural anthropology; hu- classes, with further language practice during Independent Study Project 4 weeks man and physical geography; Islam and society; homestays, lectures, and field visits. Prerequisites Previous college-level role of women in Islam. coursework and/or other significant prepa- ASIA / THE PACIFIC Environmental Research ration in environmental studies, ecology, Coastal Resource Management Methods and Ethics Coastal zone management; fisheries resources; biology, or related fields, as assessed by SIT. ENVI 3500 / 4 credits / 60 class hours mangroves; seaweed; environmental law and Swimming and snorkeling proficiency is A course in environmental research methods and policymaking; biodiversity; basic oceanography; strongly recommended. ethics for both the social and natural sciences. coastal erosion; conservation strategies; commu- The main focus is on learning how to collect, nity-based conservation; coral reefs; coastal analyze, integrate, and report social and ecologi- forests; development and urban pollution; the cal data in order to critically understand and eval- EUROPE roles of conservation and environmental educa- Independent Study Project uate program-related environmental issues. The tion in relation to tourism in Zanzibar. ISPR 3000 / 4 credits / 120 class hours course provides an introduction to the Indepen- Conducted in the Zanzibar archipelago or in Coral Reef Conservation dent Study Project (ISP), supports ISP proposal another approved Tanzanian coastal location. preparation, and reviews environmental research Analysis of marine systems including the ecology Sample topic areas: turtle conservation on and interdependence of corals, sea grass, and ethics and the World Learning/SIT Human Sub- Misali Island; oral histories of a Zanzibari fishing mangrove systems of the Indian Ocean; coral jects Review Policy. Research methods include village; a survey of invasive species in Jozani identification; examples of symbiosis in coral interviews, surveys, maintenance of a field study Forest; environmental impact of hotels on communities; fish of the Indian Ocean; migration journal, and non-statistical analysis of qualitative Unguja; a survey of coral genera near Chumbe and distribution of animals; threats to coral reefs; data. Specific ecological research methods may Island; a survey of red colobus monkey migra- the relationship between coral reefs and coastal include micro- and macrohabitat analysis, fauna tion corridors; ecological impacts of salt farming; AMERICA LATIN communities; evaluating the health of coral and flora identification, biodiversity monitoring, environmental education in local schools; urban communities. population analysis, and animal behavior. water use on Pemba; feasibility and impacts of seasonal closure of an octopus fishery; an Educational Excursions assessment of community-based ecological Program excursions provide students with the monitoring. opportunity to examine directly the conse- quences of ecotourism on coastal forests and ecosystems. The program includes excursions IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/TZZ. 25 - a - Keny a . www.sit.edu/UGD Sudan Jinj DA h

oria ke nzania la Vict La Sout Ta f o UGAN Kampa public Re DA c i AN rati ongo gali RW public Burund Ki f C Democ Re o AFRICA, SOUTH OF THE SAHARA Fall/Spring 15 weeks Fall/Spring Duration Program 16 Credits Base Kampala Program Luganda Study Language weeks 6 Kampala, Homestay 1 Uganda, Eastern Visit/Homestay Rural week guest Hostels, Other Accommodations or small hotels houses, 6 weeks Project Study Independent no are Although there Prerequisites in develop a background prerequisites, field is strongly studies or a related ment recommended. preneurship initiative with which to complete a six- complete with which to initiative preneurship with the academic consultation In practicum. week - in Kam be completed can the practicum director, with organizations Uganda of pala or other areas development spectrum of a broad engaged across a final paper and the ISP, of both forms In initiatives. evaluation. for submitted are presentation oral Independent Study Project Study Independent hours / 180 class ISPR 3000 / 6 credits a six-week pursue the option to have Students Study Independent practicum-based or research- students ISP, the practicum-based (ISP). In Project or social entre organization select a development World Learning/SIT Human Subjects Review Review Subjects Learning/SIT Human World role as on their critically while reflecting Policy, process. in the development “outsiders” - - - Rwanda Intensive Language Study: Luganda Study: Language Intensive hours / 45 class LUGA 1000 / 3 credits - speaking and comprehen emphasizes This course and field instruction classroom sion skills through Language in Kampala. daily interaction facilitate to and day- field visits, during the homestay, practice instruction. formal support interactions to-day and Ethics Methods Research hours / 45 class ANTH 3500 / 3 credits students prepare to is designed This course or practicum-based a research- undertake to so do (ISP) and to Project Study Independent and methodologically, ethically, are that in ways concepts covers sound. The course analytically field experi- and from cultures learning across of independent for students and prepares ence readings and by using research field-based build skills in qualitative activities designed to These include skills in project methods. research observation development; design and proposal analyzing, orga gathering, and interviewing; and establishing data; nizing, and presenting Field-based resources. and identifying contacts appraisal; rural methods include participatory and skills building; adaptation cross-cultural Students selection and refinement. and project ethical of the norms and expectations consider including the reciprocity, and field engagement Educational Excursions Educational and in eastern out field visits carry Students organizations development to Uganda western allow to with ongoing projects and associations - and urban devel of rural examination firsthand include the AIDS These may initiatives. opment Action Aid International, Organization, Support Child Restora Unit, Nutritional Mwanamugimu Other medicine clinics. and traditional liament, during the in-depth conducted visits are site these addition to In module weeks. elective a conducts the program domestic excursions, - devel Rwanda’s study of comparative one-week by as overseen and projects, approaches opment Board. Governance the Rwanda tion Outreach, Nakivale Refugee Settlement, the the Settlement, Refugee Nakivale tion Outreach, Par the Buganda Project, UN Millennium Village - - - For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

nance and development, multinational organiza multinational and development, nance the In organizations. and nongovernmental tions, the following select one of unit, students third gender and development, in-depth electives: and microfinance, public health, entrepreneurship de or grassroots and development, environment lectures, comprising These electives, velopment. by politi- taught are visits, and field discussions, as activists as well and community leaders cal workers and development practitioners, scholars, and Commission Rights Human the Uganda from Health, Public School of University’s Makerere - and Maker Studies, Development of Department School. Business University ere Development Studies Development with an introduction unit begins This three-part by This is followed development. theories of to including in practice, on development a focus issues environmental and economic, political, develop- of “crisis in Uganda’s and their role social service Uganda’s consider Students ment.” indigenous and urban development, rural delivery, resource technology, appropriate knowledge, gover evaluation, planning and project allocation, Ugandan Culture and Society Ugandan history, and postcolonial colonial, Precolonial, geography Uganda’s with the study of together the provide ethnic groups, and distribution of of the specificities understanding for context in Uganda. debates development AFRS 3000 / 4 credits / 60 class hours / 60 class AFRS 3000 / 4 credits in English conducted course An interdisciplinary educational and relevant readings with required studies as on development focused excursions in Uganda. and practiced theorized include: typically topics Course Development Studies Development In Uganda, lecturers are drawn from institu- from drawn are lecturers Uganda, In the Uganda University, tions including Makerere Policy the Economic Association, Change Agent Rights Human the Uganda Centre, Research for Empowerment and Sustainable Commission, scholars in addition to Development, Economic and specialists in Rwanda. Coursework

Development Studies Development Uganda 26 Examine development in theory and in practice throughout Uganda, while while Uganda, throughout and in practice in theory development Examine vibrant in the studies in development and debates concepts current experiencing Kampala. of context

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE For information themost up-to-date onthisprogram, including photos, video, andcourse syllabi, visitus online at in peacebuilding; theInternational CriminalCourt tion inpost-conflict northern Uganda; women’s roles conflict andgenocide;IDPs andthe refugee situa assessment, mapping,andprevention; stages of Course topics typically include:conflict analysis, processes of reconciliation andrestoration inKigali. to contrast peacebuilding approaches inGuluwith transformation, includinganexcursion to Rwanda, a regional comparative approach to post-conflict tion, andcommunity building.Thecourse provides institutional andcultural processes of peace restora internally displaced persons (IDPs), refugees, peacebuilding inUganda. Areas of focus include rary dynamicsof post-conflict transformation and is designedto introduce students to thecontempo This multidisciplinarycourse, conducted inEnglish, PEAC 3000/3credits /45class hours Post-Conflict Transformation genocide; refugee issues inRwanda’s politics. politics inRwanda; role of religion inRwanda’s genocide political development; post-genocide decentralization andgovernment policies;pre- nomic andsocialimpactsof large-scale conflicts; dimensions of conflict innorthern Uganda; eco and originsof conflict in Uganda; international Course topics typically include:colonial legacies tive viewof post-genocide transformation. including anexcursion to Rwanda for acompara approach to conflict intheGreat Lakes basin, structions inconflict. The course takes a regional identity inUganda andtherole of thesecon- in Uganda. Students examinenational andethnic linguistic, andecological issues underlyingconflict explores thesocial, political, economic, cultural, This multidisciplinaryseminar, taught inEnglish, AFRS 3000/3credits /45class hours Northern Uganda Contextualizing Conflictin Lecturers includeleadingUgandan andRwandan sustainable reconciliation. local communities are fostering peace, economic development, and Examine thehumancosts of conflict innorthern Uganda andthe ways transformation, justice, anddevelopment. and practitioners working inpost-conflict/genocide Rwanda inButare; activists;civilsocietyleaders; versity inKampala, andtheNational University of academics from GuluUniversity, Makerere Uni- Coursework Uganda Post-Conflict Transformation - -

- - - post-genocide economic growth anddevelopment. processes inRwanda; outreach programs; Rwanda’s settlements; memorials;unityandreconciliation and training programs; conflict memories; refugee child soldiers inUganda; post-conflict education giveness andreconciliation; reintegration of former and tribunals;transitional andrestorative justice; for- Travaux d In Rwanda, visitsincludegenocidememorials, transformation inthebroader Great Lakes region. Subjects Review Policy. research ethicsandtheWorld Human Learning/SIT project selectionandrefinement; research design; cludes cross-cultural adaptation andskillsbuilding; (ISP) anddevelop theISPproposal. Material in- are introduced to theIndependent Study Project tored independent research inUganda. Students knowledge andskills to effectively carry outmen- involved inresearch design,to gaintherequisite learning techniques andcritical ethical issues Ethics enablesstudents to understand field-based and from fieldexperience, Research Methods and A course intheconcepts of learningacross cultures ANTH 3500/3credits /45class hours Research Methods and Ethics homestay. language practice withhostfamilies duringthe ern Uganda. Formal instructionisaugmented by interaction andcommunications withinnorth- classroom andfieldinstruction to facilitate daily practical usage,andcomprehension skillsthrough This course emphasizes introductory speaking, ACHO 1000/3credits /45class hours Intensive Language Study: Acholi comparative context andto learnaboutpost-conflict post-genocide restoration andpeacebuilding ina opportunity to studypre-genocide politicsand excursion to Rwanda provides students withthe museums, andsites of collective memory. An camps innorthern Uganda, refugee settlements, The program includesfieldvisits to former IDP Educational Excursions vice projects, andtransitional justice organizations. ’ Intérêt Général (TIG) community ser- Intérêt Général (TIG)

Acholi Cultural Institution (Ker Kwaro Acholi). andthe Development and Globalization (GWED-G), The Recreation Project; GuluWomen sites: Human Rights Focus, Caritas, Invisible Children, port inpost-conflict environments. Samplepracticum conflict memory; counseling andpsychosocial sup reconstruction; genderandconflict; thepolitics of traditional justice systems; challenges of post-conflict coverage of conflict; economic dimensions of conflict; local perspectives onpeace negotiations; media ation. paper andoral presentation are submitted for evalu- academic director. In bothforms of theISP, afinal ernmental based ISP, students selectacommunity ornongov Independent Study Project (ISP).In thepracticum- the optionto pursue aresearch- orpracticum-based Uganda appropriate to theproject. Students have Conducted inGuluoranotherapproved location in ISPR 3000/4credits /120class hours Independent Study Project Independent Study Project 4weeks houses, orsmallhotels Other Accommodations Hostels, guest Rural Visit/Homestay Kitgum,3-5days Homestay Gulu,6weeks Language Study Acholi Program BaseGulu Credits 16 Program Duration Fall/Spring 15weeks be challenging and upsetting. be challengingandupsetting. communities mostimmediately affected, may through fieldvisits and discussions withthosein and itsaftermath, notonlythrough lectures but difficult and intense subjects. Studying conflict and patience required to engagewiththese psychological andemotionalmaturity, stability, sites, students shouldexhibitsensitivityandthe Prerequisites AFRICA, SOUTH OF THE SAHARA THE OF SOUTH AFRICA, www.sit.edu/UGR. o Re Demo f C Sample topicareas: peace camp curricula; RW Burundi public ongo Butar cratic organization inconsultation withthe AN Ki e gali DA Re Although there are noprerequi- public Kampal Gu UGAN lu o f Ta

Sout Vict La a nzania ke Ki oria

h tgum DA Sudan ’ s Economic Keny a - - 27

IHP / COMPARATIVE LATIN AMERICA EUROPE ASIA / THE PACIFIC NORTH AFRICA / THE MIDDLE EAST AFRICA, South of the Sahara NORTH AFRICA and the MIDDLE EAST

JORDAN | Health and Community Development 29 JORDAN | Modernization and Social Change 30 MOROCCO | Field Studies in Journalism and New Media 31 MOROCCO | Migration and Transnational Identity 32 MOROCCO | Multiculturalism and Human Rights 33 TUNISIA | Emerging Identities in North Africa 34 NORTH AFRICA AND THE MIDDLE EAST Jordan

Lebanon Health and Community Development Mediterranean Sea Syria Investigate health policies and practices in Jordan. Examine the Iraq health status of Jordan’s unique population groups including refugees Palestinian Territories Amman and Bedouin tribes. Israel Israel JORDAN EGYPT Petra Cairo Coursework Ma’an Aqaba

Gulf of Suez Saudi Arabia Healthcare Systems and Course topics typically include: Gulf of Aqaba Policy in Jordan Poverty and health status; Jordan’s water and MDES 3000 / 3 credits / 45 class hours major health issues; Jordan’s environment and AFRICA, South of the Sahara This course introduces students to health realities economy; promoting public health through edu- in Jordan and the government’s efforts in building a cational campaigns; alternative medicine among modern healthcare infrastructure to serve its popula- Bedouin tribes; the Dead Sea as therapeutic Program Duration Fall/Spring 15 weeks tion. The course focuses on the challenges facing treatment; obesity, diabetes, and diet in Jordan. Credits 16 health professionals, such as chronic health problems typical of a developed nation and concerns about Educational Excursions Program Base Amman The program includes excursions within Jordan to protecting the environment for future generations. Language Study Arabic explore the country’s ancient heritage and contem- The course integrates classroom lectures and field porary cultures. Students visit Aqaba to explore Homestay Amman, 12 weeks visits to health institutions and associations serving

the effects of large-scale economic development. NORTH AFRICA / THE MIDDLE EAST different population groups. Modules in this course Rural Visit/Homestay Badia area, 5 days Visits to the DANA Nature Reserve, Wadi Rum, and include: 1) public health in Jordan; 2) healthcare Petra reveal the effects of social change on local Other Accommodations Hostels, re- systems and health populations; and 3) reproductive communities. A longer excursion to Turkey provides search institutes, or small hotels health, non-chronic diseases, and preventive care. opportunities for regional, cultural, political, and Students get a comprehensive overview of public Independent Study Project 4 weeks economic comparisons. health, healthcare systems, and major health risks Prerequisites None and hazards health professionals face in Jordan. Intensive Language Study: Arabic ASIA / THE PACIFIC Course topics typically include: ARAB 1000–3000 / 3 credits / 45 class hours Refugee populations and access to healthcare; Emphasis on speaking, reading, and writing skills and safety and security. The ultimate objective is healthcare in desert and Bedouin tribes; mater- in Modern Standard Arabic through classroom to prepare students to undertake an Independent nal and child health; infectious and noncom- and field instruction. The course aims to have Study Project in total respect of in-country ethics municable diseases in Jordan; cardiovascular students use Arabic to express themselves in daily and the international ethical norms that regulate diseases in Jordan. life and develop understanding of Arabic culture health research. through different applications of the language. Health, Environment, and Community Students are placed in beginning, intermediate, or Independent Study Project EUROPE Development advanced classes based on in-country evaluation, ISPR 3000 / 4 credits / 120 class hours MDES 3500 / 3 credits / 45 class hours including oral proficiency testing. There is further Conducted in Amman or another approved This course addresses the intertwined relationship language practice in homestays and field visits. A location in Jordan appropriate to the project. between health, environment, and social develop- component on Jordanian Colloquial Arabic is also Sample topic areas: poverty and healthcare in ment through an examination of the rights to public part of the course. Jordan; health promotion and diet in rural Jor- health, accessibility to health services, environmen- dan; refugees and access to medical treatment; tal protection, and alternative medical resources. Research Methods and Ethics medical tourism and local development; obesity The course also explores the link between poverty ANTH 3500 / 3 credits / 45 class hours and diabetes among female teenagers; water and health risks and the role played by civil society This course aims at blending cross-cultural shortage and the health of Bedouin tribes; health associations to facilitate access to disenfranchised awareness with conventional academic learning. promotion in children’s textbooks; religion and AMERICA LATIN segments of the population. The course combines It focuses on initiating students to the methods of the prevention of sexually transmitted diseases. classroom lectures by academics and health profes- conducting field research and the ethics involved sionals and field visits to government health centers in the study of health-related issues. Students and development nongovernmental organizations learn about the cultural particulars of everyday life working in the areas of health development and in urban and rural areas of Jordan and the health preventive care. Modules in this course include: resources available to various segments of the 1) health policy; 2) environmental protection and population. The lectures address issues that per- preventive care; and 3) alternative medical care and tain to research methods, confidentiality and ano- social development. nymity of informants, data gathering, interviewing, IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/JOH. 29 NORTH AFRICA AND THE MIDDLE EAST Jordan

Lebanon Modernization and Social Change Mediterranean Sea Syria Examine critical issues in the Hashemite Kingdom of Jordan, a moderate Iraq Arab state confronting political responsibilities, social change, and the Palestinian Territories Amman effects of regional conflict. Israel Israel JORDAN EGYPT AFRICA, South of the Sahara the of South AFRICA, Petra Cairo Coursework Ma’an Aqaba

Gulf of Suez Saudi Arabia Modernization and Social Change Modernization and Sustainable Development Gulf of Aqaba MDES 3000 / 3 credits / 45 class hours Structure and transformations of the Jordanian An interdisciplinary course conducted in English economy; nongovernmental organizations with required readings and relevant educational (NGOs) and social development; ecology and

NORTH AFRICA / THE AFRICA NORTH excursions. Students examine the major national environmental policy in Jordan; poverty in urban and international forces shaping contemporary and rural areas; technology and modernization; Program Duration Fall/Spring 15 weeks Jordan, including shifting identities and gender roles, ecotourism; private enterprise and government Credits 16 economic and social development practices and regulations; Qualified Industrial Zones in Jordan. regulations, immigration, youth, media, and religion. Program Base Amman

MIDDLE EAST Educational Excursions Language Study Arabic Lecturers are drawn from institutions including The program includes excursions within Jordan the University of Jordan, Yarmouk University, to explore the country’s ancient heritage and Homestay Amman, 12 weeks the Higher Council for Science and Technology, contemporary cultures. Students visit Aqaba to Rural Visit/Homestay Badia area, 5 days the Ministry of Political Development, and the explore the effects of large-scale economic de- Other Accommodations Hostels, re- Center for Strategic Studies. velopment. Visits to the DANA Nature Reserve, search institutes, or small hotels ASIA / THE PACIFIC / THE ASIA Course topics typically include: Wadi Rum, and Petra reveal the effects of social change on local communities. A longer excursion Independent Study Project 4 weeks Modernity and Traditions to Turkey provides opportunities for regional, British colonial influence; tribal role in politics; Prerequisites None cultural, political, and economic comparisons. monarchy and modernization; Islamic principles; urban social mores; media and press freedom; Intensive Language Study: Arabic wasta (social connections); immigrant workers; ARAB 1000–3000 / 6 credits / 90 class hours Independent Study Project the role of minority groups in government; im- Emphasis on speaking, reading, and writing skills ISPR 3000 / 4 credits / 120 class hours pact of the Arab Spring on the democratization in Modern Standard Arabic through classroom Conducted in Amman or another approved process in Jordan. and field instruction. Students are placed in location in Jordan appropriate to the project. intensive beginning, intermediate, or advanced Sample topic areas: political power of tribes; EUROPE Post Arab Spring: Politics and social change through modern art; the Christian Refugees in Jordan classes based on in-country evaluation, includ- population in Amman; nationalism; women’s Peace and conflict in the Middle East; Jordan ing oral proficiency testing. Further language participation in civil society; Islam and state and Palestine—common histories; Palestinian practice is available during homestays and on development discourses; NGOs and donor and Syrian refugees; Jordan’s relations with field visits. A component on Jordanian Collo- interaction; freedom of expression in the press; neighboring countries; Iraqi refugees in Jordan; quial Arabic is also part of the course. relationships among youth. youth panel on politics in the Middle East. Research Methods and Ethics Islam and Democracy in Jordan ANTH 3500 / 3 credits / 45 class hours LATIN AMERICA Islamic parties and democratic participation; A qualitative research design course designed to revival of Islam; Islam and modernity; women in provide an overview of methodological field study Islam; the future of Islamist movements in the approaches within the local cultural context, afford- Middle East; the Arab Spring and the resurgence ing students the tools necessary to conduct field of Islamist thought. research in Jordan. This course not only introduces field-based research skills (such as interviewing Gender Relations in a Traditional Society and participant and non-participant observation), Women’s role in politics; women’s economic but also strengthens students’ cultural awareness

IHP / COMPARATIVE IHP participation; honor crimes; violence against through exercises and discussions about student women; Islamic interpretations of gender positionality and the ethics of fieldwork in Jordan. relations; feminism in the Middle East; family Research ethics and the Human Subjects Review planning and women’s health; gender-related process are core components of the course. development issues.

30 For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/JOR. NORTH AFRICA AND THE MIDDLE EAST

Morocco Spain North Portugal Field Studies in Journalism and New Media Atlantic Ocean

Tangier Advance your skills in journalism by studying under the expert Rabat Fès guidance of seasoned award-winning professional journalists in an Casablanca Meknès international environment. Marrakech Errachidia Ouarzazate MOROCCO

Coursework Algeria

Contextual Studies in Journalism: ARAB 1000–3000 / 3 credits / 45 class hours Mauritania Morocco and North Africa The Arabic courses integrate reading, writing, Mali JOUR 3000 / 4 credits / 60 class hours listening, grammar, vocabulary, and conversa- AFRICA, South of the Sahara This interdisciplinary course combines lectures tion, and are designed to prepare students to on journalism with key issues of Moroccan engage in everyday communication. Homestays society, politics, and culture. Students can learn and field excursions further support language Program Duration Fall/Spring 15 weeks acquisition. foreign reporting in print, video, audio, photog- Credits 16 raphy, and/or multimedia under the supervision FREN 2500–3000 / 3 credits / 45 class hours Program Base Rabat of veteran journalists, and have the possibility of These courses aim to enhance students’ skills placing the stories they report from Morocco in in French, with emphasis on written and spoken Language Study Arabic or French US media outlets. Students learn from leading competency. The focus is on the French lexicon Homestay Rabat, 7 weeks Moroccan scholars and academics about all used in the fields of journalism, media, and com- NORTH AFRICA / THE MIDDLE EAST aspects of Moroccan society. munications through communicative exercises, Rural Visit/Homestay Fès region in central Morocco, 4 days Course topics typically include: comprehension, presentations, and debates, along with grammar learning, translation, and Other Accommodations Hostels or small Journalism in Context composition. hotels History of journalism in postcolonial Morocco; popular culture and mass media in North Africa; Field Ethics of Journalism in Morocco Independent Study in Journalism 5 weeks media organizations and ownership in Morocco; JOUR 3500 / 3 credits / 45 class hours Prerequisites Previous college-level journalism ethics; the unique nature of doing This three-part course 1) introduces students to coursework in writing, journalism, commu- ASIA / THE PACIFIC journalism in another cultural context. the intricacies of doing journalism in a Moroccan nications, and/or media studies, or related cultural context; 2) provides an overview of the Journalism and Political Culture fields. Strong writing skills and an interest in Press Code unique to Morocco and the legal mi- journalism are essential. A writing sample Lecture topics from leading Moroccans in the lieu in which Moroccan journalists practice; and may be required as part of the admissions artistic, social, and political realms, includ- 3) covers the ethics of conducting a journalistic process. ing established academics, include religious assignment in an international environment. values, women’s issues, economy and migration, Throughout the course, students learn tech- education and literacy, human rights, youth, and EUROPE niques for accessing local resources, which will artistic culture. aid in gathering information for news and feature speak English. Students learn what it means to organize a story; select sources; question deeply; Educational Excursions stories. The field ethics course consists of online work toward balance; be alert to bias (and Students experience the imperial cities of Me- courses developed for this program by the clichés); rework and rewrite; strive for clarity; and knès and Fès; the southern cities of Errachidia, Poynter Institute. Students adhere to the highest produce accessible, flowing prose, images, and/ Rissani, and Merzouga; and Ouarzazate, the professional standards of journalism ethics and or sound. Recent story topics: music and poli- High Atlas Mountains, and Marrakech. The stay this subject is woven seamlessly throughout the tics; women’s fight for inheritance rights; Spanish in Morocco’s interior reveals challenges facing program, in reporting assignments, peer edits, migration to Morocco; the desert marathon. rural Moroccans, while also providing story ideas. and especially in the Independent Study in Journalism process. Intensive Language Study: AMERICA LATIN Arabic or French Independent Study in Journalism Students at the beginning or intermediate ISPJ 3000 / 6 credits / 180 class hours level of language study take Modern Standard Students propose, research, and execute a Arabic. Students at the intermediate high full-length feature, which is considered for or advanced level have the option of taking publication or broadcast in a US media outlet. Arabic or French. A component on Moroccan Students have the unprecedented opportunity Colloquial Arabic is also part of the course. to be mentored by professional journalists from Morocco and Round Earth Media. They are

paired with Moroccan journalism students who IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/MOJ. 31 NORTH AFRICA AND THE MIDDLE EAST Morocco THTHE NNEETTHHERLERLAANDSNDS Portugal Amsterdam Spain Migration and Transnational Identity Utrecht

Germany Belgium Mediterranean Sea Explore the complex effects of human mobility on local communities, Tangier global politics, and transnational economies. Rabat North Atlantic Ocean Marrakech MOROCCO AFRICA, South of the Sahara the of South AFRICA, Coursework Algeria

Seville Migration and Transnational Identity migration and is designed to help contextual- Mauritania Granada AFRS 3000 / 3 credits / 45 class hours ize the debate on migration in relation to global Mali SPAIN An interdisciplinary course conducted in English politics and policymaking, development, and with required readings and relevant educational Moroccan society and culture. NORTH AFRICA / THE AFRICA NORTH NORTH AFRICA / AFRICA NORTH excursions. The course addresses core issues Intensive Language Study: Arabic pertaining to migration in relation to Mediterra- Program Duration Fall/Spring 15 weeks ARAB 1000–3000 / 6 credits / 90 class hours nean space, local and global cultural politics, and Credits 16 The course is designed to equip students with development policies, as well as the implications THE a proficiency level in spoken Standard Arabic Program Base Rabat of migration on national economies, local com- MIDDLE EAST MIDDLE EAST in order to engage in everyday communica- munities, and human rights. Lecturers are drawn Language Study Arabic tion. Students are placed in intensive beginning, from the Research Group on Migration and intermediate, or advanced classes based on Homestay Rabat, 7 weeks Culture at the University Mohammed V in Rabat, in-country evaluation, including oral proficiency the UNESCO Chair on Migration in Morocco, Rural Visit/Homestay Beni Mellal region testing. The course integrates the skills of read- Ibn Tofail University in Kenitra, the Institute in central Morocco, 4 days ing, writing, listening, grammar, vocabulary, and for African Studies, and local and international Other Accommodations Hostels, guest ASIA / THE PACIFIC / THE ASIA ASIA / THE PACIFIC / THE ASIA conversation. Students with prior study in Arabic nongovernmental organizations based in Rabat houses, or small hotels find reinforcement of Modern Standard Arabic and in northern Morocco. through the media. Homestays, field excursions, Independent Study Project 4 weeks The course is composed of modules which may and everyday interactions assist in language ac- Prerequisites There are no prerequisites; include sub-Saharan migration to Morocco, quisition. A component on Moroccan Colloquial however, students with a background in refugees, borders and borderlands, gender, Arabic is also part of the course. French will find ample opportunity for French religion and mobility, migration and human rights, language practice while also learning Arabic. migration and development, social movements, Research Methods and Ethics Students with a background in Spanish will and transnational identities. The topics covered ANTH 3500 / 3 credits / 45 class hours also have the opportunity to practice their include: migration in Islam; mobility, transnational- This course is designed to provide firsthand Spanish language skills in northern Morocco. EUROPE EUROPE ity, and border identities; sub-Saharan immigrants experiential knowledge about the richness and and human rights; illegal or forced migration; challenges of conducting field study in Morocco. migration and gender; testimonial narratives of It provides the necessary conceptual and meth- sub-Saharan migrants and Moroccan deported/ odological threads that enable students to learn Independent Study Project former migrants; migration and security; EU- from experience, apply knowledge and skills ISPR 3000 / 4 credits / 120 class hours Moroccan partnerships and migration manage- gained in the thematic and language courses, Students work closely with their academic direc- ment; underage migrants; desertification, poverty, and prepare to undertake field study in Morocco tor and an advisor to design an Independent Study and migration; urban and rural development and in strict observance of research procedure Project. Sample topic areas: refugees and human LATIN AMERICA LATIN AMERICA migration; Moroccan residents abroad and local involving human subjects and the regulatory rights; perceptions of Spanish-Moroccan borders; development; Moroccan residents abroad and ethical norms defined by the SIT Institutional sub-Saharan Africans and Gnawa music; conse- post-Arab Spring political change in Morocco; art Review Board. At the end of the course, students quences of irregular migration on racial perceptions; and nomadism; sub-Saharan artists in Morocco; should have the cultural understanding and origins of flamenco in the Maghreb; social and cultur- Moroccan diasporic cinema; migration and media; methodological tools to successfully complete al impact of Moroccan migration; migration and rural sub-Saharan undocumented migrants activism. an Independent Study Project. The course is development; European economic crisis and return also designed to answer specific concerns that migration; young men’s transnational conceptions of Educational Excursions research on migration generally raises. Lectures masculinities and sexuality in Morocco; sub-Saharan The program includes three major excursions: address issues that pertain to research methods, women’s activism in Morocco; transnational analysis IHP / COMPARATIVE IHP Khouribga, Beni Mellal, and Lafqif ben Saleh confidentiality and anonymity of informants, of difference and feminist pluralism in Morocco; (village stay); the northeast of Morocco, data gathering and interviewing, and safety and conflict between Moroccan security forces and sub- including Nador, Al Hoceima, and Berkane; and migrant psychology. Individual meetings are Saharan immigrants; access to healthcare; irregular Amsterdam and The Hague in the Netherlands. scheduled throughout the course to prepare migrants in Morocco; the situation of Senegalese Each excursion focuses on a different aspect of students for their Independent Study Project. street vendors in Rabat.

32 For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/MOM. NORTH AFRICA AND THE MIDDLE EAST

Morocco Spain North Atlantic Ocean Portugal Multiculturalism and Human Rights

Examine challenges shaping Morocco and the Arab world: authoritarian rule, Rabat Fès democratic transition, economic liberalization, civil society, Islamic movements, Casablanca Meknès and constitutional reforms following the 2011 Arab Spring. Essaouira Marrakech MOROCCO

Coursework Algeria

Mauritania Multiculturalism and Human Rights in Educational Excursions Mali the Context of the Arab Spring The program features excursions to three AFRS 3000 / 3 credits / 45 class hours mountain regions in Morocco: the High Atlas, AFRICA, South of the Sahara An interdisciplinary course that examines the diverse the Middle Atlas, and the northwestern Rif; the forces shaping contemporary Moroccan society, with southeastern desert; the main urban centers in particular emphasis on ethnicity, culture, and human Morocco including Marrakech and Essaouira; Program Duration Fall/Spring 15 weeks and NGOs throughout Morocco. These excur- rights. Lecturers are drawn from institutions such Credits 16 as University Mohammed V, Hassan II University, sions are designed to give students an under- Ibn Tofail University, the Center for Cross Cultural standing of Morocco’s rich cultural, historical, Program Base Rabat Learning, the National Council for Human Rights, and ecological diversity. Language Study Modern Standard Arabic the Royal Institute for Amazighi Culture, the Central Homestay Rabat, 8 weeks Entity for the Prevention of Corruption, the National Intensive Language Study: Arabic Library, the National Observatory for Human Devel- ARAB 1000–3000 / 6 credits / 90 class hours Rural Visit/Homestay Oulmes region, 6 days NORTH AFRICA / THE MIDDLE EAST Emphasis on speaking, reading, and writing skills opment, the League of Muslim Scholars, Thaqafat Other Accommodations Hostels, private in Modern Standard Arabic through classroom Association, Anbji, and other local nongovernmental homes, or small hotels organizations (NGOs). and field instruction. Based on in-country evalu- ation, students are placed in intensive beginning, Independent Study Project 3 weeks Course topics typically include: intermediate, or advanced classes. Students Prerequisites There are no prerequisites; are introduced to Moroccan Arabic and given Multiculturalism and Social Change however, students with a background in

opportunities for further language practice ASIA / THE PACIFIC Dynamics of multilingualism; multicultural identity French will find ample opportunity for French through homestays, lectures, and field visits. An in the new 2011 constitution; political actions of language practice while also learning both introduction to Arabic calligraphy is also part of civil society; social movements in the aftermath of Moroccan and Modern Standard Arabic. the Arab Spring; Berber and Arab culture; social the course. issues; class interactions; Moroccan folklore; colonial art and Western visual representations of Research Methods and Ethics Morocco; globalization and social change. ANTH 3500 / 3 credits / 45 class hours Independent Study Project This course provides the necessary conceptual ISPR 3000 / 4 credits / 120 class hours

Politics and Human Rights and methodological threads that enable stu- The Independent Study Project (ISP) offers EUROPE Monarchy and modernization; the Arab Spring dents to learn from experience, apply knowledge students the opportunity to undertake significant, and constitutional reforms in Morocco; the US and skills gained in thematic and language specific, and individualized independent study in and the democratization processes in MENA; courses, and prepare to undertake field study in which they apply the concepts and skills of expe- the role of social movements and civil society Morocco in strict observance of research proce- rience-based learning articulated and learned in in Morocco’s democratization process; current dure involving human subjects and the regulato- all the components of the program. Sample topic political challenges; human rights issues; media ry ethical norms defined by the SIT Institutional areas: human rights organizations in Morocco; and politics; the Sahara question; sub-Saharan Review Board. The course is also designed to an- street children; environmental policies; rural migration and human rights; the “Years of Lead” swer specific concerns research on human rights education; (post-)Islamism; authoritarianism and transitional justice in Morocco; youth and generally raises. The class discussions address and democratic transition; arts and politics; the political participation. issues that pertain to research methods and eth- politics of emotion; the impact of the European AMERICA LATIN ics, including confidentiality and anonymity of crisis on North Africa; sub-Saharan migration in Religion and Gender Issues informants, data gathering, interviewing, safety, North Africa; Sufism; cooperation and activ- Role of Islam in contemporary politics and daily and the psychology of minority groups and ism; inheritance rights and ijtihad in Morocco’s life; secular and religious interpretations of Islam; victims of repressive systems. modern society; childbirth in rural Morocco; Sufi jihad and political Islam; extremism and terror- poetry; laughter and the politics of expression ism; Moroccan Judaism; women and Islam; con- among women in rural Morocco; the culture of ditions of women in rural and urban Morocco; volunteering in Muslim countries; code-switching Moroccan feminism; state feminism and political and multilingualism in Moroccan music. representations; Islam and sexuality. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/MOR. 33 NORTH AFRICA AND THE MIDDLE EAST Tunisia Tabarka Carthage Emerging Identities in North Africa Tunis Mediterranean Sea Examine the dynamics between modernity and tradition, technology and culture, TUNISIA Islam and constitutional democracy, and history and social change in Tunisia, Sfax

birthplace of the Arab Spring. Tozeur Algeria Djerba AFRICA, South of the Sahara the of South AFRICA, Coursework

Arab Spring and Emerging Educational Excursions Identities in North Africa Two weeklong excursions take students to the MDES 3000 / 3 credits / 45 class hours southern regions of Tunisia, including Matmata, An interdisciplinary course that focuses principally Djerba, Tozeur, and Kairawan, as well as to the

NORTH AFRICA / AFRICA NORTH on contemporary Tunisia and the democratic pro- northern Mediterranean coast. Excursions high- cess initiated by the Jasmine Revolution. Students light the origins of the Jasmine Revolution and the Program Duration Fall/Spring 15 weeks country’s place at the crossroads of many civiliza- examine the intersections between Western- Credits 16 style capitalism, increased globalization, and tions, including Phoenician, Roman, Berber, Arab, THE socioeconomic developments of Tunisia in the Turkish, and European. Several short field trips Program Base Sidi Bou Said, on the out- MIDDLE EAST context of political change. They also explore the are planned within Tunis and the Cap Bon region, skirts of Tunis ways Tunisian society is currently engaging with including Hammamet, a popular holiday resort, Language Study Arabic or French the complex issues raised by emergent political where students observe firsthand the impact of Homestay Greater Tunis, 7 weeks processes, history and colonial legacies, multilin- mass tourism on traditional lifestyles. gualism, women’s rights, and the rise of Islamist Other Accommodations Hostels, re- ideologies. The objective of the course is to enable Intensive Language Study: search institutes, or small hotels ASIA / THE PACIFIC / THE ASIA Arabic or French students to evaluate, through the careful scrutiny Independent Study Project 4 weeks of the country’s public and political events, the Students choose to enroll in either Modern chances of success and the risks of failure of the Standard Arabic or French. Students are placed Prerequisites None first constitutional democracy in the Arab world. in beginning, intermediate, or advanced Arabic or French language classes based on in-country Youth, Media, and Social Movements evaluation. research in Tunisia. The course introduces field- MDES 3500 / 3 credits / 45 class hours Beginning and intermediate French students based research skills (such as interviewing and The course examines the deep social and cultural enroll in the course French in Tunisian Contexts participant and non-participant observation), transformations caused by the rapid dissemina- at the appropriate skill level. Advanced French and strengthens students’ cultural awareness tion of digital media, principally the role that social students enroll in the course North African Fran- through exercises and discussions about re- EUROPE media such as Twitter, Facebook, and blogs have cophone Literature. A component on Tunisian searcher positionality and the ethics of fieldwork played in the Jasmine Revolution and other popular Colloquial Arabic is also part of all language in Tunisia. The course provides students with insurrections in the Arab world. A principal objec- courses. the cultural understanding and critical acumen tive of the course is to study how Tunisian civil necessary for the successful completion of the society—especially women’s organizations, human Intensive Language Study: Arabic Independent Study Project. rights activists, and other advocacy groups—are us- ARAB 1000–3000 / 3 credits / 45 class hours ing social media for more effective consciousness or Independent Study Project raising and mobilization and formation of new cul- French in Tunisian Contexts ISPR 3000 / 4 credits / 120 class hours LATIN AMERICA tural bonds. The lectures, debates, and educational FREN 1000–2000 / 3 credits / 45 class hours Conducted in Tunis or in another approved excursions foreground the tensions and moments or location appropriate to the project. Sample of continuity between modernity and tradition in topic areas: social media and popular protest; Tunisian culture, illuminating various themes, such North African Francophone Literature hijab (veil) in contemporary Tunisian society; as bilingualism, the reemergence of the veil among FREN 3000 / 3 credits / 45 class hours identity formation through Islamic education; young women, the mitigated success of secularism, Arab views on national press; gender and news Research Methods and Ethics and the rise of Islamist ideology among youth. bias; governance and youth empowerment; ANTH 3500 / 3 credits / 45 class hours youth and social media; revolutionary mural art; Lectures for both courses are given by academ- This is a qualitative research methods course Arab reality TV; homosexuality in Islam. IHP / COMPARATIVE IHP ics from Tunis University and members of civil designed to provide an overview of method- society. ological approaches within the local cultural context. The course offers students the basic tools necessary to conceive and conduct field

34 For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/TNC. ASIA and the PACIFIC

AUSTRALIA | Rainforest, Reef, and Cultural Ecology 36 AUSTRALIA | Sustainability and Environmental Action 37 CHINA | Language, Cultures, and Ethnic Minorities 38 INDIA | Health and Human Rights 39 INDIA | National Identity and the Arts 40 INDIA | Sustainable Development and Social Change 41 INDONESIA | Arts, Religion, and Social Change 42 MONGOLIA | Geopolitics and the Environment 43 NEPAL | Development and Social Change 44 NEPAL | Tibetan and Himalayan Peoples 45 SAMOA | Pacific Communities and Social Change 46 VIETNAM | Culture, Social Change, and Development 47 ASIA AND THE PACIFIC Australia Rainforest, Reef, and Cultural Ecology Coral Sea Cape York Peninsula Lizard Island Examine the ecological and cultural patterns, processes, and dynamics of Wet Tropics Bioregion Indian Cairns Great Barrier Reef Australia’s two most diverse environments—the Wet Tropics Bioregion and Ocean the Great Barrier Reef. AUSTRALIA AFRICA, South of the Sahara the of South AFRICA, Sydney Coursework Coursework

Rainforest, Reef, and Cultural Ecology Conservation Biology and Seminar Environmental Philosophy ENVI 3000 / 6 credits / 90 class hours Environmental values; conservation ethics; tra- An interdisciplinary course with lectures, discus- ditional and contemporary human involvement NORTH AFRICA / THE AFRICA NORTH sions, required readings, and relevant educa- with nature; conservation politics; history of the tional excursions. The course aims to develop environmental movement; nature conserva- Program Duration Fall/Spring 15 weeks tion strategies; economics and utilitarianism in students’ knowledge and appreciation of the Credits 16 species- and systems-level ecological patterns, conservation debates. processes, and human influences affecting the Program Base Cairns

MIDDLE EAST Educational Excursions Wet Tropics and Great Barrier Reef bioregions. Homestay Cairns, 2 weeks Resources utilized in the delivery of course The program includes extensive field excur- Other Accommodations Hostels, small content may include the Lizard Island Research sions to a wide array of ecologically significant hotels, and campsites Station, Wet Tropics Management Authority, sites in the Great Barrier Reef and Wet Tropics and Aboriginal elders. World Heritage areas as well as in the outback. Independent Study Project 5 weeks Field excursions to marine, coastal, and upland ASIA / THE PACIFIC / THE ASIA Seminar topics typically include: habitats emphasize a synthetic approach to un- Prerequisites Previous college-level coursework and/or other significant prepa- Marine Ecology derstanding the influence of biophysical factors ration in environmental studies, ecology, The evolution and geomorphology of the Great on both natural and human-dominated systems. biology, or related fields, as assessed by SIT. Barrier Reef; biology and ecology of coral reef In addition to investigating the biodiversity of invertebrates, reef fishes, and nearshore environ- the rainforest and reef, students explore cultural ments; relationships among fishing, tourism, considerations and perspectives of Aboriginal the economy, and the conservation of coral reef traditional owners during course excursions. environments. Environmental Field Study Seminar Independent Study Project Rainforest Ecology ENVI 3500 / 4 credits / 60 class hours ISPR 3000 / 6 credits / 180 class hours Conducted in an approved location appropriate

EUROPE Ecology and evolution of Australian rainforests A course in research methods in both the social from Gondwana to the present; plant-animal ad- and natural sciences. The main focus is on learn- to the project. Sample topic areas: the feeding aptation and interactions; speciation processes ing how to collect, analyze, integrate, and report behavior of the platypus; recovery of coral de- and biogeography of the Wet Tropics; structural social and ecological data. Students develop the posits from temperature-induced stress; feeding classification of rainforest systems; landscape capacity for critical understanding and evalua- ecology of coral reef fishes; integrated catch- ecology and conservation biology; application tion of program-related environmental issues. ment management; reforestation corridors as of ecological principles to rainforest conserva- The seminar is a springboard for the Indepen- habitat; conservation issues affecting koalas and tion; role of ecology in conservation issues and dent Study Project and includes consideration Tasmanian devils; wet sclerophyll fire regimes; environmental education; effects of education LATIN AMERICA activism. of field study ethics and the World Learning/SIT Human Subjects Review Policy. Field study top- on public perceptions of flying foxes; acoustic Aboriginal Conceptions of the Natural ics include designing and implementing reef and conditioning of coral reef fishes. Environment rainforest research projects, writing a research Aboriginal worldview and perceptions of land proposal, interviewing, surveying, and maintain- and the environment; land rights and the role ing a field journal. Specific ecological field study of traditional ecological knowledge in sustain- methods may include micro- and macrohabitat able management of protected areas in north analysis, biotic sampling and analysis, fauna Queensland; traditional lifestyles and contem- and flora identification, biodiversity monitoring, IHP / COMPARATIVE IHP porary challenges; ethnobotany; non-indigenous population analysis, animal behavior, climate perceptions of contemporary Aboriginal issues; analysis, and remote sensing. Aboriginal cultural survival.

36 For theFor mostthe most up-to-date up-to-date information information on this on thisprogram, program, including including photos, photos, video, video, and andcourse course syllabi, syllabi, visit visit us online us online at www.sit.edu/SSA2011 at www.sit.edu/ASE. ASIA AND THE PACIFIC Australia

Sustainability and Environmental Action Coral Sea

Acquire methods, tools, and different perspectives on how to make our Indian Great Barrier Reef societies more sustainable. Ocean AUSTRALIA

Brisbane Byron Bay Lismore Sydney Coursework Melbourne Tasmania Sustainability and Environmental social change; analysis of past environmental Action Seminar campaigns; designing successful environmental ENVI 3000 / 8 credits / 120 class hours campaigns. AFRICA, South of the Sahara An interdisciplinary course with required readings and relevant educational excursions focusing on Educational Excursions Much of the teaching and learning in this program an analysis of efforts to pursue sustainability in Program Duration Fall/Spring 15 weeks occur in the field, and excursions are totally Australia. Lecturers include the leaders of promi- integrated with other elements. The major field ex- Credits 16 nent conservation organizations, professionals cursion is to the beautiful and sparsely populated from a wide range of disciplines who are leaders Program Base Byron Bay island state of Tasmania, where students spend in introducing the concepts of sustainability in Homestay Lismore or a nearby rural loca- a week studying sustainability issues related to their fields, and Aboriginal elders who share their tion in northern New South Wales, 2 weeks forestry, hydroelectricity, tourism, and protected cultural understanding of what it means to live areas in addition to the history of the conservation Other Accommodations Apartments, sustainably. NORTH AFRICA / THE MIDDLE EAST movement. On this excursion the group spends hostels, lodges, and campsites Seminar topics typically include: an additional four days in both Melbourne and Independent Study Project 5 weeks The Natural Environment Sydney, the two largest cities in Australia, studying Prerequisites None Climate, geology, soils, geomorphology, ecol- examples of urban sustainability. ogy, and ecosystems of Australia and selected The other main excursion is a four-day camping regions; coastal processes; ecological processes trip in northern New South Wales, where stu- and biodiversity; environmental limits on devel-

dents camp with Aboriginal elders and develop ASIA / THE PACIFIC opment; ecological history of Australia and its a deeper knowledge of Aboriginal cultures and Independent Study Project peoples. bush skills. ISPR 3000 / 5 credits / 150 class hours Conducted in northern New South Wales or in Ecopsychology and Ethics There are also a number of one-day field excur- another approved location appropriate to the Ecopsychology; environmental philosophy and sions around Byron Bay and Lismore to examine project. Students can undertake a traditional paradigms; ethics; history of the environmental the natural environment, sustainable house design, research project, produce a creative work ranging movement; social justice and the environment; eco-communities, organic farming, permacul- from paintings to creative writing, or complete the nature of social change; sense of place. ture, community gardens, and renewable energy a practicum with an appropriate organiza- EUROPE technologies. In each location visited, students are tion. All projects must relate to some aspect of Aboriginal Relationships to the Land introduced to the area’s climate, geology, geomor- sustainability. Sample topic areas: the effect of Indigenous ecological knowledge; Aboriginal phology, soils, and flora and fauna, as well as its dolphin feeding on environmental perceptions of worldview; traditional and contemporary human history and culture, in order to instill a sense tourists; changes in native vegetation follow- Aboriginal environmental management; of place and provide a basis for understanding the ing fires; a work of art to promote awareness of Aboriginal impact on the environment. unique management issues of each region. forest dieback; a piece of creative travel writing focusing on the meaning of “sense of place”; an Sustainability Research Methods and Ethics analysis of sustainability initiatives at Australian Climate change; analysis of population growth ANTH 3500 / 3 credits / 45 class hours airports; a practicum at a community garden; a and resource use; strategic planning; sustainable A course in the concepts of learning across

practicum at an environmental education center; AMERICA LATIN agriculture and permaculture; sustainable build- cultures and from field experience. Introduc- a feasibility study for the introduction of solar ing design; sustainable energy; forestry; tourism; tion to the Independent Study Project. Material energy at an Australian university; a practicum waste management; steady state societies and includes cross-cultural adaptation and skills on an organic farm; conceptions of wilderness in economics; globalization and localization; nature building; project selection and refinement; field Tasmania. conservation and park management. study ethics and the World Learning/SIT Human Subjects Review Policy; developing contacts and Social Change and Environmental Action finding resources; developing skills in observa- Theories of social change and social market- tion, surveying, interviewing, and content analysis; ing; history of social change and environmental gathering, organizing, and communicating data; action; campaigns by vested interests to resist

and maintaining a work journal. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/ASMwww.sit.edu/SSA2011. 37 ASIA AND THE PACIFIC

China Beijing Language, Cultures, and Ethnic Minorities Gain a deep understanding of cultural diversity and minority relations in Yunnan Province and on an excursion to Beijing, while earning up to 10 credits CHINA for Chinese language study.

Shangri-La AFRICA, South of the Sahara the of South AFRICA, Lijiang Yunnan Shaxi Coursework Dali Province Coursework Kunming Chinese Culture and Ethnic Educational Excursions Vietnam Taiwan Minorities Seminar Students travel across China to the capital city Hong Kong ASIA 3000 / 3 credits / 45 class hours of Beijing, where Yunnan Province’s great ethnic An interdisciplinary course conducted in English diversity is placed in both historical and contem-

NORTH AFRICA / THE AFRICA NORTH with required readings and relevant educational porary perspective. Students are assigned a one- excursions. Students examine China’s cultural week Yunnan Exploration project, an empower- Program Duration Fall/Spring 15 weeks complexity and the important social, historical, ing experience in negotiating travel to selected and cultural factors shaping and sustaining areas of Yunnan in small groups. The program Credits 16 China’s minority communities. Lecturers are drawn also includes a two-week excursion to different Program Base Kunming MIDDLE EAST from institutions such as Yunnan Nationalities minority regions, including the Bai areas of Dali Language Study Chinese University, Yunnan University, Yunnan Social and Shaxi, the ancient Naxi town of Lijiang, the Science Academy, the Yunnan Arts Institute, the Tibetan areas of northwestern Yunnan, and other Homestay Kunming, 2 weeks seldom-visited communities. Yunnan Traditional Medicine Hospital, and the Rural Visit/Homestay Shaxi, 4–5 days Lijiang Dongba Cultural Research Institute. Intensive Language Study: Chinese Other Accommodations Hostels, educa- Seminar topics typically include: ASIA / THE PACIFIC / THE ASIA CHIN 1000–3000 / 6 credits / 90 class hours tional institutions, or small hotels History and Religions Emphasis on developing speaking and compre- Independent Study Project or additional The history of modern China and the development hension skills as well as reading and writing skills intensive language study, 4 weeks of the People’s Republic; political trends in modern through classroom learning, field instruction, China; Chinese foreign policy; China’s “open door” and homework. Based on in-country evaluation, Prerequisites None policy; influence of religion on Chinese culture; students are placed in appropriate language traditional religious systems of Yunnan’s minor- levels in small groups according to individual ity nationalities; Confucianism; religious heritage proficiency. Language instructors are certified in Independent Study Project of Daoism, Buddhism, Islam, and Christianity in teaching Chinese as a foreign language and use ISPR 3000 / 4 credits / 120 class hours Chinese society, past and present. a variety of interactive communication-based Conducted in Yunnan Province or in another

EUROPE language-teaching techniques. Social Issues and Humanities approved location appropriate to the project. Regions, provinces, and autonomous regions Continued Intensive Language Study Sample topic areas: social customs of minority of China; recent economic reforms and social An additional four credits are available by pursu- groups; evolution of the free-market system; changes; the relationship between state and ing intensive language study in lieu of a research- philosophy and practice of taiji; investigation free-market economies; traditional Chinese based Independent Study Project. The language of family and religious practices of the Hui; medicine; taiji; gender issues in China; China’s course has a very low teacher-to-student ratio. Naxi Dongba shamanic practices; textiles and reproductive policy; HIV/AIDS prevention in handicrafts of the Miao (Hmong); the structure Yunnan; environmental issues in China. Field Methods and Ethics of the extended family in the context of fam- LATIN AMERICA ANTH 3500 / 3 credits / 45 class hours ily planning; domestic tourism and its impact Minority Issues A course in the concepts of learning across on Dali and Lijiang; the role of civil society in Origins and classification of China’s ethnic cultures and from field experience. Introduc- environmental management; preservation and peoples; government policies regarding minority tion to the Independent Study Project. Material renewal of Tibetan arts; healthcare challenges in nationalities; education and assimilation; tourism includes cross-cultural adaptation and skills China; traditional Chinese painting, music, and development and its impact on minority areas; building; project selection and refinement; medicine; Buddhist philosophy and practice. oral and literary traditions; customs and indig- appropriate methodologies; field study ethics Students may choose to pursue one month of enous spiritual practices; shamanistic heritage of and the World Learning/SIT Human Subjects additional language study for four credits in lieu of

IHP / COMPARATIVE IHP the Naxi; reemergence of Dongba culture; matri- Review Policy; developing contacts and finding the research-based Independent Study Project. lineal systems among the Moso; women’s issues resources; developing skills in participant among China’s minorities; influences of Bai, Naxi, observation and interviewing; gathering, and Tibetan culture in northwestern Yunnan; organizing, and communicating data; and representation of China’s “peripheral peoples.” maintaining a work journal.

38 ForFor the the most most up-to-date up-to-date information information on thison this program, program, including including photos, photos, video, video, and and course course syllabi, syllabi, visit visit us onlineus online at www.sit.edu/SSA2011 at www.sit.edu/CHR. ASIA AND THE PACIFIC India

Health and Human Rights Dharamsala Delhi New Delhi Nepal Bhutan Explore the links between public health and human rights, with a focus Jaipur Bahraich Varanasi on women, children, tribal, and other marginalized and vulnerable Udaipur populations in India. INDIA

Jamkhed Indian Arabian Ocean Coursework Sea

Bangalore Lecturers include nationally prominent positions, such as those from lower caste groups or academics and experts in the fields of health rural populations. The course focuses on the theo- Sri Lanka and human rights. retical foundations underlying the assessment of AFRICA, South of the Sahara right to health in a global and local medical context Capacity Building, NGOs, and while also investigating the intersecting political, Healthcare Delivery economic, and social frameworks currently existing Program Duration Fall/Spring 15 weeks ASIA 3010 / 3 credits / 45 class hours in India. Credits 16 An interdisciplinary course conducted in English with required readings and relevant Intensive Language Study: Hindi Program Base New Delhi HIND 1000–2000 / 3 credits / 45 class hours educational excursions. During this course, stu- Language Study Hindi dents explore Indians’ access to and reliance on Emphasis on beginning speaking and com- public healthcare services through involvement prehension skills through classroom and field Homestay New Delhi, 9 weeks in a nongovernmental organization (NGO) instruction. Based on in-country evaluation, Rural Visit/Homestay Remote villages of NORTH AFRICA / THE MIDDLE EAST or other health-related organization. On excur- including oral proficiency testing, students are the Udaipur district in Rajasthan/Jamkhed sions, students visit all levels of healthcare placed in beginning or intermediate classes. in Maharashtra, 1 week (optional) delivery institutions: a health center in a village, Other Accommodations NGO guest primary health center, community health Field Methods and Ethics in houses, hostels, educational institutions, or center, district hospital, and “super specialty” Social Science and Health small hotels hospital in the city. Through active participa- ANTH 3500 / 3 credits / 30 class hours A course in the concepts of learning across tion in a workshop, students are able to exam- Independent Study Project 4 weeks ASIA / THE PACIFIC cultures and from field experience. Introduction ine systems of healthcare and investigate the Prerequisites None realities of the delivery of public health services to the Independent Study Project. Topics include in India. Students participate in a public health cross-cultural adaptation and skills building; capacity-building workshop with an organiza- project selection and refinement; appropriate tion or individual working for positive change in methodologies; field study ethics and the World the field of health and human rights in India. Learning/SIT Human Subjects Review Policy; developing contacts and finding resources;

Politics and Economies of Public Health developing skills in observation and interview- EUROPE ASIA 3020 / 3 credits / 45 class hours ing; gathering, organizing, and communicating An interdisciplinary course conducted in English data; and maintaining a work journal. The course with required readings and relevant educational examines public health indicators and helps excursions. This course explores the theoretical link students understand why some indicators are between access to and reliance on Indian health- selected or important. care services and the conceptions of human rights of individuals and communities in an Indian social Independent Study Project context. Questions raised include: What does ISPR 3000 / 4 credits / 120 class hours the term “right to health” mean to Indians? Who Conducted in north India or in another are the key actors in determining who is granted appropriate location. Sample topic areas: AMERICA LATIN the right to health? To what degree does the right international, national, and regional responses to health in India coincide with international to epidemics and pandemics; health equity standards? In what ways do these human rights and disability; major public health challenges of directly impact Indians’ access to healthcare? To diseases such as tuberculosis, malaria, and polio; delve into these questions, lectures and excursions access to reproductive and children’s healthcare; specifically address healthcare issues experienced health financing; impact of globalization on by women and youth in addition to other groups public health; health planning and management; made vulnerable through their social or geographic privatization of medical education. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/INH. 39 ASIA AND THE PACIFIC India National Identity and the Arts Delhi Nepal Explore the living legacy of an ancient civilization through its arts. Agra Bhutan Varanasi Bangladesh Bodhgaya Kolkata INDIA Orissa AFRICA, South of the Sahara the of South AFRICA,

Arabian Indian Sea Coursework Ocean Coursework

Lectures for this program are given by scholars training in his or her chosen topic and gives a from institutions such as the School of Arts and presentation that provides a description/demon- Sri Lanka Aesthetics at Jawaharlal Nehru University, Jamia stration of the art, craft, or skill. Millia Islamia, and Delhi University. Educational Excursions NORTH AFRICA / THE AFRICA NORTH National Identity and the Arts Seminar Within the vibrant cultural environment of Delhi, Program Duration Fall/Spring 15 weeks ASIA 3000 / 6 credits / 90 class hours the program includes visits to historical sites and Credits 16 An interdisciplinary seminar conducted in museums as well as music, dance, and drama English with required readings and relevant performances. Students also take excursions to Program Base New Delhi

MIDDLE EAST educational excursions. In this seminar, students Varanasi, Bodhgaya, Kolkata, and Orissa. In addi- Language Study Hindi examine the visual and performing arts of India tion, a short workshop excursion allows students in the context of religion, politics, and iden- to choose among several possible study location Homestay Delhi, 8 weeks tity. Students investigate interrelated subjects options: cultural assessment in Goa, architecture Other Accommodations Ashrams, guest including music, drama, film, dance, sculpture, in south India, miniature painting in Jaipur, or houses, hostels, or small hotels painting, printmaking, architecture, poetry, folk music in Jaisalmer. Independent Study Project 4 weeks ASIA / THE PACIFIC / THE ASIA history, and religion. Seminar activities include formal and informal lectures, discussions, site Intensive Language Study: Hindi Prerequisites None, although previous visits, workshops, and a practicum. Rather than HIND 1000–3000 / 3 credits / 45 class hours coursework in Asian history, Asian art his- focusing on studio arts, the seminar offers Emphasis is on beginning speaking and com- tory, or Asian religions is recommended. students the opportunity to consider India’s vast prehension skills through classroom and field historical tradition through the perspective of its instruction. Based on in-country evaluation, arts and religions. Students learn from different including oral proficiency testing, students are experts, including scholars, artists, performers, placed in beginning, intermediate, or advanced architecture; Hanuman and traditional wrestling; and others. classes. modern Indian cinema; a survey of Orissan temples; the colonial architectural legacy of Seminar topics typically include: Field Methods and Ethics New Delhi; preservation of the Kashmir shawl; EUROPE Indian Culture and Society ANTH 3500 / 3 credits / 45 class hours Sufi music and poetry; a painting survey of the Students consider the long trajectory of India’s This course focuses on cross-cultural learning Buddhist pilgrimage route; polo and Rajput 5,000 years of history and study social and and developing field studies skills. It provides a horse culture; culinary culture in New Delhi; political issues such as social customs, caste framework for the Independent Study Project. seventeenth-century water systems of the Agra hierarchies, communal differences, and diverse Material includes cross-cultural adaptation and Red Fort. religious traditions and practices. skills building; project selection and refinement; appropriate methodologies; field study ethics Indian Arts and the World Learning/SIT Human Subjects LATIN AMERICA Students consider pertinent issues in Indian art Review Policy; developing contacts and finding history, including the historical development resources; developing skills in observation and of Indian national identity in the arts; classical interviewing; gathering, organizing, and commu- painting traditions; temple arts and architec- nicating data; and maintaining a work journal. ture; instrumental and vocal music; classical dance and decorative arts; Indian cinema and Independent Study Project theater; restoration and cultural heritage. ISPR 3000 / 4 credits / 120 class hours Conducted in an approved location appropriate Practicum to the project and the program. Independent IHP / COMPARATIVE IHP Each student studies an art, craft, or skill particular Study Projects should be relevant to the theme to India, including, but not limited to, classical of the program. Sample topic areas: the chal- music, dance, yoga, painting, cooking, or pottery. lenges of historical preservation in a develop- Each student participates in about 16 hours of ing society; the expression of power in Mughal

40 For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/INR. ASIA AND THE PACIFIC India Sustainable Development and Social Change Delhi Nepal Jaipur Bhutan Examine India’s socioeconomic development trends and tortuous transition Varanasi and how rethinking development is gaining urgency for shaping sustainable Udaipur Bangladesh social change. INDIA

Indian Arabian Ocean Coursework Sea

Lecturers include internationally respected local Intensive Language Study: Hindi scholars, policymakers and planners, social activ- HIND 1000–3000 / 3 credits / 45 class hours Sri Lanka ists, journalists, development practitioners, and Emphasis on beginning speaking and com- AFRICA, South of the Sahara high-level federal and state government officials. prehension skills through classroom and field instruction. Based on in-country evaluation, Shaping Sustainable Social Change including oral proficiency testing, students are Program Duration Fall/Spring 15 weeks ASIA 3010 / 3 credits / 45 class hours placed in beginning, intermediate, or advanced Credits 16 An intensive interdisciplinary course conducted in classes. English with required readings, lectures, relevant Program Base Jaipur educational excursions, and workshops with vari- Field Methods and Ethics Language Study Hindi ous nongovernment organizations (NGOs). This ANTH 3500 / 3 credits / 45 class hours course explores sustainability from a global and A course in the concepts of learning across cultures Homestay Jaipur, 6 weeks

Indian perspective and allows students to under- and from field experience. Introduction to the Other Accommodations Hostels, educa- NORTH AFRICA / THE MIDDLE EAST stand indicators of sustainable development and Independent Study Project. Topics include cross- tional institutions, or small hotels enables them to analyze successful development cultural adaptation and skills building; project selec- Independent Study Project 4 weeks interventions through the lens of sustainability. tion and refinement; appropriate methodologies; The course then introduces rethinking develop- field study ethics and the World Learning/SIT Prerequisites None ment and the way forward through exploration of Human Subjects Review Policy; developing contacts alternative development interventions to address and finding resources; developing skills in observa-

emerging and future crises. tion and interviewing; gathering, organizing, and ASIA / THE PACIFIC communicating data; and maintaining a work journal. Development Approaches and Distributive Justice Independent Study Project ASIA 3020 / 3 credits / 45 class hours ISPR 3000 / 4 credits / 120 class hours An intensive interdisciplinary course conducted Conducted in an approved location in India. in English with required readings, lectures, rele- Sample topic areas: renewable energy as a means vant educational excursions, and workshops with to community development; assessing the ability

various NGOs. This course introduces India’s of state-sponsored primary education to promote EUROPE post-independence development scenarios, social mobility in Uttarakhand; a comparison of and, emphasizing equity and power with land traditional and mass production of Indian textiles; as a central theme, the course then provides community-based ecotourism in Sikkim; uses of reflection on and analysis of the post-1990s information technology for social change; female Indian development paradigm and the shift to farmers; urban sustainability efforts; lakes and wet- liberalization and a market economy resulting in lands conservation; Jaipur’s solid waste manage- current urban, rural, and climate change crises. ment system; socioeconomics of water scarcity; the effects of globalization on the elderly; the organic Educational Excursions and Workshops market as a model for agriculture development;

The program includes visits to NGO headquar- the public distribution system and the right to AMERICA LATIN ters, prominent academic and research insti- food movement; peacebuilding with Pakistan; the tutes, and villages. Visits in Rajasthan include empowerment potential of traditional conservation Bikaner. Other visits include Varanasi, situated on knowledge; expressions of identity in the Chinese the banks of the River Ganges in Uttar Pradesh; population in Kolkata; leftist politics and the devel- Udaipur in Rajasthan; Dehradun in Uttarakhand; opment of Kerala; the hijras of Varanasi; business Pune in Maharashtra; Dharamsala in Himachal process outsourcing; Bhopal as a lens for globaliza- Pradesh; and the state of Gujarat. tion and the role of transnational corporate ethics; Khadi as a Gandhian development movement. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/IND. 41 ASIA AND THE PACIFIC Indonesia

Arts, Religion, and Social Change Yogyakarta BALI JAVA Ubud Immerse yourself in the deep traditions and contemporary interpretations of Tabanan Bedulu Denpasar Hindu and Islamic religious and cultural practice in the context of political Philippines transformation and tourism development in Bali and Java.

Malaysia Indian Ocean

AFRICA, South of the Sahara the of South AFRICA, INDONESIA

Coursework BALI Coursework

JAVA Arts, Religion, and Social Change geographies of economic change and devel- Seminar opment into rich relief. Topics include global ASIA 3000 / 3 credits / 45 class hours tourism, the environment, and social inequality An interdisciplinary course conducted in English in contemporary Bali and Java.

NORTH AFRICA / THE AFRICA NORTH with required readings and relevant educational Arts: Javanese and Balinese excursions. Students explore the intersection of Javanese and Balinese music; functions of dance Program Duration Fall/Spring 15 weeks cultural and religious practices with nation building, in Java and Bali; shadow puppetry; traditional and Credits 16 global tourism, and the environment in Bali and contemporary painting; new performing arts forms; Program Base Bedulu, central southern Bali Java. Attendance at evening and weekend ritual artistic expression in the Javanese and Balinese lan- MIDDLE EAST events and performances is sometimes required. guages. Students also visit museums and galleries Language Study Bahasa Indonesia, plus Seminar topics typically include: and see some performing arts both in Java and Bali. Balinese Cultural Anthropology Field Practicum Homestays Yogyakarta, 10 days; Ubud- Woven through this course are themes of tradi- Students carry out fieldwork in partnership with Bedulu area, 5 weeks local students in Java and Bali. During a village tion and cultural change; the main pillars of Rural Visits/Homestays 4 days in the

ASIA / THE PACIFIC / THE ASIA visit, students work together to conduct inter- Islamic and Balinese religious philosophy; women Tabanan area, 2 days in northern Bali and gender politics; Balinese temple systems and views focused on the roles of religion, social life, sacred calendars; women and Islam; impacts of and the arts in Javanese and Balinese society. Other Accommodations Hostels or small tourism on Javanese and Balinese culture; local Students may also receive instruction in a Java- hotels healing systems; Javanese and Balinese family life. nese or Balinese craft or art form in preparation Independent Study Project 4 weeks for a required written fieldwork report. History and Contemporary Politics Prerequisites None The study of Indonesian history and traditions as Educational Excursions well as modern and contemporary political trends The program includes two weeks in Java, the places field visits and living with homestay families most populous island in Indonesia. Students cross-cultural adaptation and skills building; in context. A special focus is placed on Java and visit historic and cultural sites; temple festivals; project selection and refinement; appropriate EUROPE Bali, with an overview of Indonesian history, “civil and religious rituals, performances, and local cer- methodologies; developing contacts and finding Islam,” and “regional autonomy” and their emonies in central Java and the Tabanan, Den- resources; developing skills in observation and importance in contemporary social and political pasar, and Ubud areas of Bali. They also have interviewing; gathering, organizing, and com- discourses. homestays in Java, usually with Muslim families, municating data; maintaining a work journal; and and in Bali, in a predominantly Hindu village. field study ethics and the World Learning/SIT Religious Studies Intensive Language Study: Human Subjects Review Policy. In Java, seminars focus on studies of Indonesia’s six officially recognized religions. Lecturers are drawn Bahasa Indonesia Independent Study Project

LATIN AMERICA INDO 1000–3000 / 6 credits / 90 class hours from the Jesuit Sanata Dharma University and from ISPR 3000 / 4 credits / 120 class hours Emphasis is on speaking and comprehension skills the premier state university, Universitas Gadjah Conducted at an approved location in Java, Bali, through classroom and field instruction. Instruc- Mada. Lectures are integrated with field visits or another part of the Indonesian archipelago tors are long-term members of the program staff. to Islamic religious schools known as pesantren appropriate to the project. Sample topic areas: Based on in-country evaluation, including oral and ancient monuments of cultural and religious contemporary youth culture and street art; the proficiency testing, students are placed in begin- significance such as the Candi Borobudur Buddhist ritual significance of gamelan music and Balinese ning, intermediate, or advanced classes. Balinese monument and Prambanan Hindu temple. dance; the representation of myth in public art; language instruction is available for students with tourism development and environmental sustain- Students also visit mosques, churches, and a full competence in Indonesian. ability; traditional healing arts and modern medi- IHP / COMPARATIVE IHP village where Confucianism is the dominant cine; the export of Balinese culture via tourism; religious practice. Field Methods and Ethics the aesthetics of religious traditions in Java and ANTH 3500 / 3 credits / 45 class hours Bali; the role of women in contemporary Islamic Geography and the Economy A course on the process of learning across cul- communities of Java and Bali. Lectures, field visits, and excursions bring the tures and from field experience. Topics include

42 For Forthe themost most up-to-date up-to-date information information on thison this program, program, including including photos, photos, video, video, and and course course syllabi, syllabi, visit visit us online us online at www.sit.edu/SSA2011 at www.sit.edu/ABR. ASIA AND THE PACIFIC Mongolia

Geopolitics and the Environment Russia Examine international relations, natural resource management, nomadic Hovsgol Erdenet traditions, and economic growth from Mongolia’s unique vantage point. Ulaanbaatar Hentii

MONGOLIA Sainshand Bayankhongor Gobi Desert Beijing Coursework China Lecturers on this program are drawn from the Erdene Zuu Monastery—built on the ruins of National University of Mongolia and central Kharkhorin, the ancient Mongolian capital; and local governmental organizations as well as Amarbayasgalant Monastery; and Khamryn Hiid/ AFRICA, South of the Sahara international and local nongovernmental organi- Khamar Monastery. Students also participate in zations (NGOs). a ger (nomadic dwelling) camp stay. Some excur- sions include horseback riding. Please note that Program Duration Fall/Spring 15 weeks Geopolitics and Development Trends excursion locations can vary between the fall Credits 16 ASIA 3010 / 3 credits / 45 class hours and spring semester, depending upon seasonal This interdisciplinary course focuses on Mongolia’s travel conditions. Program Base Ulaanbaatar path to political and economic development and Language Study Mongolian the country’s current strategies for external rela- Intensive Language Study: Mongolian tions and internal growth. Government policies for MONG 1000–3000 / 3 credits / 45 class hours Urban (Ulaanbaatar) Homestay 3–4 international investment and the shifting political Emphasis on speaking and comprehension weeks NORTH AFRICA / THE MIDDLE EAST discourses about domestic investment form the in Mongolian, plus reading and writing skills, Rural Visits/Homestays Nomad camps, background against which Mongolia’s develop- through classroom and field instruction. Classes 1–2 weeks ment strategy is analyzed. The course centers on are conducted by trained Mongolian language Other Accommodations Apartments, two themes: Mongolia’s diplomatic efforts and instructors. Students are placed in intensive guest houses, educational institutions, or engagement with China, Russia, the two Koreas, beginning, intermediate, or advanced classes small hotels and Japan within the geopolitics of northeastern based on in-country evaluation, including oral

Asia, and Mongolia’s development policies and proficiency testing. Language training starts im- Independent Study Project 4 weeks ASIA / THE PACIFIC attempts to address issues of rapid urbanization mediately after students arrive in Mongolia and Prerequisites None and growth. continues during field excursions.

Pastoralism and Natural Resource Research Methods and Ethics Management ANTH 3500 / 3 credits / 45 class hours architecture; revival of shamanism; symbols of ASIA 3020 / 3 credits / 45 class hours A course in the concepts of learning across collectivism and pastoralism in daily life; educa- This interdisciplinary course focuses on Mongolia’s cultures and from field experience. Introduc- tion policy since Soviet disintegration; the shagai nomadic population and the impact of political, tion to the Independent Study Project. Material tradition; traditional perceptions and modern EUROPE social, and economic transformations and national includes cross-cultural adaptation and skills practical use of Mongolian medicinal plants; pru- resource management policies on Mongolia’s building; project selection and refinement; dent natural resource management and regional social, cultural, and physical environments. appropriate methodologies; field study ethics politics; the Mongolians of Kazakh descent and Students study the traditions of Mongolia’s and the World Learning/SIT Human Subjects their place in modern Islam. nomadic communities and the challenges for this Review Policy; developing contacts and finding population as a result of Mongolia’s political trans- resources; developing skills in observation and formations and development policies. They also interviewing; working with an interpreter/transla- examine Mongolia’s attempt to create a national tor; gathering, organizing, and communicating resource management policy that balances conser- data; and maintaining a work journal. vation and traditional practices with the demands AMERICA LATIN of the mining industry and other modern business Independent Study Project and economic development opportunities. ISPR 3000 / 4 credits / 120 class hours Conducted in an approved location in Mongolia Educational Excursions appropriate to the project. Sample topic areas: The program includes visits to important nomadic organization in transition; the transi- Mongolian historical, religious, and natural sites tion from nomadic herder to urban wage-seeker; to complement the academic program and inter- cashmere trade and cultural interaction with disciplinary courses. Excursion locations typically China and Russia; Buddhist debate and monastic include Erdenet, Mongolia’s third-largest city; education; Buddhist painting, sculpture, and IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/MFRwww.sit.edu/SSA2011. 43 ASIA AND THE PACIFIC Nepal Tibet Autonomous Development and Social Change Region

Witness the challenges facing Nepal as it works to balance tradition and progress NEPAL

and negotiate economic, political, and social change during a very dynamic period Kathmandu Bhaktapur Bhutan in its history. Darjeeling

India

AFRICA, South of the Sahara the of South AFRICA, Bangladesh Coursework Coursework

Development and Social monuments such as Bhaktapur and Patan Indian Ocean Change Seminar Durbar Square and Museum. Students have ASIA 3000 / 3 credits / 45 class hours interactions with international NGOs, local An interdisciplinary course conducted in English NGOs, and many government ministry offices.

NORTH AFRICA / THE AFRICA NORTH with required readings and relevant educational In most semesters, the program makes a field excursions. The seminar examines historical and study excursion to the middle hills regions and/ Program Duration Fall/Spring 15 weeks or to the lowland tarai in Nepal. contemporary Nepal, and the social, political, Credits 16 cultural, environmental, and economic forces— both internal and global—that have shaped and Village Excursion Program Base Kathmandu

MIDDLE EAST Conditions permitting, the village excursion in- continue to define the country. Lecturers are Language Study Nepali volves several days of trekking in national parks drawn from academic institutions such as Trib- to remote village locations in the Himalayas. Homestay Kathmandu Valley, 6 weeks huvan University and the Fulbright Commission as well as from nongovernmental organizations Students live with rural families and often have Rural Visit/Homestay 6 days (NGOs) such as Ashoka and other international opportunities to visit sites of development Other Accommodations Guest houses or and local development agencies working in projects, such as micro-hydropower plants, and small hotels ASIA / THE PACIFIC / THE ASIA Nepal. to participate in local agricultural work and/or religious ceremonies. Independent Study Project 4 weeks Seminar topics typically include: Prerequisites None Nepali Life and Culture Intensive Language Study: Nepali Caste, ethnicity, and nationhood; democracy and NEPA 1500 / 6 credits / 90 class hours the monarchy; Nepal as a nation in transition; This course helps students develop a working urban-rural divides; economic mobilities; Hindu fluency in Nepali language with an emphasis Independent Study Project and Buddhist foundations; gender and identity; on speaking and comprehension skills through ISPR 3000 / 4 credits / 120 class hours trafficking; sacred landscapes; janjati people and classroom and field instruction, combined with Conducted in the Kathmandu Valley or, condi- the state; journalism and media; Nepal between practice in reading and writing the Devanagari tions permitting and with program approval, in other parts of Nepal. Sample topic areas: politi- EUROPE the Asian giants. script. Classes are taught two and one-half hours daily. Instructors are native speakers who have cal processes in evolving democracies; conflict Development Issues received training in language instruction from resolution and development; state formation Cultural ecology; parks and people; conserva- SIT and the Peace Corps. Instruction includes and power dynamics; ecotourism and its effect tion and conflict; the economics and history of a variety of interactive, communication-based on wildlife management; sacred geography; foreign aid; globalization and markets; social language teaching techniques that incorporate community forestry; migration and population entrepreneurship; community forestry; water cultural information into language learning. issues; ethnic politics; rural development and aid; resource management; tourism and local re- women’s health challenges. sources; educational challenges; wildlife diversity

LATIN AMERICA Field Methods and Ethics and management; governance and regulatory ANTH 3500 / 3 credits / 45 class hours frameworks; peace and justice discourses; refu- A course in the concepts of learning across gee issues; the challenge to fatalism; rethinking cultures and from field experience. Introduc- poverty; social capital and civil society; postcolo- tion to the Independent Study Project. Material nialism and development. includes cross-cultural adaptation and skills building; project selection and refinement; Educational Excursions appropriate methodologies; field study ethics Conditions permitting, students travel in small and the World Learning/SIT Human Subjects

IHP / COMPARATIVE IHP groups to various rural sites to interact with Review Policy; developing contacts and finding local ethnic communities and to examine key resources; developing skills in observation and development issues. The program visits many interviewing; gathering, organizing, and commu- Kathmandu Valley UNESCO World Heritage nicating data; and maintaining a work journal.

44 For Forthe the most most up-to-date up-to-date information information on thison this program, program, including including photos, photos, video, video, and and course course syllabi, syllabi, visit visit us online us online at www.sit.edu/SSA2011 at www.sit.edu/NPR. ASIA AND THE PACIFIC Nepal Tibet Autonomous Tibetan and Himalayan Peoples Region Lhasa Dharamsala Examine Tibetan and Himalayan politics, religion, and the pressing contemporary BHUTAN NEPAL issues facing communities in exile, particularly in the case of Tibet. Kathmandu Thimphu Delhi

INDIA Coursework

Indian Ocean Through thematic lectures and fieldwork, students Republic of China. Please note that high-altitude explore issues of cultural change and preservation, treks are usually included in excursions to relatively

[sub-]regional geopolitics, and religious revival. isolated rural mountain communities. AFRICA, South of the Sahara Students are challenged to consider the contem- porary and historic connections between diverse The Politics of Tibetan and Himalayan “landlinked” communities. Questions Himalayan Borders Program Duration Fall/Spring 15 weeks of self-identification and recognition, as well as of ASIA 3020 / 3 credits / 45 class hours Credits 16 diaspora, exile, and migration, are important topics This course traces Tibetan and Himalayan history for analysis in this program. from current political dynamics back to ancient times, Program Base Kathmandu providing a context of larger regional events and From the Nepal program base, students gain access Language Study Tibetan, plus Nepali processes. Students examine local political systems to a rich array of human and material academic such as the Tibetan Government in Exile and the Homestay Kathmandu, 6 weeks resources throughout the Kathmandu Valley and birth throes of the Nepalese constitution. Students 2 to 4 weeks, de- NORTH AFRICA / THE MIDDLE EAST beyond, learning with prominent Tibetan (and/or Rural Visit/Homestay examine the politics inherent in everyday life in an ex- pending on location Nepalese) Buddhist teachers and regional, ethnic, ile community, themes such as individual articulations and community political players and experts. Other Accommodations Guest houses, of identity, and the politics of language and religious hostels, educational institutions, and/or practice, including an analysis of current conditions in Religious Change in Tibet small hotels. The group may camp when Tibet. On the geopolitical scale, students investigate and the Himalaya trekking in the Himalayas. the significance of various Himalayan regions and ASIA 3010 / 3 credits / 45 class hours

the maneuvering between Asia’s giants, India and Independent Study Project 4 weeks ASIA / THE PACIFIC This course explores religious preferences China. Students reflect on and reconceptualize ideas among the diverse Himalayan populations. Prerequisites None of power, autonomy, authority, and vulnerability on Tibetan Buddhism is examined in relation to individual, group, and state levels. broader Tibetan civilization, including the realms of politics and ritual. The course goes beyond Intensive Language Study: Tibetan the typical exclusive focus on the Tibetan resources; developing skills in observation and TIBE 1000 / 3 credits / 45 class hours Buddhist aspects of Himalayan cultures and interviewing; gathering, organizing, and com- Beginning oral comprehension skills are empha- instead investigates a multitude of beliefs and municating data; maintaining a work journal; and

sized, along with basic literacy. Formal classroom EUROPE practices among diverse groups, e.g., other twentieth-century ethnography. instruction is daily during the program period in Buddhism(s) such as that of the Newars, the Kathmandu, with less formal instruction while on Independent Study Project sole surviving continuous tradition of Indian excursion. Optional Nepali language instruction ISPR 3000 / 4 credits / 120 class hours Buddhism; Indian tantra; Hinduism in the is always provided, since students often wish to Conducted in Tibetan and Himalayan communi- Kathmandu Valley; Islam in Tibet and South Asia; pursue Independent Study Projects in Nepali- ties in Nepal; in Dharamsala, India (where there and Bön and pre-Buddhist Himalayan traditions. speaking areas (much of the Himalayas including is an SIT program center and resident program Educational Excursions Sikkim/Darjeeling and Bhutan). assistant); or in another approved location appro- Program excursions enhance understanding of priate to the project (including Bhutan when the Tibetan civilization and Himalayan cultural Field Methods and Ethics semester’s excursion is to Bhutan). Sample topic

ANTH 3500 / 3 credits / 45 class hours AMERICA LATIN traditions and the refugee and exile experience. areas: the politics of language and education in A course in the concepts of learning across Varying from semester to semester, excursions Tibetan communities; reflections from former po- cultures and from field experience. Introduc- may include Tibetan communities (Pokhara, Solu litical prisoners; traditional Tibetan medicine; the tion to the Independent Study Project. Material Khumbu) and/or Himalayan peoples (Mustang, reemergence of the Bön tradition; Tibetan Mus- includes cross-cultural adaptation and skills Tsum, Yolmo) in Nepal; Ladakh, Spiti, Dharamsala, lims; the economics of the Tibetan carpet industry building; project selection and refinement; or Sikkim/Darjeeling in India; and/or the Kingdom in Nepal; critical thinking in Bhutan’s education appropriate methodologies; field study ethics of Bhutan. Unfortunately, for the time being it system; a case study of a traditional Buddhist col- and the World Learning/SIT Human Subjects is impossible for SIT or any US student group to lege; nuns and Tibetan female mystics; migration Review Policy; developing contacts and finding visit the Tibet Autonomous Region in the People’s and Tibetan exile settlements. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/NPTwww.sit.edu/SSA2011. 45 ASIA AND THE PACIFIC Samoa

Pacific Communities and Social Change SAMOA HAWAI‘I Examine the social, economic, and political impacts of and responses to westernization and globalization in the Pacific Islands. SAVAI‘I Apolima Apia Manono AFRICA, South of the Sahara the of South AFRICA, UPOLU Coursework Coursework Suva Pacific Ocean Lectures and discussions are conducted in analyze their own experiences and learning FIJI cooperation with the East West Center, the and to gather information needed to continue University of Hawai‘i’s Center for Pacific Studies further intensive study related to an issue of and Center for Hawaiian Studies; the National globalization and development in the form of an

NORTH AFRICA / THE AFRICA NORTH University of Samoa; the University of the South Independent Study Project. Field experiences Pacific both in Alafua, Samoa, and Suva, Fiji; and and assignments are structured to complement Program Duration Fall/Spring 15 weeks American Samoa Community College, with sup- the lectures and readings. Credits 16 port from additional local professionals. Educational Excursions Orientation Base East-West Center,

MIDDLE EAST Traditional Societies in Transition The program includes visits to cultural and Honolulu, Hawai‘i PACI 3010 / 3 credits / 45 class hours historic sites on the island of Oahu, Hawai‘i; a Program Base University of the South The course examines key aspects of traditional village stay in rural Upolu and visits to places of Pacific—Alafua Campus, Apia Pacific societies as well as the physical and interest in Samoa; a natural history excursion historical forces that have shaped the Pacific to the island of Savai‘i to examine the diversity Language Study Samoan Islands region at large. It focuses on culture of Samoa’s topography and ecology; and visits Homestays Upolu, 10 days; Fiji, 4 days; ASIA / THE PACIFIC / THE ASIA and the ways in which traditional societies to American Samoa and Fiji for comparative American Samoa, 4 days have adapted to the waves of development analyses of Pacific communities and traditions in Local university and change that have reached their shores. transition. Other Accommodations housing with Pacific Island housemates The course has components in Hawai‘i, Samoa, American Samoa, and Fiji. Intensive Language Study: Samoan Independent Study Project 4 weeks SAMO 1000 / 3 credits / 45 class hours The course explores the values of traditional Basic speaking and comprehension skills are Prerequisites None societies and the ways in which these values are acquired through classroom and field instruc- being challenged, adapted, and blended as sub- tion that emphasizes daily communication and sistence economies become cash economies. It through interactions with homestay families in social networking sites on Samoan youth; micro- encourages students to analyze their own expe- both Samoa and American Samoa. EUROPE riences and learning and provides information finance and the importance of social networks; the reality of poverty and hardship in Samoa; needed to continue further intensive study in Research Methods and Ethics perspectives on and threats to religious freedom; one aspect or issue of the culture in the form of ANTH 3500 / 3 credits / 45 class hours human rights in Samoa; the role of coconut an Independent Study Project. Field experiences This course in the concepts of learning across products in the Samoan economy; economic, and assignments are structured to complement cultures and from field experience prepares social, and environmental impacts of seawalls; lectures and readings. students for the Independent Study Project. media freedom in Samoa and young voters’ Material includes cross-cultural adaptation and understanding of democracy. Globalization and Contemporary Issues skills building; selecting and refining topics for the LATIN AMERICA PACI 3020 / 3 credits / 45 class hours Independent Study Project; choosing appropriate The course examines the social, economic, and fieldwork methodologies; developing contacts political impacts of westernization and globaliza- and finding resources; practicing observation tion on small island states and Pacific communi- and interviewing; gathering, organizing, and ties. Development, social change, and the future communicating data; maintaining a work journal; of Oceania are considered. and field study ethics and the World Learning/ The course looks at Pacific communities in vari- SIT Human Subjects Review Policy. ous stages of development with differing colonial Independent Study Project IHP / COMPARATIVE IHP histories and political structures. ISPR 3000 / 4 credits / 120 class hours The impact of development and its resulting is- Projects are conducted in appropriate sites in sues are illustrated in Hawai‘i, Samoa, American Samoa. Sample topic areas: sustainable agricul- Samoa, and Fiji. Students are encouraged to tural practices and food security; the impact of

46 ForFor the the most most up-to-date up-to-date information information on onthis this program, program, including including photos, photos, video, video, and and course course syllabi, syllabi, visit visit us onlineus online at www.sit.edu/SSA2011at www.sit.edu/WSR. ASIA AND THE PACIFIC

Vietnam China

Hanoi Culture, Social Change, and Development Myanmar Examine economic and social development in the cultural context of Vietnam, Laos one of Southeast Asia’s most dynamic and rapidly changing countries. VIETNAM

Hue Thailand

Cambodia Coursework Indian Ocean Ho Chi Minh City Lecturers are drawn from Vietnam National Uni- development, and urbanization and migration in versity; Can Tho University; Hoa Sen University; an era of globalization. the University of Economics in Ho Chi Minh AFRICA, South of the Sahara The course examines development ethics and City; and a variety of research institutes, govern- equity issues within the context of the country’s ment offices, and nongovernmental organiza- growing market economy and consumer class. tions (NGOs). Rapid economic development has come with Program Duration Fall/Spring 15 weeks Ethnicity, Gender, and Social Change sociopolitical changes as well as environmental Credits 16 costs. Students examine in detail the major ASIA 3010 / 3 credits / 45 class hours Program Base Ho Chi Minh City turning point in Vietnam’s development, the Doi This course explores social and cultural at- Moi “Renovation” economic reforms launched Language Study Vietnamese tributes of traditional Vietnam in order to trace in 1986, and the rapid growth in trade and invest- the history of the nation. Students follow the de- Homestay Ho Chi Minh City, 3 weeks ment since that time. velopment of three ancient civilizations that have Other Accommodations Guest houses, NORTH AFRICA / THE MIDDLE EAST existed in what is now present-day Vietnam: the Educational Excursions hostels, or small hotels Dai Viet in the north, the Cham ethnic minority The program provides the opportunity to study Independent Study Project 4 weeks on the central coast, and the Khmer in the south. and explore Vietnam’s cultural and natural The course then explores more recent dynamics heritage through visits to Sapa (on the Chinese Prerequisites None and trends, such as nineteenth- and twentieth- border), Hanoi, and ancient cities such as Hue century Vietnamese colonial experience and and Hoi An in Central Vietnam. Visits are also

national resistance as well as Vietnam’s socialist ASIA / THE PACIFIC made to rural villages and protected areas in the Independent Study Project revolution and national reunification. Mekong Delta and other parts of the country. ISPR 3000 / 4 credits / 120 class hours Some relevant community-volunteering projects This course explores some of the processes of Conducted in Ho Chi Minh City, Hanoi, or may be conducted based on specific local social change in Vietnam with a focus on specific another approved location appropriate to the contexts to meet students’ learning objectives. groups such as women and ethnic minorities. project. Sample topic areas: small and medium Students analyze gender relations and ethnic Intensive Language Study: Vietnamese entrepreneurship; gender roles in Vietnamese minority perspectives from a comparative stand- society; the impact of migration on urban life; point, in relation to both regional and global so- VIET 1000–3000 / 3 credits / 45 class hours

heritage site management and conservation; EUROPE Emphasis on speaking and comprehension skills cial and political change. Students examine the craft villages in transition; Vietnamese culinary through classroom and field instruction. Based governance of ethnic minority affairs and study arts; microcredit projects; poverty reduction and on in-country evaluation, including oral profi- the interactions of the dominant ethnic group, hunger eradication; Vietnamese culture viewed ciency testing, students are placed in beginning, the Kinh, and the indigenous ethnic minorities. through the media, literature, or popular music; intermediate, or advanced classes. Complemented by educational excursions, public health; memory of the French and students consider the development problems Field Methods and Ethics American wars; education and mysticism in faced by minority peoples and the challenge of ANTH 3500 / 3 credits / 45 class hours a modern socialist society. maintaining diverse traditions throughout the A course in the concepts of learning across process of nation building in Vietnam. cultures and from field experience. Introduction

to the Independent Study Project. Topics include AMERICA LATIN Economic Reform and Development cross-cultural adaptation and skills building; ASIA 3020 / 3 credits / 45 class hours project selection and refinement; identifying This course charts Vietnam’s transition from a appropriate research methodologies; field study centrally planned to a market-oriented econ- ethics and the World Learning/SIT Human omy. It focuses on the dynamics and tensions Subjects Review Policy; developing contacts and inherent in such fast economic growth. Issues finding resources; developing skills in observation discussed include the theoretical background and interviewing; gathering, organizing, and com- of economic development theory, strategies for municating data; and maintaining a work journal. poverty reduction and governance issues, rural IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/VNRwww.sit.edu/SSA2011. 47 EUROPE

CZECH REPUBLIC | Arts and Social Change 49 THE NETHERLANDS | International Perspectives on Sexuality and Gender 50 SERBIA, BOSNIA, AND KOSOVO | Peace and Conflict Studies in the Balkans 51 SWITZERLAND | Global Health and Development Policy 52 SWITZERLAND | International Studies and Multilateral Diplomacy 53

EUROPE Czech Republic Arts and Social Change

Create, analyze, and contextualize art in Prague. Study with a dynamic Germany POLAND community of visual, performing, and literary artists. Prague Krakow CZECH Tatra REPUBLIC Mountains SLOVAKIA

Austria Coursework Hungary

Czech History, Arts, and Civil Society I democracy and civil society following the end EURO 3000 / 3 credits / 45 class hours of communism. Emphasis is on the nexus of The course examines Czech history, society, and contemporary society, arts, and civic initiatives AFRICA, South of the Sahara national identity through visual and perform- through personal interviews with artists and civic ing arts, film, and literature. The course is built leaders about the social legacy of communism. It around the rich intersection of arts, politics, includes readings and roundtable discussions as Program Duration Fall/Spring 15 weeks and social change in Czech history and includes well as site visits to NGOs and arts centers. The Credits 16 required readings and lectures, film screenings, course runs parallel to Czech History, Arts, and performances, and site visits. Civil Society I. Program Base Prague Course topics typically include: Course topics typically include: Language Study Czech Czech History, Politics, and Society Democracy and Civil Society Homestay Prague, 8–12 weeks

The First Republic; the legacy of the Munich Civil society and the arts: definitions, principles, Rural Visit/Homestay Bohemia or NORTH AFRICA / THE MIDDLE EAST agreement; the 1968 Prague Spring and 1970s and frameworks; the origins and character of Moravia, 4 days Normalization period; Vaclav Havel and Charter totalitarianism; creation and structure of NGOs Small hotels, 77; the secret police; the 1989 Velvet Revolution; in a post-communist society; individual and col- Other Accommodations private homes, and arts and NGO centers social legacies of communism. lective civic creativity. Independent Study Project 4 weeks Czech Arts, Society, and Dissent Arts, Creativity, and Social Change Readings in Czech literature; the Sovietization of Creative civic initiatives for human and civil Prerequisites For visual arts, photography, ASIA / THE PACIFIC Czech culture and society; cultural resurgence rights; Czech humanitarian initiatives abroad; and dance studio work, background in the of the 1960s; dialectic of art and politics under multiculturalism in historical context; theater area of study is required. Students enroll- communism; how theater staged the Revolution; and social change. ing in creative writing must be majors or the creative legacy of underground culture and or minors in writing. For all students, previous dissent. survey courses in European history or Arts Studio arts history are recommended, but not Educational Excursions ARTS 2000/3000 / 3 credits / 45 class hours required. Excursions explore art and contemporary society A course geared toward students in the visual EUROPE in the Czech Republic and its neighboring and performing arts or literature, requiring in- Slavic countries. Students undertake a four-day dependent work in the visual arts, photography, study ethics and the World Learning/SIT Human regional stay with nongovernmental organiza- dance, or creative writing. Students work with Subjects Review Policy, and observation and tions (NGOs) in Moravia or Bohemia and visit professional artists, writers, and dance instruc- interviewing skills. the UNESCO-protected town of Ceský Krumlov. tors. The course runs parallel to Czech History, A longer excursion to Krakow, Poland, and the Arts, and Civil Society I. The course also introduces arts-based research mountain region of Central Slovakia allows a methods (narrative, poetic, dance, and visual Intensive Language Study: Czech comparative view of cultural projects in post- forms of inquiry, for example). CZEC 1000 / 3 credits / 45 class hours socialist Europe. The program also includes Emphasis on speaking and comprehension a stop at arts venues in the former north Independent Study Project skills through classroom and field instruction; AMERICA LATIN Sudetenland and Dresden. ISPR 3000 / 4 credits / 120 class hours introduction to basic concepts and principles of Conducted in Prague or in another approved Students enroll in either Czech History, Arts, Czech grammar. location in the Czech Republic, Poland, or Slovakia. and Civil Society II or Arts Studio. All other The Independent Study Project may comprise a courses are mandatory. Arts Field Study Seminar standard field-based research project, visual or ANTH 3500 / 3 credits / 45 class hours performing arts, or work with an NGO. Sample Czech History, Arts, and Civil Society II: A required course in qualitative research topic areas: alternative theaters in the Czech Creativity in Context methods focused on learning across cultures. regions; Czech underground music; the former EURO/ARTS 3005 / 3 credits / 45 class hours Topics include cross-cultural adaptation and skill Sudetenland today; Slovak weaving traditions. This course is an analysis of the development of building, project selection and refinement, field IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/CZR. 49 EUROPE The Netherlands

International Perspectives on Sexuality and Gender Amsterdam THE NETHERLANDS Examine the history, cultural norms, and political structures that help shape Utrecht

Belgium attitudes toward sexuality and gender from Dutch and international perspectives. Germany

France Czech Republic Portugal Spain

AFRICA, South of the Sahara AFRICA, North Atlantic Ocean Austria Coursework Rabat

MOROCCO Program lectures represent a range of dis- Educational Excursions Algeria Croatia ciplines, including sexology, women/gender Local excursions include visits to the Rutgers studies, LGBT studies, ethnic and migrant stud- World Population Foundation, the Dutch exper- ies, and anthropology, and include prominent tise center on sexuality and home to the largest

NORTH AFRICA / THE AFRICA NORTH academics, professionals, and activists. Lecturers archive dedicated to social-sexual research; the are drawn from institutions such as the Univer- HIVOS foundation; Atria Institute for Emancipa- Program Duration Fall/Spring 15 weeks sity of Amsterdam (UvA), University of Leiden, tion and Women’s History; International Gay and Credits 16 Zagreb the Rutgers/World Population Foundation, and Lesbian Information Center and Archive at the Movisie Netherlands Center for Social Develop- Program Base Amsterdam Amsterdam Public Library; and other organiza- Rabat MIDDLE EAST ment. Students also attend public lectures at tions working in the field of sexuality and gender. Language Study Dutch UvA presented by the Amsterdam Research A two-week excursion to Morocco provides HomestayMOROCC Amsterdam,O 12 weeks Center for Sexuality and Gender, the George students with the opportunity to explore issues Mosse Foundation, and UvA Pride. of Islam, gender, and sexuality in a modern Other Accommodations Hostels and Islamic nation. Students also learn about the role modest hotels Theory and Application of Feminist, of sexuality and religion in the construction of Independent Study Project 4 weeks ASIA / THE PACIFIC / THE ASIA Lesbigay, and Queer Studies identities in both the Netherlands and Morocco. GEND 3000 / 3 credits / 45 class hours Prerequisites Previous college-level The course presents an interdisciplinary look at Introduction to Dutch Language coursework or other preparation in selected topics in sexuality and gender. Topics DUTC 1000 / 3 credits / 45 class hours sexuality and/or gender studies, as include the LGBT (lesbian, gay, bisexual, and Emphasis on working knowledge of Dutch assessed by SIT. transgender) movements, feminism in the related to sexuality, gender, cross-cultural adap- Netherlands, sex education, sex work, marriage tations, and skills building. For example, students rights, and transgender issues. Coursework read a Dutch children’s book on sexuality while Sample projects include volunteering with an includes a guest lecture series where researchers, also learning vocabulary and basic grammar. international reproductive rights foundation or practitioners, and activists provide a broad range Students are placed in beginning classes. an African Caribbean sexual health organization.

EUROPE of perspectives on sexuality and gender in Dutch and international contexts. Research Methods and Ethics Independent Study Project ANTH 3500 / 3 credits / 45 class hours ISPR 3000 / 4 credits / 120 class hours Migration, Gender, and Sexuality This course provides students with the con- Conducted in Amsterdam or another approved GEND 3005 / 3 credits / 45 class hours ceptual and empirical tools for conducting field location appropriate to the project. Sample The course examines gender and sexuality in research in the Netherlands. Course content topic areas: negotiating Christianity and homo- the context of transnational subjectivities in the includes research methodology and ethics; topic sexuality; reproductive rights advocacy; queer Netherlands, focusing primarily on the more selection and refinement; appropriate method- spaces in Amsterdam; oral histories of female recent Islamic migrant communities from Turkey ologies; field study ethics; the World Learning/ LATIN AMERICA farmers; HIV risk factors and Muslim youth; and Morocco. The course explores how issues of SIT Human Subjects Review Policy; developing multicultural approaches to sex education; gender and sexuality impact the migrant experi- contacts and finding resources; developing skills Dutch-Moroccan women’s conceptions of ence; the perception of these migrant communi- in observation and interviewing; and gather- lingerie. ties by mainstream Dutch society; and Dutch ing, organizing, and communicating data. A political and everyday discourse on immigration cornerstone of the course is the oral history and assimilation. During a two-week excursion module, in which students learn how to collect to Morocco, students study the interaction personal narratives and process gathered data. between Islam, gender relations, and sexuality This course component is especially useful for

IHP / COMPARATIVE IHP from the context of one of the primary migrant- students incorporating life stories into their Inde- sending nations. pendent Study Project. In addition, each student engages in a community volunteer experience with a local organization throughout the course.

50 For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/NLR. EUROPE Serbia, Bosnia, and Kosovo Austria Hungary Peace and Conflict Studies in the Balkans Slovenia

Croatia Gain firsthand knowledge of peacebuilding, post-conflict transformation, Novi Sad and initiatives for human rights. Sanski Most Banja Luka Belgrade

Sarajevo BOSNIA- Srebrenica HERZEGOVINA SERBIA

Mostar Prishtina Montenegro Gracanica KOSOVO Coursework Prizren Adriatic Sea Macedonia Albania Lecturers are drawn from academic institutions and hyperinflation; political and social changes Italy such as the Faculty of Media and Communica- in Serbia after the fall of Milosevic; civil society tions at Singidunum University in Belgrade; and political activism; transitional justice and AFRICA, South of the Sahara University of Belgrade; Islamic Faculty in dealing with the past; responsibility as a political Sarajevo; the Center for Interdisciplinary Studies, category; LGBT and queer activism in Belgrade. University of Sarajevo; University of Prishtina; Program Duration Fall/Spring 15 weeks and local organizations such as the Center Kosovo: A Look from Serbia and from Kosovo Credits 16 for Peacebuilding in Sanski Most (Bosnia- Serbian and Albanian points of view of Kosovo Herzegovina), the Youth Initiative for Human after the war; majority-minority relations in Program Base Belgrade Kosovo; the role of international intervention in Rights (Serbia, Bosnia, and Kosovo), and Language Study Serbian/Bosnian/ Kosovo; Kosovo’s declaration of independence: Humanitarian Law Center (Serbia and Kosovo). Croatian challenges of state building.

The Breakup of Yugoslavia and the Homestay Belgrade, 7–11 weeks NORTH AFRICA / THE MIDDLE EAST Bosnia-Herzegovina Post-Dayton Wars of the 1990s Other Accommodations Guest houses or Postwar politics in Bosnia-Herzegovina (BiH): PEAC 3000 / 3 credits / 45 class hours small hotels the legacy of war crimes and ethnic cleansing; An interdisciplinary course conducted in English the challenges of peacebuilding, justice, and Independent Study Project 4 weeks with required readings and relevant educational reconciliation; role of the international site visits. The course introduces students to Prerequisites None community in postwar BiH; Islam in Bosnia the important theoretical frameworks needed and Southeast Europe. to examine the breakup of Yugoslavia and post- ASIA / THE PACIFIC conflict transformation in the Balkans. Main Peace and Conflict: Theory and Practice Balkans. In particular, it provides the means to frameworks include: peacebuilding/conflict in the Balkans identify and carry out an independent, four- transformation, transitional justice, and memory Comparative analysis, synthesis, and discussion; week, field-based research topic. Emphasis is studies. analyzing the presence of the Yugoslav past in placed on grappling with methodological and The course gives an introduction to the first the post-Yugoslav successor states; memory and ethical challenges in learning and researching kingdom of Yugoslavs and the creation of the denial; role of the international community; EU issues related to peace and conflict studies in Socialist Federalist Republic of Yugoslavia after accession and enlargement processes. the context of the Balkans. EUROPE World War II, and then examines the debates among scholars as to the reasons for the breakup Educational Excursions Independent Study Project The program incorporates educational excur- of Yugoslavia. Students consider the rise of ISPR 3000 / 4 credits / 120 class hours sions within Serbia and to Bosnia-Herzegovina ethno-nationalism in the 1990s and the transi- Conducted in an approved location appropriate and Kosovo. Excursion sites may include Novi tion from socialism that overlapped with to the project in Serbia, Bosnia-Herzegovina, or Sad, Sarajevo, Banja Luka, Sanski Most, Mostar, processes of war and conflict. Kosovo. Sample topic areas: Islam in Bosnia- Srebrenica, Prishtina, Gracanica, and Prizren. Herzegovina and in Kosovo; youth perceptions of Peace and Conflict Studies in Serbia, the International Criminal Tribunal for the former Intensive Language Study: Serbian I–III Bosnia-Herzegovina, and Kosovo Yugoslavia (ICTY); human rights and LGBT activ- SERB 1000–3000 / 3 credits / 45 class hours PEAC 3005 / 3 credits / 45 class hours ism in Serbia; dealing with the past; street art in Emphasis on speaking and comprehension skills AMERICA LATIN An interdisciplinary course conducted in English Belgrade; Turbofolk music in Sarajevo. through classroom and field instruction. Intro- with required readings and relevant educational duction to the Cyrillic script. Students are placed excursions. The course examines the aftermath Possible Community Volunteer Experience in beginning or intermediate classes based on of conflict and current efforts for post-conflict Students may have the opportunity to pursue in-country evaluation. transformation in the Balkans. community volunteer experiences that allow them to take more active roles in the issues they Course topics typically include: Research Methods and Ethics are researching. Sample community volunteer Serbia after Milosevic ANTH 3500 / 3 credits / 45 class hours experiences: Center for Peacebuilding in Sanski This course provides theoretical and practi- Introduction to Serbia in the 1990s: the lega- Most; Youth Initiative for Human Rights; cal tools for conducting field research in the

cies of war crimes, NATO bombing, sanctions, Kosovo 2.0 magazine. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/HRR. 51 EUROPE Switzerland Paris Germany

Global Health and Development Policy France Examine models of health systems and development policy in Geneva and the Bern Austria surrounding region, the world’s capital for international organizations dedicated SWITZERLAND to public health, social justice, and sustainable development. Lugano Nyon Geneva AFRICA, South of the Sahara AFRICA, Zurich Rabat Coursework Lucerne Italy

MOROCCO Lecturers for this program are drawn from insti- Educational Excursions tutions such as the World Health Organization; During excursions to Bern, Switzerland, and International Organization on Migration; Joint Rabat, Morocco, and field studies in Geneva and United Nations Programme on HIV/AIDS; vari- the surrounding region, students visit leading

NORTH AFRICA / THE AFRICA NORTH ous nongovernmental organizations (NGOs); regional, national, and international institutions and university hospitals in Geneva and Morocco. and meet with staff who address the complex Program Duration Fall/Spring 15 weeks issues of health and development. During excur- Credits 16 Perspectives on Global Health sions, students are exposed to various facets IPBH 3000 / 3 credits / 45 class hours of culture in French-speaking Switzerland and Program Base Nyon/Geneva

MIDDLE EAST The course examines the main components and discover the rich culture of Morocco. Language Study French current issues in the international public health arena, drawing on knowledge and perspectives Intensive Language Study: French Homestay Communities around Nyon, 12 from multiple disciplines including epidemiology, FREN 1000–3000 / 3 credits / 45 class hours weeks pharmacology, social sciences, and medicine. Emphasis on speaking and comprehension Other Accommodations Homestay in Principle concepts of public health are reviewed. skills through classroom and field instruction. Morocco

ASIA / THE PACIFIC / THE ASIA Students explore diverse health systems through Students are placed in small, intensive classes Independent Study Project 4 weeks which disparities in health services and disease based on in-country evaluation, including oral are illustrated in an international context. Im- proficiency testing. Prerequisites Previous college-level provements in global health and relevant modes coursework and/or other significant of intervention are explored through the exami- Research Methods and Ethics preparation in development studies; nation of current and emerging topics, including ANTH 3500 / 3 credits / 45 class hours public health; or the social, economic, and health in migrant populations, mental health, This course provides the theoretical, con- political sciences, as assessed by SIT. Prior epidemics management, access to medicine, ceptual, and practical tools for conducting field French language study not required. and health security. This course is interrelated research in Switzerland and Morocco. Students with the other courses of the program, ensuring learn about research methods and ethics, particularly in an intercultural context. Several EUROPE a dynamic and holistic approach to the study of global health and development. field experiences in Geneva and Morocco allow Independent Study Project students to apply and use the concepts learned ISPR 3000 / 4 credits / 120 class hours Development Policy and Health in class. Students strengthen interactive re- Conducted in Geneva/Nyon or another ap- IPBH 3005 / 3 credits / 45 class hours search skills and methods, conduct background proved location in Switzerland appropriate to the This course explores the relationship between research, develop contacts, improve skills in project. Sample topic areas: development and public health and international development. observation and interviewing, gather data, and health in complex emergencies; mental health in Beginning with the evolution of standard theo- maintain a fieldwork journal. Material includes migrant populations; migration and health; harm ries to modern concepts of development, the field study ethics and the World Learning/SIT reduction; the healthcare sector in humanitarian LATIN AMERICA course explores how public health and devel- Human Subjects Review Policy; the ethical relief; international, national, and regional re- opment are interrelated and interdependent. implications and consequences of observations, sponses to epidemics and pandemics; nutrition In particular, the course examines the major interviews, and field research are examined and and health; maternal health; water and health; determinants of health and the corresponding discussed throughout. The concepts and skills Millennium Development Goals. responses to health issues in developing coun- developed in the course underlie and reinforce tries as well as the impact of local and interna- all other program requirements and link directly tional policies on health in developing countries. to the Independent Study Project. Students The course also studies critical issues within may also take part in the program’s Embark for

IHP / COMPARATIVE IHP the health-development nexus, including water, Excellence initiative by carrying out a two- to sanitation, and nutrition. three-week part-time community volunteer experience with an NGO in Geneva.

52 For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/SZH. EUROPE Switzerland

International Studies and Multilateral Diplomacy Brussels BELGIUM Examine intergovernmental, supranational, and regional organizations’ Paris Germany strategies for and responses to current challenges in the international system. FRANCE Bern Austria SWITZERLAND Nyon Coursework Geneva

International Relations and development. It not only addresses national Italy Multilateral Diplomacy security strategies but also the roles of intergov- INTS 3000 / 3 credits / 45 class hours ernmental and regional organizations as well as AFRICA, South of the Sahara This course evaluates the evolving role of diplo- nongovernmental agencies to help prevent and macy in contemporary international relations. manage conflict and build peace. It examines traditional and nontraditional ap- Lectures, exercises, and assignments of the Program Duration Fall/Spring 15 weeks proaches to diplomacy, taking into consideration course focus on the following main themes: Credits 16 the strategies of both state and non-state actors international security cooperation; state and Program Base Geneva and international and regional organizations. A non-state actors’ strategies; geopolitics of natural major emphasis is put on the position of the UN resources; human security; security sector reform. Language Study French system and the European Union in a multilateral Homestay Villages around Nyon, 14 weeks diplomatic perspective. This course provides an Educational Excursions in-depth examination of the changing nature A five-day excursion to Paris and Brussels pro- Other Accommodations Hostels or small NORTH AFRICA / THE MIDDLE EAST of diplomacy. It considers the impact of the vides opportunities for students to visit leading hotels during study trips profound shifts in the concept of diplomacy national, supranational, and international institu- Independent Study Project 4 weeks affecting the contemporary international system tions and meet with staff who are wrestling with and evaluates how the practice of diplomacy can difficult issues of international security and de- Prerequisites Previous college-level be adapted to global, regional, and local levels. velopment. Students attend briefings organized coursework and/or other significant prepa- The course also examines the approaches of by French and Belgian research institutes and ration in international studies or a related economic, environmental, and humanitarian European experts and institutions. academic discipline such as political sci- ASIA / THE PACIFIC diplomacy. ence or prelaw, as assessed by SIT. Intensive Language Study: French Lectures, exercises, and assignments of the FREN 1000–3000 / 3 credits / 45 class hours course focus on the following main themes: Emphasis on speaking and comprehension diplomacy in the twenty-first century; the UN data. The concepts and skills developed in the skills through classroom instruction to provide system and multilateral diplomacy; the EU as course underlie and reinforce all other program broader access into the host culture and enable an actor in diplomacy; humanitarian diplomacy; requirements. The ethical implications and participation in daily social life. Students are consequences of field research are examined environmental diplomacy; economic diplomacy. EUROPE placed in intensive beginning, intermediate, or throughout. International Security, Peace, and advanced classes based on in-country evalua- tion, including oral proficiency testing. Stability Independent Study Project ISPR 3000 / 4 credits / 120 class hours INTS 3005 / 3 credits / 45 class hours Research Methods and Ethics The course addresses the evolving international Conducted in Geneva. Sample topic areas: ANTH 3500 / 3 credits / 45 class hours roles of international agencies in developing security environment within an interdisciplinary The course provides the theoretical, con- countries; peacebuilding and nation building; framework. Based on a comprehensive and multi- ceptual, and practical tools for conducting field new approaches to security; human rights and dimensional security approach, the course seeks research in Switzerland. Emphasis is placed on international humanitarian law; migrations, to facilitate a holistic understanding of evolving grappling with cultural differences and on re- refugees, and internally displaced persons; aid in international security challenges. The course cording, interpreting, and analyzing information AMERICA LATIN complex emergencies; economic diplomacy. examines conflict prevention strategies, from primary sources. The focus is to strengthen geopolitics of natural resources and non-state interactive research skills and methods, in both actors in conflict zones, and security sector traditional and nontraditional ways: explor- reform. This course provides a thorough back- ing cultural and professional environments, ground in international security studies. The conducting background research, developing multidimensional security approach takes into contacts and finding resources, developing account politico-military security and human skills in observation and interviewing, applying security, as well as the links between international field study ethics, and gathering and organizing stability and sound economic and sustainable IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/SZG. 53 LATIN AMERICA

ARGENTINA | Public Health in Urban Environments 55 ARGENTINA | Regional Integration, Development, and Social Change 56 ARGENTINA | Social Movements and Human Rights 57 BOLIVIA | Multiculturalism, Globalization, and Social Change 58 BRAZIL | Amazon Resource Management and Human Ecology 59 BRAZIL | Public Health, Race, and Human Rights 60 BRAZIL | Social Justice and Sustainable Development 61 CHILE | Comparative Education and Social Change 62 CHILE | Cultural Identity, Social Justice, and Community Development 63 CHILE | Political Systems and Economic Development 64 CHILE | Public Health, Traditional Medicine, and Community Empowerment 65 ECUADOR | Comparative Ecology and Conservation 66 ECUADOR | Development, Politics, and Languages 67 NICARAGUA | Youth Culture, Literacy, and Media 68 PANAMA | Tropical Ecology, Marine Ecosystems, and Biodiversity Conservation 69 PERU | Indigenous Peoples and Globalization 70 LATIN AMERICA Argentina Bolivia Paraguay Public Health in Urban Environments Brazil Tucumán Examine the realities of public health policy, the challenges of urban epidemiology, and the issues of healthcare equity in Buenos Aires— ARGENTINA La Quiaca one of Latin America’s largest cities. Mendoza Uruguay Buenos Aires Chile Neuquén Coursework Puerto Madryn Lecturers are drawn from universities such as sessions and educational visits are delivered by ISALUD University, Arturo Juaretche Na- local faculty, health practitioners, government tional University (AJNU), National University officials, and local community groups. AFRICA, the Sahara South of of Buenos Aires (UBA), National University of Tucumán (UNT), Aconcagua University in Men- Intensive Language Study: doza, and research centers such as the Center Spanish for the Health Sciences Program Duration Fall/Spring 15 weeks for Population Studies (CENEP) and the Center SPAN 2000–3000 / 3 credits / 45 class hours Credits 16 for the Study of State and Society (CEDES), as In this course, students hone their speaking, well as hospitals and health ministries. reading, and writing skills through classroom and Program Base Buenos Aires field instruction. They practice reading profes- Language Study Spanish Health Systems, Policies, and Programs sional health science literature as they learn the IPBH 3005 / 3 credits / 45 class hours formal terms and local expressions needed to Homestay Buenos Aires, 12 weeks In this seminar, students explore the emergence discuss health policy issues, to conduct field Other Accommodations Small hotels and AFRICA / THE MIDDLE EAST NORTH of healthcare systems and policies within research, and to interact in settings related to hostels Argentina’s broader social, political, and the program themes (such as clinics, community Independent Study Project 4 weeks economic history. Students examine healthcare associations, government offices, and so on). at different scales of analysis, comparing and Students are placed in small classes based on an Prerequisites Previous college-level contrasting national, provincial, and local health in-country evaluation that tests both written and coursework and/or other significant systems as well as private, public, and socialized oral proficiency. preparation in health sciences, political sci-

healthcare throughout the country. Students ence, anthropology, sociology, or develop- ASIA / THE PACIFIC investigate firsthand the disparities of health Public Health Research ment studies, as assessed by SIT. Three and equity as they research alternative policies Methods and Ethics recent semesters of college-level Spanish designed to reduce inequality. All coursework is IPBH 3500 / 3 credits / 45 class hours or equivalent and the ability to follow conducted in Spanish. In this research methods course designed to pre- coursework and assignments in Spanish, as pare students for the Independent Study Project, assessed by SIT. Epidemiology and Social students learn how to organize and conduct a Determinants of Health research project. Through lectures, readings,

IPBH 3000 / 3 credits / 45 class hours and field activities, students study and practice a EUROPE This interdisciplinary seminar focuses on range of methods appropriate for health-related parameters. The project integrates learning from Argentina’s epidemiological profile. Students research. They examine the ethical issues sur- the various components of the program and explore the relationship between urban environ- rounding field research related to health issues culminates in a final presentation and formal ments and the health of city residents. While and medicine and are guided through the World research paper. Sample topic areas: grassroots recent public health sector achievements have Learning/SIT Human Subjects Review process, advocacy and healthcare services; AIDS policy improved the living conditions of many urban which forms a core component of the course. By and care; public health consequences of envi- dwellers, great inequalities and inequities in the end of the course students will have chosen ronmental contamination; gender and repro- health still exist. Through readings, lectures, and a research topic, selected appropriate methods, ductive rights; challenges to achieving the UN educational site visits, students critically analyze and written a solid proposal for an Independent Millennium Development Goals in Argentina; contemporary health challenges as they relate to Study Project related to the program themes. All healthcare among immigrant populations. AMERICA LATIN epidemiology and social determinants of health. coursework is conducted in Spanish. All coursework is conducted in Spanish. Independent Study Project Educational Excursions ISPR 3000 / 4 credits / 120 class hours The program typically includes field excursions Conducted in Buenos Aires or in another ap- within the area of the city of Buenos Aires and proved location appropriate to the project, the municipalities in the Buenos Aires province, Independent Study Project offers students the as well as a one-week stay in Tucumán and opportunity to conduct field research on a topic Mendoza provinces. In each location, course of their choice within the program’s thematic IHP / COMPARATIVE

For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/ARH. 55 LATIN AMERICA Argentina

Regional Integration, Development, and Social Change PARAGUAY Chile Examine the social and economic development strategies of South America’s Asunción Iguazu Falls Southern Cone countries—Argentina, Brazil, Uruguay, and Paraguay. BRAZIL

ARGENTINA URUGUAY Porto Alegre Rosario AFRICA, South of the Sahara the of South AFRICA, Colonia Buenos Coursework Aires Montevideo

Lecturers are drawn from institutions such as Intensive Language Study: Spanish for Atlantic Ocean the Institute for Social and Economic Develop- Social Sciences and Development ment (Argentina) and the University of Rosario SPAN 2000–3000 / 3 credits / 45 class hours (Argentina). This course allows students to hone their speak-

NORTH AFRICA / THE AFRICA NORTH ing, reading, and writing skills through classroom Development and Social Change and field instruction. They practice reading pro- Program Duration Fall/Spring 15 weeks LACB 3005 / 3 credits / 45 class hours fessional social science literature as they learn Credits 16 In this seminar, students explore theories of both formal terms and local expressions needed development and models of social change from to discuss development issues, to conduct field Program Base Buenos Aires

MIDDLE EAST an interdisciplinary perspective. An emphasis research, and to interact in settings related to the Language Study Spanish is placed on comparing Argentina, Paraguay, program themes (such as nongovernmental or- Homestay Buenos Aires, 12 weeks Uruguay, and Brazil. In particular, students ganizations, grassroots associations, and so on). examine the expansion of the soy model in the Students are placed in small classes based on an Other Accommodations Small hotels and region, studying its benefits and potential risks in-country evaluation that tests both written and hostels in economic, environmental, and human arenas. oral proficiency. Independent Study Project 4 weeks ASIA / THE PACIFIC / THE ASIA Throughout the seminar, students are also in- quiring into marginalized and at-risk populations Research Methods and Ethics Prerequisites Previous college-level as they are affected by these development strat- ANTH 3500 / 3 credits / 45 class hours coursework and/or other significant egies (for example, unemployed workers, migrant In this research methods course designed to pre- preparation in sociology, political science, groups, indigenous communities, and women). pare students for the Independent Study Project, economics, or development studies, as All coursework is conducted in Spanish. students learn how to organize and conduct a assessed by SIT. Four recent semesters of research project. Through lectures, readings, college-level Spanish or equivalent and the Regional Integration and field activities, students study and practice ability to follow coursework and assign- LACB 3000 / 3 credits / 45 class hours basic social science methods. They examine the ments in Spanish, as assessed by SIT. This course provides students with a general ethical issues surrounding field research related overview of the integration process in the EUROPE to the program themes and are guided through MERCOSUR (Mercado Común del Cono Sur) the World Learning/SIT Human Subjects Review region. Students analyze the primary social, eco- process, which forms a core component of the Independent Study Project nomic, and political challenges associated with course. By the end of the course, students will ISPR 3000 / 4 credits / 120 class hours the integration efforts of MERCOSUR countries have chosen a research topic, selected appropri- Conducted in Buenos Aires or in another ap- and examine the role of the different institutions ate methods, and written a solid proposal for an proved location appropriate to the project, the and actors involved. This course is carried out Independent Study Project related to the program Independent Study Project offers students the in three different locations: Buenos Aires; Porto themes. All coursework is conducted in Spanish. opportunity to conduct field research on a topic Alegre, Brazil; and Montevideo, Uruguay. All of their choice within the program’s thematic LATIN AMERICA coursework is conducted in Spanish. parameters. The project integrates learning from the various components of the program and Educational Excursions culminates in a final presentation and formal The program typically includes educational visits in research paper. Sample topic areas: bilateral and outside the city of Buenos Aires, as well as an government-owned development projects; excursion to Asunción, Paraguay. Students immigration policy changes; development of also travel to Montevideo, Uruguay, to visit corporate social responsibility; women’s political the MERCOSUR headquarters and to Porto participation; changes in political participation;

IHP / COMPARATIVE IHP Alegre, Brazil, where Brazil’s leading role within eliminating child labor; sustainability of agricul- MERCOSUR is discussed. In each location, course tural export production; gender issues. sessions and educational visits are delivered by local faculty, development practitioners, government officials, and local community and labor groups.

56 For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/ARD. LATIN AMERICA

Argentina Bolivia La Quiaca Social Movements and Human Rights Jujuy Paraguay Brazil Salta Study Argentina’s diverse social movements and the country’s history of struggle to guarantee its diverse populations’ human rights.

ARGENTINA Uruguay Buenos Aires Chile Coursework San Martin de Los Andes Bariloche

Lecturers are drawn from institutions such as Educational Excursions the Center for the Study of State and Society As a part of both seminars, students travel to (CEDES) and the National University of Salta. northwestern Argentina and the Bolivian border, AFRICA, the Sahara South of as well as to Patagonia, where they spend time History and Human Rights in Argentina in Bariloche and take part in a rural homestay LACB 3005 / 3 credits / 45 class hours in a Mapuche indigenous community. Both Program Duration Fall/Spring 15 weeks This course introduces students to Argentina’s excursions emphasize various social struggles Credits 16 long struggle to guarantee its diverse popula- in relation to gender, peasant, indigenous, and tions’ human rights, defined broadly to include environmental rights. At each site, lectures are Program Base Buenos Aires cultural, civil, political, and other rights. Students delivered by university faculty, development and Language Study Spanish study the history of Argentina’s dictatorship, human rights practitioners, government officials, Homestay Buenos Aires, 6 weeks state terrorism, and the Dirty War, focusing on and local development workers. the rampant abuses of human rights and the Rural Visits/Homestays Peasant com- AFRICA / THE MIDDLE EAST NORTH case of Argentina’s desaparecidos (the disap- Intensive Language Study: Spanish for munity in the north of Argentina and an peared). They then examine the present Inter- Social Sciences indigenous community in the south national System of Human Rights Protection and SPAN 2000–3000 / 3 credits / 45 class hours Other Accommodations Small hotels and the use of legislation as a tool for social trans- In this course, students hone their speaking, hostels formation as human rights issues are continually reading, and writing skills through classroom and redefined in Argentina. Students also analyze field instruction. They practice reading profes- Independent Study Project 4 weeks the themes of memory and memorialization. All sional social science literature as they learn the Prerequisites Previous college-level ASIA / THE PACIFIC coursework is conducted in Spanish. terms and expressions needed to discuss human coursework and/or other significant prepa- rights and social movement issues, to conduct ration in social work, political economy, Social Movements and Human field research, and to interact in settings related development studies, or Latin American Rights in Argentina to the program themes. Students are placed in studies, as assessed by SIT. Three recent LACB 3000 / 3 credits / 45 class hours small classes based on an in-country evaluation semesters of college-level Spanish or In this second seminar, students focus on social that tests both written and oral proficiency. equivalent and the ability to follow course- movements that have emerged as Argentines work in Spanish, as assessed by SIT. demand human rights and protest a range of Research Methods and Ethics EUROPE sociopolitical inequities and injustices. Students ANTH 3500 / 3 credits / 45 class hours analyze social movements from the 1990s to the In this research methods course designed to pre- present, focusing on both political and social pare students for the Independent Study Project, Independent Study Project contexts, and asking who has been included or students learn how to organize and conduct a ISPR 3000 / 4 credits / 120 class hours excluded from these efforts. They consider the research project. Through lectures, readings, Conducted in Buenos Aires or in another ap- challenges faced by these movements at the lo- and field activities, students study and practice proved location appropriate to the project, the cal, national, and international levels. The course basic social science methods. They examine the Independent Study Project offers students the includes both a theoretical component and case ethical issues surrounding field research related opportunity to conduct field research on a topic studies that allow students to apply the concepts to human rights and other program themes of their choice within the program’s thematic to actual issues. By the end of the seminar, stu- and are guided through the World Learning/ parameters. The project integrates learning from AMERICA LATIN dents are able to identify and analyze the ways SIT Human Subjects Review process, which the various components of the program and in which Argentine scholars address and frame forms a core component of the course. By the culminates in a final presentation and formal re- questions of human rights and social justice end of the course students will have chosen a search paper. Sample topic areas: labor rights; and to assess new models of community-based research topic, selected appropriate methods, rights of migrants; issues of identity; women’s social, political, and economic organization. All and written a solid proposal for an Independent rights; LGBTQ rights; indigenous rights and com- coursework is conducted in Spanish. Study Project related to the program themes. All munity; the memory and memorialization; art as coursework is conducted in Spanish. a tool for social transformation; children’s rights. IHP / COMPARATIVE

For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/ARR. 57 LATIN AMERICA Bolivia Multiculturalism, Globalization, and Social Change Explore how concepts of development and cultural identity are being creatively Brazil

redefined in Bolivia, a country with 36 ethnic groups and the first indigenous Peru

president in South America. Lake BOLIVIA Titicaca La Paz Cochabamba AFRICA, South of the Sahara the of South AFRICA, Santa Cruz Campo Sucre Grande Coursework Pacific Ocean Paraguay

The program draws lecturers from a wide range of the largest indigenous city in Latin America. Fre- Chile Argentina sites. Lecturers include intellectuals from institu- quent locations incorporated into the program tions such as the Democracy Center, Centro de include La Paz, Lake Titicaca, Tiwanaku, and Estudios Superiores Universitarios at the Univer- Santa Cruz, although specific sites vary from

NORTH AFRICA / THE AFRICA NORTH sidad Mayor de San Simón, as well as leaders of semester to semester. Juyjuy social movements and local nongovernmental Intensive Language Study: Spanish for Program Duration Fall/Spring 15 weeks organizations such as Mujeres Creando and the the Social Sciences Credits 16 Andean Information Network. SPAN 2000–3000 / 3 credits / 45 class hours Program Base Cochabamba This course allows students to hone their speak- MIDDLE EAST Historical and Contemporary Social Language Study Spanish, plus Quechua Change in Bolivia ing, reading, and writing skills through classroom and field instruction. They read a wide range of LACB 3000 / 3 credits / 45 class hours Homestay Cochabamba, 6 weeks intellectual work as they learn the formal terms Bolivia boasts some of the most well-organized Rural Visit/Homestay 5 days with either and local expressions needed to conduct field social movements in Latin America. This inter- Aymara families on the shores of Lake research, to discuss sociocultural issues, and disciplinary course allows students to examine Titicaca or with Quechua families in the to interact in settings related to the program ASIA / THE PACIFIC / THE ASIA the history of decolonization and contemporary Cochabamba Valley themes. Students are placed in small classes struggles. Topics include indigenous resistance based on an in-country evaluation that tests Other Accommodations Hostels, private to colonization; the 1952 revolution and agrarian both written and oral proficiency. Advanced homes, or small hotels reform; the 2000 water and 2003 gas rebellions; students have the option of studying Bolivian Bolivian feminist movements. Students examine a Independent Study Project 4 weeks literature or Quechua in lieu of Spanish. range of movements calling for social change and Prerequisites Three recent semesters of consider how these efforts overlap, diverge, and Research Methods and Ethics college-level Spanish or equivalent and the collectively say something about Bolivia’s future ANTH 3500 / 3 credits / 45 class hours ability to follow coursework in Spanish, as trajectory. All coursework is conducted in Spanish. In this research methods course designed to pre- assessed by SIT. pare students for the Independent Study Project,

EUROPE Multiculturalism and students learn how to organize and conduct a Globalization in Bolivia research project in traditional and nontraditional LACB 3005 / 3 credits / 45 class hours learning from the various components of the formats. Through lectures, readings, and field In the second seminar, students inquire into program and culminates in a final presentation and activities, students study and practice a range of the interplay between multiculturalism/plural- formal research paper. In Bolivia, students have the methods. They examine the ethical issues sur- ism and globalization. With 36 ethnic groups unique option of producing a documentary film or rounding field research and are guided through the and the largest indigenous population in Latin writing and publishing a trilingual (Quechua/ World Learning/SIT Human Subjects Review pro- America, Bolivia provides a unique site in which Spanish/English) children’s book on a topic of their cess, which forms a core component of the course. to consider these issues. Students examine choice as a part of the research experience. Sample LATIN AMERICA By the end of the course, students will have chosen Andean and Amazonian worldviews and ask how topic areas: Past students have developed children’s a research topic, selected appropriate methods, indigenous communities are reclaiming their books focused on ethno-development and cultural and written a solid proposal for an Independent cultural identities as they creatively respond to change and the struggle over land rights in indig- Study Project related to the program’s themes. All the pressures of an increasingly globalized world enous communities; films focused on migration and coursework is conducted in Spanish. through grassroots movements. All coursework family survival strategies and the effects of global warming on glaciers in the Andes; and miscella- is conducted in Spanish. Independent Study Project neous projects focused on the role of women in civil ISPR 3000 / 4 credits / 120 class hours Educational Excursions society, the integration of traditional and Western Conducted at any approved and appropriate loca-

IHP / COMPARATIVE IHP In order to study the program themes from medicine, and the application of educational reform. tion in Bolivia, the Independent Study Project offers multiple angles and interact with a range of students the opportunity to conduct field research indigenous groups, students spend extensive on a topic of their choice within the program’s the- time outside Cochabamba. They travel to the matic parameters. The project integrates tropical lowlands; the Andes altiplano; and El Alto,

58 For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/BLR. LATIN AMERICA

Venezuela Brazil Suriname Guyana French Guiana Marajó Island Amazon Resource Management and Human Ecology Atlantic Ocean Belém Manaus Explore natural resource management and human ecology in diverse Santarém Jacundá Marabá settings across the Amazon River Basin. Amazon River

BRAZIL

Coursework Bolivia

Lecturers are drawn from local institutions Educational Excursions Paraguay located in Belém, Santarém, and other program Excursion sites may vary according to semester sites including Universidade Federal do Pará logistics and site conditions, but students on this AFRICA, the Sahara South of (UFPa), the Instituto Nacional de Pesquisas da program generally visit Curuçá, Zona Bragantina, Amazônia (INPA), and the Instituto do Homem the Trombetas River system, Juruti, Santarém, e do Meio Ambiente na Amazônia (Imazon), Altamira, Tucuruí, Jacundá, Marabá, and Program Duration Fall/Spring 15 weeks among others. Parauapebas to visit NGOs, listen to lectures, Credits 16 and conduct a range of field activities. Students Natural and Human Ecology also visit a rural caboclo community to learn how Program Base Belém in the Amazon the community maintains its livelihood from Language Study Portuguese ENVI 3005 / 3 credits / 45 hours traditional resource extraction. An interdisciplinary course conducted in English Homestay Belém, 4 weeks and Portuguese (interpretation provided), this Intensive Language Study: Portuguese Rural Visits/Homestays Caboclo com- AFRICA / THE MIDDLE EAST NORTH seminar surveys the principle ecosystems of the for the Natural Sciences munity, 3–4 days; Colonos community, Brazilian Amazon and the human populations PORT 1000–3000 / 3 credits / 45 hours usually with Landless Workers Movement that impact the natural resource base in the In this course, students hone their speaking, (MST), 3–4 days region. Students conduct field exercises in diverse reading, and writing skills through classroom and Other Accommodations Small hotels and ecosystems, from coastal mangroves to the Terra field instruction. They begin to read professional a short stay on a riverboat Firme dry land forests in the interior of the Ama- scientific literature as they learn the formal

zon. Course topics typically include a historical terms and local expressions needed to discuss Independent Study Project 4 weeks ASIA / THE PACIFIC overview; the realities of diverse inhabitants of environmental issues, to conduct field research, Prerequisites Previous college-level the region; biophysical geography and regional and to interact in settings related to the program coursework and/or other preparation in en- ecosystems; and forest fragmentation and suc- themes. Students are placed in small classes vironmental studies, ecology, development cession dynamics. Students analyze the relation- based on an in-country evaluation that tests studies, or other related fields is strongly ship between the human and natural components both written and oral proficiency. recommended but not required. Although of the Amazon region. there is no language prerequisite, a back- Environmental Research ground in Portuguese, Spanish, or another Resource Management and Methods and Ethics EUROPE Romance language is recommended. Socio-environmental Conflicts ENVI 3500 / 3 credits / 45 hours in the Amazon In this research methods course designed to pre- ENVI 3000 / 3 credits / 45 hours pare students for the Independent Study Project, In this seminar, students examine the current students learn how to organize and conduct a re- Independent Study Project environmental conflicts of the Brazilian Amazon. search project. Through lectures, readings, and field ISPR 3000 / 4 credits / 120 class hours Course topics typically include economics of tropi- activities, students study and practice both qualita- Conducted in Belém or in another approved loca- cal deforestation, conservation units, government tive and quantitative methods related to environ- tion appropriate to the project, the Independent policies, roles of nongovernmental organizations, in- mental data collection and analysis. They examine Study Project offers students the opportunity to ternational perspectives, environmental economics, the ethical issues surrounding field research related conduct field research on a topic of their choice agriculture and agribusiness, agroforestry, resource to the program themes and are guided through the within the program’s thematic parameters. The AMERICA LATIN extraction, hydroelectricity and energy produc- World Learning/SIT Human Subjects Review pro- project integrates learning from the various compo- tion, non-timber forest products, ecotourism, land cess, which forms a core component of the course. nents of the program and culminates in a final pre- distribution and conflicts, and the Landless Workers By the end of the course students will have chosen sentation and formal research paper. Sample topic Movement (MST). The course includes lectures in a research topic, selected appropriate methods, areas: land use; water management, aquaculture, English and Portuguese (interpretation provided) and written a solid proposal for an Independent and fishing; agroecology; environmental policy; and emphasizes direct field exercises. Study Project related to the program’s environmen- mining; alternative energy resources; alternative tal themes. This course is conducted in English and farming practices; ecotourism; informal market Portuguese (with interpretation). economics; waste management; management of conservation units; sustainable hunting practices. IHP / COMPARATIVE

For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/BRA. 59 LATIN AMERICA

Brazil Suriname Guyana French Public Health, Race, and Human Rights Guiana Investigate healthcare realities, policy, and delivery systems among disadvantaged groups in the Brazilian state of Bahia. Amazon River Remanso BRAZIL Cachoeira/ Santo Amaro Chapada Salvador

AFRICA, South of the Sahara the of South AFRICA, Itacaré Ilha de Maré Ilhéus Coursework Bolivia

Lecturers typically include physicians and Educational Excursions Paraguay nurses; government health officials; sociologists, Destinations include Ilha de Maré, where stu- anthropologists, and professionals at multilateral dents visit a quilombo community. Short trips agencies; and Candomblé healers. may include visits to public health services at

NORTH AFRICA / THE AFRICA NORTH the federal, state, and municipal levels; visits to Public Health and Race in Brazil health centers in rural areas; and visits to Afro- Program Duration Fall/Spring 15 weeks IPBH 3000 / 3 credits / 45 class hours Brazilian religious centers. The program has four Credits 16 The course focuses on public healthcare issues rural visits, in Cachoeira, Ilha de Maré, Ilhéus, as well as community welfare policies and reali- and Remanso (Lençóis). Program Base Salvador

MIDDLE EAST ties. Students examine the Brazilian national Language Study Portuguese healthcare system along with alternative health- Intensive Language Study: care practices, focusing more specifically on the Portuguese for the Health Sciences Homestay Salvador, 7 weeks northeast region of Brazil. Students observe first- PORT 1000–3000 / 3 credits / 45 class hours Rural Visits/Homestays Ilha de Maré, hand the functioning of the healthcare system at In this course, students build their speaking, 1 day; Cachoeira, 4 days; Ilhéus, 7 days; the local level. They critically engage the Brazil- reading, and writing skills through classroom Lençóis/Remanso, 7 days

ASIA / THE PACIFIC / THE ASIA ian model for public health, the Sistema Único and field instruction. They learn the terms and Other Accommodations Hostels, private de Saúde, and analyze key Brazilian national expressions needed to conduct field research, homes, or small hotels health programs. to discuss health-related topics, and to interact 3–4 weeks Students also study health concepts and practices in settings connected to the program’s themes. Independent Study Project used by Afro-Brazilian groups, considering the Students are placed in small classes based on an Prerequisites None, although a back- connection between healing and spiritual beliefs in-country evaluation that tests both written and ground in Portuguese, Spanish, or another and examining how this plays out in alternative oral proficiency. Romance language is highly recommended. treatments for a range of illnesses including psy- Public Health Research chiatric/mental health issues. Finally, students ex- Methods and Ethics plore issues of economics and access as they relate

EUROPE IPBH 3500 / 3 credits / 45 class hours to both state-sponsored and alternative methods Independent Study Project In this research methods course designed to pre- of health treatment. This course is conducted in ISPR 3000 / 4 credits / 120 class hours pare students for the Independent Study Project, English and Portuguese (with interpretation). Conducted in Salvador, elsewhere in the state students learn how to organize and conduct a of Bahia, or in another approved location in the research project. Through lectures, readings, Human Rights and Healthcare in Brazil Brazilian northeast appropriate to the project, and field activities, students study and practice a IPBH 3005 / 3 credits / 45 class hours the Independent Study Project offers students range of methods appropriate for health-related The United Nations decrees that quality health- the opportunity to conduct field research on research. They examine the ethical issues sur- care is a human right. In this seminar, students a topic of their choice within the program’s rounding field research related to health issues LATIN AMERICA examine how access to this right is gained or thematic parameters. The project integrates and medicine and are guided through the World not gained among diverse Brazilian populations, learning from the various components of the Learning/SIT Human Subjects Review process, focusing in particular on the African descendant program and culminates in a final presentation which forms a core component of the course. By population and indigenous people as two of the and formal research paper. Sample topic areas: the end of the course students will have chosen nation’s most clearly marginalized groups. After the health of adolescent mothers and their a research topic, selected appropriate methods, studying racial, religious, and regional diversity in offspring; Afro-Brazilian health issues; factors and written a solid proposal for an Independent Brazil, students explore how social determinants affecting well-being in a quilombo community; Study Project related to the program themes. affect the health of Brazil’s diverse populace. They healing in the Candomblé tradition; drug and The course is conducted in English and Portu- examine Brazil’s health profile and learn how to alcohol rehabilitation programs in Salvador and IHP / COMPARATIVE IHP guese (with interpretation). analyze the economic, structural, and ideological rural areas; Brazilian AIDS policy; empowerment determinants of public health planning and prac- of women. tices in Brazil. The course is conducted in English and Portuguese (with interpretation).

60 For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/BRH. LATIN AMERICA

French Brazil Suriname Guiana Guyana Social Justice and Sustainable Development Amapá

Examine the vast human and environmental challenges confronting northeast São Luis Fortaleza Brazil’s populations and the impact of social inequities on economic growth. Amazon River Recife

BRAZIL Cachoeira Salvador Coursework Bolivia

Lecturers are drawn from institutions such as the Excursion sites typically include one other loca- Paraguay Instituto Brasil/Estados Unidos/Ceará, the State tion in the northeast of Brazil such as Recife, University of Bahia, and the Federal University Salvador, Amapa, or São Luis. Students also AFRICA, the Sahara South of of Ceará. visit a rural settlement to learn about agrarian reform laws and struggles for more democratic Social Justice and Public Policy in Brazil structures of land tenure. Program Duration Fall/Spring 15 weeks LACB 3000 / 3 credits / 45 class hours This core seminar invites students to examine Intensive Language Study: Portuguese Credits 16 the social, political, and economic forces shaping for Social and Development Studies Program Base Fortaleza development patterns in northeastern Brazil. PORT 1000–3000 / 3 credits / 45 class hours Language Study Portuguese Students explore the political history of the re- In this course, students hone their speaking, gion, analyzing social movements and the struc- reading, and writing skills through classroom and Homestay Fortaleza, 7 weeks tural roots of poverty. They then consider the field instruction. They practice reading profes- Rural Visit/Homestay Landless Workers AFRICA / THE MIDDLE EAST NORTH area’s economic history and contemporary reali- sional social science literature as they learn the Movement (MST) community, 2–4 days ties, studying land tenure issues, the impact of formal terms and local expressions needed to Other Accommodations Hostels, private urbanization and the favelas, the plight of street discuss social issues, to conduct field research, homes, and/or small hotels children, and the Landless Workers’ Movement. and to interact in settings related to the program A final cluster of lectures introduces students to themes (such as clinics, community associations, Independent Study Project 4 weeks the African diaspora in northeastern Brazil. This government offices, and so on). Students are Prerequisites One semester of Portuguese interdisciplinary seminar is conducted in English ASIA / THE PACIFIC placed in small classes based on an in-country or two semesters of a college-level Ro- and Portuguese (with interpretation). evaluation that tests both written and oral pro- mance language other than Portuguese. ficiency. Special arrangements are available for Race, Gender, and Sustainable advanced speakers of Portuguese. Development in Brazil LACB 3005 / 3 credits / 45 class hours Research Methods and Ethics Independent Study Project In the second seminar, students explore the ANTH 3500 / 3 credits / 45 class hours ISPR 3000 / 4 credits / 120 class hours historical and present struggles of Afro-Brazilians In this research methods course designed to pre- Conducted in Fortaleza or in another ap- in much more depth, paying particular attention pare students for the Independent Study Project, proved location appropriate to the project, the EUROPE to issues of gender and sustainability. Through students learn how to organize and conduct a Independent Study Project offers students the lectures, site visits, and discussions, students research project. Through lectures, readings, opportunity to conduct field research on a topic analyze communities’ efforts to dismantle a and field activities, students study and practice of their choice within the program’s thematic complex and violent system of discriminatory a range of social science methods appropriate parameters. The project integrates learning from and exclusionary practices. Particular attention for researching the program’s main themes. They the various components of the program and is dedicated to the historical construction of examine the ethical issues surrounding field culminates in a final presentation and formal Afro-descendant identity, the influence of Afro- research related to social justice and sustainable research paper. Sample topic areas: agrarian descendant social and political movements, and development concerns and are guided through reform in the state of Ceará and the northeast; recent governmental affirmative action initiatives the World Learning/SIT Human Subjects Review urbanization and economic development; urban to address racial discrimination and exclusion. process, which forms a core component of the social movements; aspects of Afro-Brazilian AMERICA LATIN Emphasis is also placed on efforts to achieve course. By the end of the course students will culture; migratory trends and demographic sustainable human relationships, and students have chosen a research topic, selected appropri- impact; changing role of women; economic and inquire into women’s role in these processes. ate methods, and written a solid proposal for social plight of favela dwellers; culture and racial an Independent Study Project related to the identity in northeastern Brazil; nongovernmental Educational Excursions program themes. Coursework is conducted in organizations and community organizations; Through educational excursions within the state English and Portuguese (with interpretation). issues of cultural identity; alternative healing of Ceará, students learn about northeastern practices; religion and culture; class issues; social Brazil’s diverse urban and rural communities and action among youth; rights of the elderly. compare regional responses to social injustice. IHP / COMPARATIVE

For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/BRR. 61 LATIN AMERICA

Bolivia Chile Pacific Ocean Brazil Comparative Education and Social Change Paraguay Study educational policies and pedagogies in Chile and Argentina, exploring CHILE Argentina the relationship between education, society, and diversity in both countries. ARGENTINA

Valparaíso Uruguay Santiago Buenos Aires

AFRICA, South of the Sahara the of South AFRICA, Temuco Coursework

Lecturers are drawn from institutions such shorter trips to Valparaíso and outlying areas as Universidad Alberto Hurtado Research of greater Santiago. Of particular interest is the Centre, the Chilean Teachers’ Federation, visit to the Madres de la Plaza de Mayo, the main and Argentina’s Ministry of Education. human rights organization in Argentina, as well

NORTH AFRICA / THE AFRICA NORTH as the excursion to Chapod, a Mapuche commu- Education Quality and Equity: nity in the south of Chile. Program Duration Fall/Spring 15 weeks Tensions and Proposals Credits 16 LACB 3000 / 3 credits / 45 class hours Intensive Language Study: Spanish for In this first seminar, students examine the Social Sciences and Education Program Base Santiago

MIDDLE EAST Chilean educational system in the context of SPAN 2000–3000 / 3 credits / 45 class hours Language Study Spanish global changes. In particular, they study the In this course, students hone their speaking, relationship between education and society in reading, and writing skills through classroom Homestays Santiago, 5 weeks; Buenos Chile and the current crisis in education. Course and field instruction. They practice reading Aires, 2 weeks topics include educational equity policies and educational literature as they learn the formal Rural Visit/Homestay Mapuche commu- the impact on social indicators; education and terms and local expressions needed to discuss nity, 1 week

ASIA / THE PACIFIC / THE ASIA human rights: gender, sexuality, religion, and educational policy, to conduct field research, Other Accommodations Small hotels ideology; special education and its challenges; and to interact in settings related to the program rural education; and university reform. All themes and excursion destinations. Students are Independent Study Project 4 weeks coursework is conducted in Spanish. placed in small classes based on an in-country Prerequisites Previous college-level evaluation that tests both written and oral coursework in education, Latin American Bilingual Intercultural Education and proficiency. studies, or development studies. Three re- Popular Education cent semesters of college-level Spanish or LACB 3005 / 3 credits / 45 class hours Research Methods and Ethics equivalent and the ability to follow course- The second seminar introduces a compara- ANTH 3500 / 3 credits / 45 class hours work in Spanish, as assessed by SIT. tive focus by having students examine both the In this research methods course designed to prepare students for the Independent Study EUROPE Chilean and Argentine educational systems. The course focuses on intercultural education, Project, students learn how to organize and the role of ethnicity and diversity in educational conduct a research project. Through lectures, opportunity to conduct field research on a topic practices, and bilingual education in both readings, and field activities, students study and of their choice within the program’s thematic nations. Students examine the particular case of practice basic social science and educational parameters. The project integrates learning Mapuche communities in Chile. As a second research methods. They examine the ethical from the various components of the program major theme, students also consider popular issues surrounding field research related to and culminates in a final presentation and education models, reading Freire and others, working with schools, children, and marginal- formal research paper. Students may choose relating these models to social movements. ized groups, and are guided through the World LATIN AMERICA to incorporate a guided practicum experience In both areas—the intercultural and the popu- Learning/SIT Human Subjects Review process, into the project as well. Sample topic areas: lar—students critically examine the tensions which forms a core component of the course. By identity issues and intercultural education in among the different actors in the educational the end of the course students will have chosen rural Mapuche schools; education and cultural system: students, teachers, and the government. a research topic, selected appropriate methods, identity through children’s arts expressions; Similarly, through both intercultural and popular and written a solid proposal for an Independent structural aspects of education; English language education themes, students discuss issues of eq- Study Project related to the program themes. All practicum; the Penguin revolution and its effects; uity, human rights, and educational policies with coursework is conducted in Spanish. school reentry in Buenos Aires; ethnicity in child reference to the current legislative framework. care in slum areas of Buenos Aires; gender roles IHP / COMPARATIVE IHP All coursework is conducted in Spanish. Independent Study Project ISPR 3000 / 4 credits / 120 class hours in schools; national identity in students; human Educational Excursions Conducted in Buenos Aires or in another ap- rights; popular education and social change. The program includes visits to Buenos Aires, proved location appropriate to the project, the Argentina, and Temuco, Chile. There are also Independent Study Project offers students the

62 For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/CIK. Arica LATIN AMERICA

Tacna Chile Putre Bolivia Brazil

Cultural Identity, Social Justice, and Community Development Paraguay Pacific Ocean Explore Chile’s recent political and social history and discover how Chileans are working to reconcile with the past while struggling to create a more equitable CHILE Argentina and culturally inclusive society. Argentina Valparaíso Uruguay Santiago

Temuco Coursework Concepción

Lecturers are drawn from institutions such as Educational Excursions Universidad de Chile, Universidad de Valparaíso, The program incorporates short excursions to Universidad ARCIS, the HUMANAS feminist points of interest in Valparaíso and Santiago. A AFRICA, the Sahara South of organization, and ECO-Comunicaciones. Aca- longer, 13-day excursion focused on Mapuche demic courses are taught at Universidad Santa indigenous people allows students to travel to María in Valparaíso. the region of Araucanía in southern Chile. Program Duration Fall/Spring 15 weeks

Culture and Society in Intensive Language Study: Spanish for Credits 16 Contemporary Chile Social and Cultural Studies Program Base Valparaíso LACB 3000 / 3 credits / 45 class hours SPAN 2000–4000 / 3 credits / 45 class hours Language Study Spanish This course introduces students to societal In this course, students hone their speaking, and cultural changes in Chile by reviewing the reading, and writing skills through classroom and Homestay Valparaíso / Viña del Mar, 7 military dictatorship and the post-dictatorial po- field instruction. They practice reading cultural weeks AFRICA / THE MIDDLE EAST NORTH litical order. Students analyze both old and new studies literature as they learn the theoretical Rural Visit/Homestay Mapuche commu- forms of subjectivity and sociocultural practice, terms and local expressions needed to discuss nity, 13 days which have emerged as a consequence of and in sociocultural issues, to conduct field research, Other Accommodations Hostels, private response to hegemonic political and economic and to interact in settings related to the program homes, or small hotels discourses. Students analyze cultural values and themes. Students are placed in small classes antagonisms, considering issues of exclusion and based on an in-country evaluation that tests Independent Study Project 4 weeks

marginalization in terms of class, gender, sexual- ASIA / THE PACIFIC both written and oral proficiency. Prerequisites Previous college-level ity, youth, and ethnicity. Students also consider coursework in the social sciences, sociol- Research Methods and Ethics the cultural influence and impact of political ogy, anthropology, gender, and/or cultural ANTH 3500 / 3 credits / 45 class hours violence in the production of subjectivity and studies. Three recent semesters of college- In this research methods course designed to pre- culture during the dictatorship. All coursework is level Spanish or the equivalent and the pare students for the Independent Study Project, conducted in Spanish. ability to follow coursework in Spanish, as students learn how to organize and conduct a assessed by SIT. Socioeconomic Development in Chile research project. Through lectures, readings,

LACB 3005 / 3 credits / 45 class hours and field activities, students study and practice EUROPE Chile has undergone a number of drastic and basic social science methods. They examine the diverse economic and political changes since the ethical issues surrounding field research related parameters. The project integrates learning military coup of 1973. After the end of dictator- to the program themes and are guided through from the various components of the program ship in 1989, economic growth and political the World Learning/SIT Human Subjects Review and culminates in a final presentation and formal stability in Chile were hailed by the international process, which forms a core component of the research paper. Sample topic areas: memory business community and economic agencies as course. By the end of the course, students will and political violence; social movements; gender a model to follow for the rest of Latin America have chosen a research topic, selected appropri- and sexuality; indigenous beliefs and culture; and the world. In this course, students critically ate methods, and written a solid proposal for migration and ethnic minorities; youth culture, question this process by looking at the impact an Independent Study Project related to the political parties, and processes; social class and the Chilean political system and the neoliberal program themes. All coursework is conducted community; youth culture, art, music, and AMERICA LATIN model of economic development have had on in Spanish. cultural production. the standards of living and quality of life of most Chileans. The course addresses political issues Independent Study Project related to human rights violations, the character ISPR 3000 / 4 credits / 120 class hours of the political constitution, labor relations in Conducted in Valparaíso or in another ap- Chile, and the institutional continuities and dis- proved location appropriate to the project, the continuities between dictatorship and democ- Independent Study Project offers students the racy. All coursework is conducted in Spanish. opportunity to conduct field research on a topic of their choice within the program’s thematic IHP / COMPARATIVE

For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/CIR. 63 LATIN AMERICA

Bolivia Chile Pacific Ocean Brazil Political Systems and Economic Development Calama Paraguay Antofagasta Explore the political and economic dynamics shaping 21st-century Chile, investigating how the country has evolved from dictatorship to democracy CHILE Argentina Argentina and evaluating its label as an “economic miracle.” Valparaíso Uruguay Santiago Concepción AFRICA, South of the Sahara the of South AFRICA, Coursework

Lecturers are drawn from institutions such as Concepción. Lectures and discussions are held the Universidad de Santiago, Centro de Estudios with local faculty, industrial representatives, Nacionales de Desarrollo Alternativo, the Uni- labor and community leaders, and government versidad Católica del Norte, and the Universidad representatives.

NORTH AFRICA / THE AFRICA NORTH de Concepción. Intensive Language Study: Spanish for Program Duration Fall/Spring 15 weeks Political Systems and Modern-Day Social and Economic Studies Credits 16 Identities SPAN 2000–3000 / 3 credits / 45 class hours LACB 3000 / 3 credits / 45 class hours This course allows students to hone their speak- Program Base Santiago

MIDDLE EAST This interdisciplinary seminar is organized ing, reading, and writing skills through classroom Language Study Spanish around the claim that Chile has one of the and field instruction. They practice reading highest standards of democratic governance in socioeconomic literature as they learn the Homestay Santiago, 5 weeks Latin America. Students evaluate the veracity of formal terms and local expressions needed to Rural Visit/Homestay Valle de Elicura this claim by analyzing the historical roots and discuss economics and politics, to conduct field (Mapuche region), 5 days current structure of Chile’s political system. After research, and to interact in settings related to the Other Accommodations Hostels and ASIA / THE PACIFIC / THE ASIA studying the historical context and the effects of program themes. Students are placed in small small hotels the dictatorship and Chile’s transition to democ- classes based on an in-country evaluation that racy, students examine the current system, ques- tests both written and oral proficiency. Independent Study Project 4 weeks tioning the limits of electoral democracy and Previous college-level Research Methods and Ethics Prerequisites the authoritarian legacy in the current political coursework in economics, political ANTH 3500 / 3 credits / 45 class hours and economic model. In particular, they study economy, and/or development studies, as In this research methods course designed to pre- the influence of formal and informal institutions assessed by SIT. Three recent semesters of pare students for the Independent Study Project, and the emergence of social movements as they college-level Spanish or equivalent and the students learn how to organize and conduct a impact Chile’s current identity. All coursework is ability to follow coursework in Spanish, as research project. Through lectures, readings, conducted in Spanish. assessed by SIT. and field activities, students study and practice EUROPE Economic Development and Social basic social science methods. They examine the Inequality in Chile ethical issues surrounding field research related LACB 3005 / 3 credits / 45 class hours to the program themes and are guided through research paper. Sample topic areas: foreign In the second seminar, students focus on Chile’s the World Learning/SIT Human Subjects Review investment and export production; role of ship- recent economic changes and development. process, which forms a core component of the ping and transport in the export-led economic Students examine Chile’s “economic miracle” course. By the end of the course students will model; Latin American dependency in a new and the consolidation of the Chilean neoliberal have chosen a research topic, selected appropri- light; gender relations and households in the new economic system. They also study the trans- ate methods, and written a solid proposal for an LATIN AMERICA global economy; poverty, income distribution, nationalization of the Chilean economy. From Independent Study Project related to the program and changing patterns of labor participation; a critical standpoint, they explore the validity themes. All coursework is conducted in Spanish. indigenous societies and global capitalism; US of the country’s reputation as a “success story” foreign policy and the Chilean economic model; Independent Study Project within Latin America. All coursework is con- media ownership concentration; women’s repro- ISPR 3000 / 4 credits / 120 class hours ducted in Spanish. ductive rights in Chile. Conducted in Santiago or in another ap- Educational Excursions proved location appropriate to the project, the The program includes visits to businesses, Independent Study Project offers students the

IHP / COMPARATIVE IHP human rights organizations, and political opportunity to conduct field research on a topic institutions in or near the Santiago region, as of their choice within the program’s thematic well as field trips to the world’s largest copper- parameters. The project integrates learning from producing region near Antofagasta, and the the various components of the program and forestry and energy-producing region near culminates in a final presentation and formal

64 For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/CIG. LATIN AMERICA

PERU Bolivia Chile Tacna Putre Arica Public Health, Traditional Medicine, and Community Empowerment Brazil Pacific Ocean Paraguay Gain unique insight into healthcare policies, politics, and delivery as well as traditional medicinal practices in Chilean communities.

CHILE Argentina Argentina

Uruguay Santiago

Coursework Temuco Nueva Imperial Concepción Lecturers are drawn from institutions such as visiting Mapuche communities and health centers in Universidad de Tarapacá, Jorge Basadre University the Mapuche indigenous territory in southern Chile. (Peru), the Indigenous Health System in the Putre AFRICA, the Sahara South of and Temuco regions, the Nueva Imperial Hospital, Intensive Language Study: public health centers, and national and local Spanish for the Health Sciences government bodies. Additional lecturers include SPAN 2000–3000 / 3 credits / 45 class hours Program Duration Fall/Spring 15 weeks herbalists and intercultural medicine practitioners. In this course, students hone their speaking, 16 reading, and writing skills through classroom and Credits Public Health in Chile field instruction. They practice reading profes- Program Base Arica IPBH 3000 / 3 credits / 45 class hours sional health science literature as they learn the Language Study Spanish Through this interdisciplinary seminar, students formal terms and local expressions needed to examine theoretical and practical approaches to discuss health policy issues, to conduct field Homestay Arica, 8 weeks healthcare delivery in Chilean communities that research, and to interact in settings related to the Rural Visits Arica, Azapa, and Lluta val- AFRICA / THE MIDDLE EAST NORTH include both urban and rural contexts. Students program themes (such as clinics and community leys; Putre Province; Temuco region and explore the relationship between public health, health centers). Students are placed in small surrounding villages; Tacna, Peru social justice, and community welfare; reproduc- classes based on an in-country evaluation that Other Accommodations Hostels, private tive and sexual health; HIV/AIDS; mental health tests both written and oral proficiency. homes, or small hotels issues; dental health; and differences between national and private health systems. All course- Public Health Research Independent Study Project 4 weeks

work is conducted in Spanish. Methods and Ethics ASIA / THE PACIFIC Prerequisites Previous college-level IPBH 3500 / 3 credits / 45 class hours coursework in public health, development Traditional Medicine and In this research methods course designed to pre- studies, community or social sciences, or Community Health pare students for the Independent Study Project, other related fields. At least four recent IPBH 3005 / 3 credits / 45 class hours students learn how to organize and conduct a semesters of college-level Spanish or In this second seminar, students learn about tra­ research project. Through lectures, readings, equivalent and the ability to follow course- ditional healthcare in Chile and analyze the role and field activities, students study and practice work in Spanish, as assessed by SIT. of these practices in overall community health. a range of methods appropriate for researching

The course focuses on the Mapuche and Aymara health topics. They examine the ethical issues EUROPE peoples in particular. Students explore these surrounding field research related to public indigenous conceptualizations of health and heal- health issues and are guided through the World the program’s thematic parameters. The project ing, the connection between healing and spiritual Learning/SIT Human Subjects Review process, integrates learning from the various components beliefs, and indigenous cosmovisions. They study which forms a core component of the course. By of the program and culminates in a final presen- the practices associated with these understandings, the end of the course, students will have chosen tation and formal research paper. Students may examining approaches to mental health issues and a research topic, selected appropriate methods, choose to incorporate a guided practicum ex- sicknesses of different types. They also analyze and written a solid proposal for an Independent perience into the project as well. Sample topic issues related to indigenous people’s access to Study Project related to public health, traditional areas: women’s health; community outreach; healthcare and ask how these traditional practices medicine, and community empowerment in drug and alcohol treatment; traditional and are viewed in Chilean society. All coursework is Chile. All coursework is conducted in Spanish. intercultural health; Chilean health policy; AIDS AMERICA LATIN conducted in Spanish. treatment promotion and prevention policies; Independent Study Project indigenous health practices; epidemiology. Educational Excursions ISPR 3000 / 4 credits / 120 class hours Excursions typically include visits to public and Conducted in Arica, Santiago, Valparaíso, private health services throughout Arica and sur- Temuco, or other approved locations appropri- rounding valleys; a health center serving vulnerable ate to the project, the Independent Study Proj- populations in Tacna, Peru; and the rural area of ect offers students the opportunity to conduct Putre in northern Chile. Longer excursions include field research on a topic of their choice within IHP / COMPARATIVE

For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/CIH. 65 LATIN AMERICA Ecuador Costa Rica Panama Comparative Ecology and Conservation Explore tropical ecosystems and the complexities of conservation efforts in Ecuador, one of the most biodiverse countries in the world. Colombia

ECUADOR Quito AFRICA, South of the Sahara the of South AFRICA, Galápagos Coursework Islands

Pacific Ocean Peru Lecturers are drawn from Universidad San Fran- Educational Excursions cisco de Quito, the Tiputini Biodiversity Station, Students participate in three weeklong excur- the Eco-Minga Foundation, Aves & Conserva- sions and several day trips throughout the ción Foundation, the Sumak Allpa Foundation, semester to learn about Ecuador’s unique

NORTH AFRICA / THE AFRICA NORTH the Fundación Acción Ecológica, and local ecosystems, flora, and fauna. Students spend nongovernmental organizations. time in the Ecuadorian Amazon, in a cloud forest Program Duration Fall/Spring 15 weeks reserve, in the páramo, in the Andean highlands, Credits 16 Comparative Tropical Ecology and on the Galápagos Islands, among other ENVI 3005 / 3 credits / 45 class hours destinations. Program Base Quito

MIDDLE EAST Through a comparative approach, students Language Study Spanish explore the ecology of each of Ecuador’s three Intensive Language Study: distinct ecological regions: the Andes, the Spanish for the Natural Sciences Homestay Quito, 8 weeks Amazon, and the Galápagos Islands. In each SPAN 2000–3000 / 3 credits / 45 class hours Rural Visits/Homestays 3–4 day rural area, students analyze major plant and animal In this course, students hone their speaking, homestays on the Galápagos Island of adaptations, the uses of natural resources, and reading, and writing skills through classroom Isabela and in the Intag Cloud Forest

ASIA / THE PACIFIC / THE ASIA current environmental issues. During the field and field instruction. They practice reading Other Accommodations Hostels, field trips, students apply biological and ecological professional scientific literature as they learn the camps, reserve lodges, and boats techniques such as quadrants and transects, formal terms and local expressions needed to engage in biological monitoring for plants discuss environmental and conservation issues, Independent Study Project 4 weeks and animals, and learn to conduct popula- to conduct field research, and to interact in insti- Prerequisites Previous college-level tion studies, water and soils analysis, and other tutional and community settings related to the coursework and/or significant preparation techniques. As part of the course, students visit program themes. Students are placed in small in environmental studies, ecology, biology, several sites, including Galápagos National classes based on an in-country evaluation that or related fields, as assessed by SIT. Four Park, Los Cedros Cloud Forest Reserve, tests both written and oral proficiency. recent semesters of college-level Span- Yunguilla Community, and La Hesperia Reserve. ish or equivalent and the ability to follow

EUROPE Environmental Research All coursework is conducted in Spanish. coursework in Spanish, as assessed by SIT. Methods and Ethics Conservation and Sustainability ENVI 3500 / 3 credits / 45 class hours Practices in Ecuador In this research methods course designed to pre- ENVI 3000 / 3 credits / 45 class hours pare students for the Independent Study Project, Conducted in Spanish, the course focuses on students learn how to organize and conduct a re- Independent Study Project ISPR 3000 / 4 credits / 120 class hours the environmental challenges and threats that search project. Through lectures, readings, and field Conducted in approved locations around Ecuador currently faces. In particular, students activities, students analyze and practice a range of Ecuador, the Independent Study Project of- analyze both private and governmental policies methods appropriate for ecological research includ- LATIN AMERICA fers students the opportunity to conduct field and natural resource management issues in the ing quadrants and transects; biotic sampling; fauna research on a topic of their choice within the context of national and global development and flora identification; animal behavior; and soil, program’s thematic parameters. The project pressures. Students also analyze specific social water, and climate investigation. Students also ex- integrates learning from the various components and economic concerns related to conserva- amine the ethical issues surrounding field research of the program and culminates in a final presen- tion challenges. Students develop semester- related to ecology and are guided through the tation and formal research paper. Sample topic long field-based projects related to a range of World Learning/SIT Human Subjects Review pro- areas: flora or fauna monitoring for conservation conservation and sustainability topics, such as cess, which forms a core component of the course. purposes; biodiversity studies and population as- Ecuadorian nongovernmental organizations, By the end of the course, students will have chosen

IHP / COMPARATIVE IHP sessments; environmentally friendly agriculture; alternative energies, and carbon sequestration, a research topic, selected appropriate methods, and soil or water studies; geology related to ecology among others. written a solid proposal for an Independent Study and conservation; community conservation Project related to the program’s focus on ecology. projects; protected area management; impact of All coursework is conducted in Spanish. development on local communities.

66 For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/ECE. LATIN AMERICA Ecuador Costa Rica Panama Development, Politics, and Languages Study the evolving relationship between political power, development, and language in Ecuador, as the country’s multilingual and multiethnic populations strive for social change. Colombia

ECUADOR Quito Coursework Guayaquil

Pacific Ocean Peru Lecturers are drawn from institutions such as Advanced Readings on Universidad San Francisco de Quito, Facul- Contemporary Ecuador tad Latinoamericana de Ciencias Sociales SPAN 2000–4000 / 3 credits / 45 class hours AFRICA, the Sahara South of (FLACSO), Universidad Andina Simón Bolívar, In this course, students refine their Spanish Universidad Intercultural Amawtay Wasi, and language skills while furthering their cultural Universidad Politécnica Salesiana. knowledge by engaging with a series of academic Program Duration Fall/Spring 15 weeks readings on contemporary Ecuador. The course Credits 16 Paradigms of Development and deepens students’ contact with intellectual work Political Discourse in Ecuador produced in Spanish and in Ecuador. Students Program Base Quito LACB 3005 / 3 credits / 45 class hours take an ungraded placement exam to determine Language Study Spanish and Quichua This seminar provides students with a broad the appropriate class placement. The outgo- Homestays Los Chillos, 4 weeks; Quito, 3 introduction to the core themes of the program. ing exam includes both a written and an oral weeks AFRICA / THE MIDDLE EAST NORTH It offers an overview of Ecuadorian history and component. politics, introduces the concept of political Other Accommodations Hostels, guest OR discourse as an object of study, and examines houses, or small hotels the relationship between the language(s) of Beginning Quichua Independent Study Project 4 weeks political power and development in this country. QUEC 1000 / 3 credits / 45 class hours Students construct a nuanced understanding of In this beginning Quichua course, students con- Prerequisites Four recent semesters of how different groups in Ecuador have used lan- struct basic language skills while furthering their college-level Spanish or equivalent and the guage to instill, reinforce, subvert, and reinvent contact with Quichua-speaking communities ability to follow coursework in Spanish, as ASIA / THE PACIFIC power relationships over time as the country and their exploration of the relationship between assessed by SIT. strives to develop. All coursework is conducted language and culture within Ecuador. The in Spanish. outgoing exam includes a written and an oral component. This course is intended to comple- written a solid proposal for an Independent Languages in Contact: Spanish, ment and expand upon the set of introductory Study Project related to the program’s themes. Quichua, and Other Languages lessons in Quichua provided in the Languages in All coursework is conducted in Spanish. in Ecuador Contact course.

LACB 3000 / 3 credits / 45 class hours EUROPE Independent Study Project In the second seminar, students explore the Research Methods and Ethics: ISPR 3000 / 4 credits / 120 class hours encounter between Spanish and Ecuador’s Approaches to Political and Conducted in Quito or in another approved indigenous languages from the colonial era to the Linguistic Analysis location in Ecuador appropriate to the project, present. From cultural and linguistic perspec- ANTH 3500 / 3 credits / 45 class hours the Independent Study Project offers students tives, they study the particularities of Ecuadorian In this research methods course designed to pre- the opportunity to conduct field research on a Spanish, the politics of bilingual education, indig- pare students for the Independent Study Project, topic of their choice within the program’s broad enous languages currently in danger of extinc- students learn how to organize and conduct a concerns with power, politics, language, and tion, and other themes. As part of this seminar, research project. Through lectures, readings, development. The project integrates learning students also take a set of introductory lessons in and field activities, students study and practice from the various components of the program Quichua. All coursework is conducted in Spanish. a range of methods related to studying develop- AMERICA LATIN and culminates in a final presentation and ment, language, power, and political discourse. formal research paper. Sample topic areas: Educational Excursions They examine the ethical issues surrounding linguistic landscape of Quito; political perspec- The program incorporates short excursions to field research related to the program themes tives on endangered languages; the discourse of points of interest in Quito and other areas of and are guided through the World Learning/SIT development in Ecuador; bilingual intercultural Ecuador. Students participate in a rural home- Human Subjects Review process, which forms education; social communication, micropolitics, stay in Los Chillos near Quito and also travel a core component of the course. By the end of and activism. to Guayaquil, the Coast, the Northern Andean the course, students will have chosen a research Region, and an Amazonian community as part of topic, selected appropriate methods, and their coursework. IHP / COMPARATIVE

For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/ECR. 67 United States LATIN AMERICA

The Bahamas Nicaragua Gulf of Mexico Havana CUBA

Youth Culture, Literacy, and Media Caribbean Sea

Honduras Explore Nicaragua a generation after the revolution and investigate Jamaica

Tegucigalpa how young people are creatively advocating for change. Gain comparative El Salvador

perspectives on literacy and youth issues during an excursion to Cuba. Estelí Matagalpa Caribbean Sea León NICARAGUA AFRICA, South of the Sahara the of South AFRICA, Managua Lago de Coursework Granada Nicaragua Bluefields

Pacific Ocean Lecturers include academics from the Universi- academic), interact with youth in different con- dad Centroamericana, the Universidad Nacional texts, and participate in lectures and discussions Costa Rica Autónoma de Nicaragua, and the University of about these issues. All coursework is conducted the Autonomous Regions of the Caribbean Coast in Spanish.

NORTH AFRICA / THE AFRICA NORTH of Nicaragua (URACCAN), as well as nongovern- mental organization leaders, activists, and writers. Educational Excursions Program Duration Fall/Spring 15 weeks The program incorporates short excursions to Rewriting Nicaragua: Literacies, points of interest and visits to nongovernmental Credits 16 Rights, and Social Change organizations in Managua. Students also travel Program Base Managua

MIDDLE EAST to the Solentiname arts community and to the LACB 3000 / 3 credits / 45 class hours Language Study Spanish This interdisciplinary seminar provides an Caribbean Coast where they visit indigenous and overview of Nicaraguan realities before and since Afro-Nicaraguan communities. Students take a Homestay Managua, 7 weeks the revolution. Students analyze the literacy cam- longer excursion to Cuba for a comparative look Rural Visits/Homestays Agricultural paigns of the revolution as a point of origin for the at literacy and youth issues from historical and cooperative in Matagalpa expansion of awareness of basic rights (human current perspectives. Other Accommodations Hostels, private ASIA / THE PACIFIC / THE ASIA rights, access to education and healthcare, sexual homes, or small hotels and religious freedoms, etc.) and as a backdrop Experiments in Writing to current demands for both information and SPAN 2000–4000 / 3 credits / 45 class hours Independent Study Project 4 weeks In this decidedly nontraditional Spanish course, expression. How did these earlier movements set Four recent semesters of students refine and expand their expressive ca- Prerequisites the stage for the next generation’s own call for college-level Spanish or equivalent and the pacity in Spanish through a wide range of reading social change and expanded freedoms? Through ability to follow coursework in Spanish, as and writing activities. Students study Nicaraguan lectures, readings, site visits, and excursions, assessed by SIT. students gain knowledge and critical perspec- literature, participate in writing workshops (often tives on post-revolutionary Nicaragua, which with community members), and learn to write in core component of the course. By the end of the provides them with a framework in which to study different styles, genres, and registers (e.g., rural/ urban and slang/academic). They turn these course, students will have chosen a research topic, EUROPE contemporary youth culture and expression. All selected appropriate methods, and written a solid coursework is conducted in Spanish. conversations and drafts into polished pieces of both individual and collaborative writing. proposal for an Independent Study Project related Re-imagining Nicaragua: Youth Students are placed in small classes based on an to youth culture and varying types of expression. Culture, Media, and Expression in-country evaluation that tests both written and All coursework is conducted in Spanish. LACB 3005 / 3 credits / 45 class hours oral proficiency. In this second seminar, students explore Independent Study Project ISPR 3000 / 4 credits / 120 class hours Nicaragua’s youth culture. They question whom Research Methods and Ethics: Youth, Conducted in Managua or other approved the term youth refers to and how understand- Arts-Based Inquiry, Digital Media LATIN AMERICA locations appropriate to the project, the ings of adolescence and early adulthood have ANTH 3500 / 3 credits / 45 class hours Independent Study Project offers students the evolved. Is there a parallel to the Millennial In this research methods course designed to pre- opportunity to conduct field research on a topic generation in Nicaragua? Can we really speak pare students for the Independent Study Project, of their choice within the program’s thematic of a global youth culture in less than equitable students learn how to organize and conduct a parameters. The project integrates learning from situations? How, in what spaces and genres, and research project. Through lectures, readings, and the various components of the program and to whom are today’s young people in Nicaragua field activities, students study and practice a range culminates in a final presentation and formal expressing themselves? What are the themes of qualitative, digital, and arts-based methods research paper. Sample topic areas: youth and they want to discuss? How do gender, class, and appropriate for researching the program’s themes. radio; tweets and texts in Nicaragua; art and IHP / COMPARATIVE IHP ethnicity intersect with these desires? How does They examine the ethical issues surrounding field protest over two generations; sexual literacy higher education enter (or not enter) into these research related to working with youth and with and expression in Managua; poetry, politics, and efforts? How will this generation leave a mark and more public digital media forms, and they are gender; higher education and identity among be heard? Students read work from a range of guided through the World Learning/SIT indigenous students. disciplines and sources (governmental, popular, Human Subjects Review process, which forms a

68 For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/NUR. LATIN AMERICA Panama Tropical Ecology, Marine Ecosystems, and Biodiversity Conservation Caribbean Sea Experience one of the world’s most ecologically diverse countries. Explore the criti- EARTH cal environmental and social issues affecting its preservation. University Bocas del San Blas Islands COSTA Toro Comarca Kuna Yala RICA Archipelago Panama City PANAMA La Amistad Pearl Islands International UNESCO Biosphere Reserve Coursework Pacific Ocean Coiba National Marine Park Cana Island Eastern Pacific Marine Sea Turtle Reserve Conservation Corridor Lecturers are drawn from institutions such as and Barro Colorado Island; a marine and coastal the Smithsonian Tropical Research Institute, the ecology course in Chiriquí Gulf National Park; University of Panama, the Water Center for the a sustainable agriculture excursion at EARTH AFRICA, the Sahara South of Humid Tropics of Latin America and the Carib- University in Costa Rica, the foremost sustainable bean, and the National Secretariat for Science agriculture college in the western hemisphere; a and Technology. homestay in La Amistad International Park buffer Program Duration Fall/Spring 15 weeks zone; and visits to an organic chocolate farm and Credits 16 Comparative Tropical Ecology an industrial banana plantation. ENVI 3005 / 3 credits / 45 class hours Program Base Panama City Through a comparative approach, students Intensive Language Study: Spanish for Language Study Spanish learn about the characteristics and dynamics the Natural Sciences of distinct yet interdependent tropical eco- SPAN 1000–3000 / 3 credits / 45 class hours Homestay Panama City, 4 weeks systems. Students conduct field exercises in In this course, students build their speaking, Rural Visits/Homestays Protected-area AFRICA / THE MIDDLE EAST NORTH tropical cloud forests, rainforests, lowland dry reading, and writing skills through classroom and community, indigenous community, sub- forests, coral reefs, seagrass beds, and coastal field instruction. They practice reading scientific sistence agriculture community, urban mangroves. Students are introduced to tropical literature as they learn the formal terms and local areas, and rural villages flora and fauna, rainforest biodiversity, ecological expressions needed to discuss ecological issues, Other Accommodations Hostels, farm- resilience, and similar topics. to conduct field research, and to interact in set- houses, cabins, or small hotels In terrestrial and marine ecosystems, students tings related to the program themes. Based on

Independent Study Project 4 weeks ASIA / THE PACIFIC study such topics as conservation biology; in-country evaluation, including oral proficiency forest ecology; mammal ecology; coral reef com- testing, students are placed in classes accord- Prerequisites Previous college-level munities; mangrove biology and wetland ecology. ing to their language level and receive further coursework and/or other significant prepa- language practice in the homestays, through ration in environmental studies, ecology, Human Ecology and Conservation in tutoring programs with Panamanian college biology, or related fields as assessed by SIT. the Tropics students, and on field visits. There is no language requirement. ENVI 3000 / 3 credits / 45 class hours This interdisciplinary seminar, conducted in Environmental Research Spanish and English, includes both lectures and Methods and Ethics EUROPE a strong field component. Students explore the ENVI 3500 / 3 credits / 45 class hours Independent Study Project relationships between human use of natural This course focuses on learning how to collect ISPR 3000 / 4 credits / 120 class hours resources and natural resource conservation and systematize ecological data to further The Independent Study Project offers students efforts. Topics studied include the challenges understand issues involving biodiversity con- the opportunity to conduct field research on a faced by internationally protected areas and servation. Through lectures, readings, and field topic of their choice within the program’s thematic national parks, the relationship between poverty activities, students study and practice a range parameters. The project integrates learning from and the environment, community forestry, of ecological research methods. They examine the various components of the program and culmi- indigenous cultures and conservation, industrial the ethical issues surrounding field research nates in a final presentation and formal research and sustainable agriculture, and the harvest and related to ecological/conservation issues and paper. Depending on student interest, research conservation of marine resources. As a part of are guided through the World Learning/SIT can be conducted in cloud forest highlands, coral AMERICA LATIN their study, students learn from diverse popula- Human Subjects Review process, which forms reefs, lowland forests, mangroves, rural villages, tions when they engage in rural homestays with a core component of the course. By the end of indigenous communities, or other approved sites subsistence farmers, fisher families, families the course students will have chosen a research within Panama. Sample topic areas: community living in protected areas, and in urban homes. topic, selected appropriate methods, and writ- resource management; regeneration of canopy ten a solid proposal for an Independent Study emergents in primary forests; sustainable fisheries; Educational Excursions Project related to the program’s themes. coral reef organisms; mangrove health; sustainable The program engages in seven weeks of field study, agriculture; agroforestry; ecotourism for resource which includes courses at the Smithsonian conservation; ethnobotany.

Tropical Research Institute in Bocas del Toro IHP / COMPARATIVE

For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/PNE. 69 LATIN AMERICA Peru Colombia

Indigenous Peoples and Globalization Ecuador

Examine the complexities of indigenous realities in Peru, home to Peruvian Amazon one of the largest indigenous populations in the Americas. Brazil

PERU Machu Picchu Lima Puerto Maldonado

AFRICA, South of the Sahara the of South AFRICA, Cuzco Lake Pacific Titicaca Coursework Ocean Bolivia Lecturers typically include professors in the rainforest), and to indigenous communities fields of anthropology, intercultural education, within the Tambopata National Reserve. Chile and environmental studies; indigenous leaders and artists; Amazonian and Andean healers; hu- Intensive Language Study: Spanish for

NORTH AFRICA / THE AFRICA NORTH man rights leaders; and others. the Social Sciences SPAN 2000–3000 / 3 credits / 45 class hours Program Duration Fall/Spring 15 weeks History of Indigenous Cultures in Peru In this course, students hone their speaking, 17 LACB 3000 / 3 credits / 45 class hours reading, and writing skills through classroom and Credits The course begins with an examination of the field instruction. They practice reading social Program Base Cuzco

MIDDLE EAST history of Andean and Amazonian indigenous science literature as they learn the theoretical Language Study Spanish and Quechua peoples in Peru. Students consider the prosper- terms and local expressions needed to discuss ity and peacefulness of the precolonial period, sociocultural issues, to conduct field research, Homestays Cuzco, 6 weeks; Sacred the violence of the colonial era, and the birth and to interact in settings related to the program Valley; Taquile Island and construction of the Peruvian republic, asking themes. Students are placed in small classes Other Accommodations Hostels, how indigenous populations were and were not based on an in-country evaluation that tests private homes, and small hotels in the ASIA / THE PACIFIC / THE ASIA included in the nationalist project. Students also both written and oral proficiency. Amazon learn about the cosmovisions of both Andean 4 weeks and Amazonian cultures, traditional conceptu- Intensive Language Study: Quechua Independent Study Project alizations of gender, land-use, and other topics. QUEC 1000 / 1 credit / 15 class hours Prerequisites Four recent semesters of With these foundations, students then shift to- This introductory course emphasizes building college-level Spanish or equivalent and ward contemporary issues, in particular focusing oral and comprehension skills through class- the ability to follow coursework in Spanish, on urbanization processes as they have affected room and field instruction. Formal instruction as assessed by SIT. indigenous peoples. All coursework is conducted is enhanced by language practice during rural in Spanish. homestays and excursions. Research Methods and Ethics EUROPE Indigenous Peoples in Motion: Independent Study Project ANTH 3500 / 3 credits / 45 class hours Changes, Resistance, and Globalization ISPR 3000 / 4 credits / 120 class hours In this research methods course designed to pre- LACB 3005 / 3 credits / 45 class hours Conducted in Cuzco or other approved and pare students for the Independent Study Project, In this seminar, students explore contemporary appropriate locations in Peru, the Independent students learn how to organize and conduct a transformations of indigenous groups through Study Project offers students the opportunity to research project. Through lectures, readings, and multiple lenses. In particular, they analyze conduct field research on a topic of their choice field activities, students study and practice a range ethnic identity within the urban environment, within the program’s thematic parameters. The of basic social science methods. They examine the examining indigenous migration and “cholifica- project integrates learning from the various tion,” racism, and discrimination. They consider ethical issues surrounding field research related

LATIN AMERICA components of the program and culminates in to the program themes and are guided through the ethnic component of political violence in a final presentation and formal research paper. the World Learning/SIT Human Subjects Review Peru and study how indigenous peoples have Sample topic areas: the role of oral histories, process, which forms a core component of the mobilized resistance and organized to defend legends, and myths in ethnocultural preserva- course. By the end of the course, students will their cultures, territories, and local environments. tion; knowledge transmission; changing agri- have chosen a research topic, selected appropri- Students study topics such as bilingual education cultural practices; ecotourism as a community ate methods, and written a solid proposal for an movements, national law, and international rights development model; grassroots empowerment; Independent Study Project related to the program for indigenous peoples, among other topics. All interaction between urban and rural communi- themes. All coursework is conducted in Spanish. coursework is conducted in Spanish. ties; generational dynamics in cultural pride IHP / COMPARATIVE IHP and heritage; cross-cultural education; conflicts Educational Excursions between conservation and extractive industries. The program includes excursions to the Sacred Valley in Cuzco, to Puerto Maldonado (one of the main urban centers of the Amazonian

70 For more detailed information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/PER. IHP/COMPARATIVE

CITIES IN THE 21ST CENTURY | People, Planning, and Politics 72 CLIMATE CHANGE | The Politics of Food, Water, and Energy 73 HEALTH AND COMMUNITY | Globalization, Culture, and Care 74 HUMAN RIGHTS | Foundations, Challenges, and Advocacy 75 ietnam V ndia

I . www.sit.edu/CTA frica IHP/COMPARATIVE Fall Spring South A Senegal

Brazil São Paulo, 3–4 weeks; Cape Town, Cape Town, 3–4 weeks; São Paulo, Argentina USA USA Fall/Spring 16 weeks Fall/Spring Duration Program 16 Credits Sites Program São Paulo, Orleans, New Fall: Hanoi Cape Town, and Ahmedabad, Delhi York, Spring: New Buenos Aires Dakar, Homestays Fall: 3–4 weeks Hanoi, 3–4 weeks; and Ahmedabad, 3–4 weeks; Spring: Delhi 3–4 Buenos Aires, 3–4 weeks; Dakar, weeks or Hotels Other Accommodations hostels but previous None, Prerequisites other and/or coursework college-level - anthropol in urban studies, preparation or other related science, political ogy, recommended. fields is strongly - Contemporary Urban Issues: Issues: Urban Contemporary and Solutions Problems hours / 60 class 3000 / 4 credits URST a or concern headlines a fleeting today’s Are work— at forces broad understanding clue to in of the people define the lives that forces visits? the program the cities and countries spectrum of a broad the program, Throughout each city, In is presented. topics contemporary city are to that special significance of topics field visits, lectures, examined in depth through have students this course, In studies. and case individual compara pursue to an opportunity tive research on topics of their own choosing. choosing. their own of on topics research tive faculty all program by is co-taught The course analysis the multidisciplinary emphasize to the experience-based and integrate issues of the semester. learning of Culture and Society of World Cities World Society of and Culture hours / 60 class ANTH 3500 / 4 credits - bound and construct do people identify How class, (race, groupings social various aries for strategies What and locality)? gender, ethnicity, in cities? How living adapt to do people use to are What distinctive? do neighborhoods become Who participates and festivals? their celebrations on information of the sources are in each? What activities? and symbolic these social categories - com these elements examines how This course urban multicultural of the rich layers form bine to and structured are communities how society, An urban life. to relate values and how destroyed, have anthropologists on how emphasis is placed to methods in response their research adjusted is placed focus Specific urban life. the study of to necessary with the tools students on providing in urban areas. fieldwork preliminary conduct - - For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

People, Planning, and Politics Planning, and People, bilization and de-densification of cities around of cities around and de-densification bilization at success any having planners the globe, are - city sys of the development choreographing and holistically in equitable and services tems examines themes The course ways? sustainable in- land control, patterns, such as urbanization help students to and sustainability frastructure, in planning and planners of the role understand shaping urban environments. URST 3500 / 4 credits / 60 class hours / 60 class 3500 / 4 credits URST that forces and natural the intentional are What cities? the world’s of guide the development guide to has urban planning attempted How and equitable a prosperous toward these forces that the networks explores This course reality? As the pace dense human habitation. sustain the world, around increases urbanization of and globalization modernization of the process environmentally traditional, destroy to appears use. Are land and energy of systems sustainable contemporary, provide that alternatives there for approaches conscious environmentally automo rapid to response In urban habitation? Urban Planning and Sustainable Planning and Sustainable Urban Environments Understanding the political process and its and its process the political Understanding com- to is central in urban development role Who and grow. cities work how prehending their are in cities and what power exercises cit- of is the structure What power? of sources or impede their does this enhance ies and how gov and local state of is the role What growth? policies development in formulating ernment challenges What economy? in a changing world and other public policymakers by faced are examines a variety This course stakeholders? including and processes, elements structural of between relationships structures, government privatization, institutions, city and regional growth, economic development, community change, technological industrial restructuring, economy, the informal development, workforce distribution. and income and poverty Urban Politics and Development Politics Urban hours class / 60 3500 / 4 credits DVST Coursework

Cities in the 21st Century 21st the in Cities 72 Explore how geography, politics, and culture affect whether affect culture politics, and geography, how Explore in cities. thrive people can

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE IHP/COMPARATIVE Climate Change USA Morocco The Politics of Food, Water, and Energy Vietnam

Explore the social impacts of climate change through the political economy Bolivia of food, water, and energy in some of the world’s most productive and vulnerable landscapes.

Coursework New Zealand

Political, Economic, and Environmental The Science and Policy of History: 1492 to the Present Climate Change Program Duration Fall/Spring 15 weeks

ECON 3010 / 4 credits / 60 hours ECOL 3010 / 4 credits / 60 hours AFRICA, South of the Sahara Credits 16 This course analyzes the development and This course unpacks the basic science of the history of modern capitalism on a global scale. climate system by examining the state-of- Program Sites California: San Francisco Topics of consideration within this context the-art science collated by the Intergovern- Bay Area, Central Valley, and the include state formation, war, imperialism, mental Panel on Climate Change (IPCC) and California-Mexico border technology, energy, environmental change, eco- through regular engagement with scientists Vietnam: Ho Chi Minh City, Central nomic crisis, and “long waves of accumulation.” and researchers. Students learn how to read Highlands, and Mekong River There is a particular focus on post-World War II scientific papers and analyze the policy process Morocco: Based in Rabat with excursions developments, including the rise of Keynesian- at local, national, and international levels. They to Casablanca, Tangiers, and the Atlas ism globally; the role of socialist economies; the also consider the tangle of acronyms—such as

Mountains NORTH AFRICA / THE MIDDLE EAST political economy of the Cold War; Third World IPCC, UNFCCC, and CDM—that define inter- development; the global crisis of profitability in national policy discourses on climate change. Bolivia: Based in Cochabamba with the 1970s, the resultant economic restructuring, The course looks at smaller scale, regional excursions to La Paz, Lake Titicaca, Potosí, and the turn toward neoliberalism; the collapse initiatives such as California’s state-level efforts and the salt flats of Salar de Uyuni of communism; the acceleration of neoliberal- to cut greenhouse gas emissions and its invest- Accommodations Homestays in ism and its deepening crisis; the rise of develop- ments in renewable energy, Morocco’s green Morocco and Bolivia. Hotels, guest houses, ing economies such as China; and the possibil- plan, and Plan 2020. and/or dormitories in California and ity of alternative economic models. Vietnam ASIA / THE PACIFIC Fieldwork Ethics and Comparative Comparative Issues in Food, Water, and Research Methods Prerequisites None, although previous Energy ANTH 3500 / 4 credits / 60 hours coursework in political science, SDIS 3070 / 4 credits / 60 hours This course enables students to understand economics, and/or environmental This course looks at agriculture and energy, and benefit from experience-based learning science is recommended. and the attendant resources upon which those processes. It provides students with skills re- sectors depend. Students visit farms, fishing lated to gathering, analyzing, and interpreting communities, food processors, and food trans- information from a range of sources, maxi- EUROPE portation companies, while examining the his- mizing the knowledge provided by local con- tory and political economy of food production texts. The course intends to assist students in in each country visited. A similar approach is assessing their own cultural assumptions and in taken in examining the energy sector; fieldwork understanding people from different cultures. complements detailed studies of geography Students are familiarized with the World Learn- and political economy as students encounter ing/SIT Human Subjects Review Policy. The the natural sciences, companies, technologies, seminar provides a framework for a cumulative and regulatory arrangements that constitute project involving data collection and qualitative “the energy sector.” The course also examines research undertaken in each of the countries the technologies of emerging alternatives such visited. AMERICA LATIN as solar, wind, and tidal power. IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/CCC. 73

ietnam ietnam V V

ndia ndia 2 I 1 I . www.sit.edu/HCA frica frica frica A IHP/COMPARATIVE Fall Spring 1 Spring 2 South A South South A Brazil United States, India, Vietnam, India, States, United USA USA USA Argentina None, but previous college- but previous None, Prerequisites other preparation and/or coursework level biology, in public health, anthropology, Fall/Spring 16 weeks Fall/Spring Duration Program 16 Credits Sites Program Fall: South Africa India, States, Spring Option 1: United South Africa Argentina, Brazil, States, Spring Option 2: United South Africa Vietnam, in all locations 2–4 weeks Homestays country other than the first and Hostels Other Accommodations hotels fields is strongly or other related recommended. - Community Health Research Methods Research Community Health hours / 60 class IBPH 3510 / 4 credits students’ strengthen seeks to This course learning through in inquiry-guided competence begins course The case studies. field-based and the complementary to with an introduction - tradi philosophical sometimes conflicting and health epidemiology, ethnography, tions of stu- and gives then teaches It research. services apply the chief tools to the opportunity dents observation, participant (e.g., each tradition of surveys, community in-depth interviewing, and oral analyses, data mapping, interpreting country, In each findings). of presentation field available of a range choose from students for as the primary venue study topics/sites case - and presen research their field demonstrating skills. tation Public Health: From Biology to Policy to Biology From Health: Public hours / 60 class IBPH 3505 / 4 credits global of with an overview begins This course of in the context trends health and national each In shifts and development. demographic condition health a significant visited, country in is disease distributed How is addressed: public health What population? the country’s evi- empirical by supported are interventions and economic, social, cultural, of light In dence? be such evidence can how conditions, political consid- Specific context? applied in the local “life to infectious from studied range erations including diarrheal illnesses, and chronic style” illness, early childhood, adult mental diseases of and tuberculosis. HIV/AIDS, cancer, cervical

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at visit us online at syllabi, and course video, including photos, on this program, the most up-to-date information For

Globalization, Culture, and Care Culture, Globalization, Coursework

Health and Community and Health 74 Health, Culture, and Community Culture, Health, hours / 60 class ANTH 3050 / 4 credits as the theoretical serves anthropology Medical - strength seeks to It this course. for foundation and interpret, understand, ability to en students’ identity, and community personal how compare and healing are illness, health and well-being, contexts. cultural within diverse understood the philosophies and examines The course biomedicine and a of characteristic practices nontraditional and traditional of wide range as the health and healing as well of systems of in the lives pluralism medical of reality covers so doing, the course In individuals. across healing pertinent health and themes of to birth human life—from span of the entire to encouraged are students Throughout, death. with understanding their comparative support and assumptions their own of an exploration health, and healing. identity, to related practices Nations at all levels of development vary in in vary development of all levels at Nations define to and capacity their commitment and provide as a human right healthcare Some equitably. their citizens to healthcare basic health- provide to systems created have influ- that struggle with other factors yet care position healthcare health, while others ence market subject to commodity as an economic for a framework provides This course forces. of and financing the organization comparing and health policymaking across health systems examines the political It visited. the countries to health, with special attention of economy and governance international the impact of policies. and trade economic thinking, policy skills in critical gain Students research, by supported and debate, analysis, - perspec varied to and exposure observation, experts. in-country among tives Globalization and Health Globalization hours / 60 class IBPH 3500 / 4 credits Investigate how communities can ensure the health and well-being of of and well-being the health ensure can communities how Investigate economic, changing by created challenges amid mounting all citizens and social forces. environmental,

AFRICA, South of the Sahara NORTH AFRICA / THE MIDDLE EAST ASIA / THE PACIFIC EUROPE LATIN AMERICA IHP / COMPARATIVE IHP/COMPARATIVE Human Rights USA Foundations, Challenges, and Advocacy Nepal Jordan Investigate the principles of human rights; examine ways to secure and protect civil, political, social, and economic rights; and assess future challenges across Chile four distinct national contexts.

Coursework

Foundations and Frameworks of The Role of Civil Society: Grassroots Human Rights Movements and Nongovernmental Program Duration Fall/Spring 15 weeks

HMRT 3000 / 4 credits / 60 hours AFRICA, South of the Sahara Organizations Credits 16 The United Nations articulated the Universal SDIS 3320 / 4 credits / 60 hours Declaration of Human Rights in 1948. Using This course focuses on the practical aspects Program Sites United States, Nepal, that historic moment as a point of departure, of advocacy and the protection of human Jordan, Chile this course employs the UN framework as a rights by nongovernmental organizations and Accommodations 2–4 week homestays in preliminary lens to examine and understand grassroots, popular movements. Through case all locations other than the first country. how basic social and economic rights are studies, interviews, and visits to local organizers Other accommodations could include contested globally. International safeguards of advocacy groups, students learn how popular guest houses and/or small hotels. for rights embodied in supranational organiza- movements are launched and developed, as Prerequisites Coursework in social tions and national legal systems are discussed. well as strategies to navigate legal, political,

sciences, such as anthropology, history, NORTH AFRICA / THE MIDDLE EAST Current human rights conditions, threats, and and public arenas. The course contrasts the economics, sociology, and/or political protections are examined in each country stud- role, agendas, and effectiveness of grassroots science; humanities coursework ied. The meaning of a human rights discourse in organizations with those of governmental, (philosophy, religion, and/or ethics) is also the political economy of development, as well private sector, and supranational stakeholders. recommended. as in defining the role of the security state, is Students meet with local activists and officials foregrounded at each field site. who advocate for various human rights agendas to learn about successful and unsuccessful

Comparative Issues in Human Rights campaigns and to evaluate the use of inquiries, ASIA / THE PACIFIC HMRT 3500 / 4 credits / 60 hours documentation, public outreach, legal action, Through selected readings, focused discus- and other approaches to protecting rights. sions, and case studies, this course critically considers an array of current human rights chal- Fieldwork Ethics and Comparative lenges. Among them are the conflicts between Research Methods national sovereignty and human rights, such ANTH 3500 / 4 credits / 60 hours as international humanitarian interventions; This course provides students with the theo- how universal rights are imbricated with the retical, conceptual, and practical knowledge for EUROPE nuances of culture, ethnicity, and religion; and gathering, analyzing, and interpreting informa- how national governments affirm and protect tion from a range of primary sources. It offers human rights in written law, yet simultaneously insights for assessing students’ own cultural compromise rights in the realm of politics, assumptions and for understanding other cul- economics, media, and social well-being. Hu- tures. Students are familiarized with the World man rights questions involving labor conditions, Learning/SIT Human Subjects Review Policy. migration, environmental crises, freedom of the The course is the foundation for a cumulative media, and the accountability of multinational study project involving research in three coun- corporations are explored comparatively within tries and culminating in a paper and presenta- and across program sites. tion at the end of the semester. AMERICA LATIN IHP / COMPARATIVE

For the most up-to-date information on this program, including photos, video, and course syllabi, visit us online at www.sit.edu/HRC. 75 World Learning Advancing Leadership for 80 Years SIT Study Abroad is a program of World Learning, a private, nonprofit international organization that empowers people and strengthens institutions through education, exchange, and development programs.

SIT Study Abroad The Experiment in International Living A pioneer in experiential, field-based study abroad, SIT (founded The Experiment’s three- to five-week summer programs immerse high as the School for International Training) provides academically rich school students in other cultures and languages through engaging programs in more than 30 countries for over 2,000 undergraduates experiential activities in locations throughout Europe, the Americas, from 200+ colleges and universities each year. As students explore Africa, and Asia and the Pacific. Experimenters explore different cul- global and local issues firsthand, they acquire new theoretical frame- tures through the arts, travel, language training, homestays, works and a broadened worldview. SIT’s program model focuses on an community service, peace studies, and ecology. Learn more at examination of critical global issues in specific cultural and geographi- www.experimentinternational.org. cal contexts in one country or in multiple countries. The foundation of the comparative portfolio is the International Honors Program (IHP), World Learning International Development Programs which became part of SIT Study Abroad in 2011. International Development Programs prepare communities to address critical issues, such as poverty, HIV/AIDS, marginalization, the global SIT Graduate Institute education crisis, and the need for government accountability. Learn SIT offers internationally focused, full-time and low-residency more at www.worldlearning.org. master’s degrees, as well as certificate and professional development programs designed to advance your career. Programs include interna- World Learning International Exchange Programs tional education, sustainable development, peacebuilding and conflict International Exchanges bring emerging leaders from 140 countries transformation, Teaching English to Speakers of Other Languages annually to the US for academic, professional, and cultural exchanges. (TESOL), and a self-designed option. Learn more at www.worldlearning.org. Founded nearly 50 years ago as the School for International Train- ing, SIT served as a training center for early Peace Corps volunteers. Today, SIT Graduate Institute prepares students from more than 30 countries to become informed and effective leaders, professionals, and global citizens. For more information about program areas, requirements, deadlines, and the admissions process, please call 800 336-1616 (toll-free within the US) or 802 258-3510, email [email protected], or visit our website at www.sit.edu/graduate.

76 SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. Program Dates, Fees, and Credit

Program Dates SIT maintains cooperative billing arrangements with many colleges and universities. Students should check with their study abroad office Most fall semester programs run from the last week of August or first or contact SIT Study Abroad to find out whether their institution has week of September to mid-December. Most spring semester pro- such an agreement. grams run from late January or early February to mid-May. Most sum- mer programs run from early or mid-June to mid- or late July. Please Grades, Credit, and Transcripts check our website for individual program dates. Students must participate in the program for the entire program period. Students earn 16 or 17 undergraduate credits upon successful comple- tion of a semester program and 6 to 9 credits for summer programs. Program Fees and Other Costs SIT assigns a letter grade for each course. Students may not elect a pass/fail option. Fees vary depending upon the program. Current program fees are available on our website. Credits are transferable to home colleges or universities according to individual school policies. Please note that many schools require Fees include tuition, room, and board throughout the program, all prior approval in order to transfer credits earned through study field trips and related fares, health and accident insurance, and other abroad. Students are responsible for meeting with their study abroad direct program expenses. Fees do not include airfare to and from the or academic advisor prior to enrollment to determine the transferabil- program; preprogram medical examinations or immunizations; books, ity of credit. Home school study abroad offices can guide students on passport, or visa fees; fees for some Guided Self-Instruction language how to integrate their experiences overseas into their courses of study. study for students who place above the offered language levels; per- sonal expenses; independent travel; or fees for some local transporta- Within two months of program completion, SIT sends a transcript tion and independent site visits. with letter grades and a narrative evaluation of the Independent Study Project (when applicable) to each student’s home institution. Students Because of the dynamic nature of SIT Study Abroad programs and the receive a grade report and may request official copies of transcripts economics of host countries, SIT reserves the right to change its fees online at www.sit.edu/studyabroad or by emailing [email protected]. without notice.

Czech Republic

SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. 77 Student Health, Safety, and Security SIT Study Abroad places the highest priority on the health, safety, and security of all students. Building on our significant experience with risk assessment and emergency preparedness, SIT is able to adapt quickly to dynamic situations. Because socioeconomic, political, environmental, and medical conditions vary widely across the more than 30 countries in which SIT operates, health, safety, and security measures are specifically tailored to each location and to current circumstances.

Maximizing Health ● In addition to well-informed academic Safety cannot, of course, be guaranteed directors and other in-country staff, SIT abroad, just as it cannot be guaranteed in Prior to the start of each program, SIT Study obtains additional valuable local in-situ the United States. However, student health, Abroad provides information to prepare knowledge and analysis from colleagues safety, and security are always our highest students for program health realities and with whom the organization has long and priority. SIT is committed to taking the nec- to set clear expectations for maintaining trusted relationships. essary steps to maximize student safety and good health while on the program. Students security at each and every program site. receive country-specific health guidelines, ● SIT consults with academic and including required and recommended nongovernmental organizations through Communicating with Student Affairs immunizations as specified by the Centers the global networks of World for Disease Control and Prevention (CDC). Students, family members, and college and Learning, SIT’s parent organization. SIT also conducts a comprehensive review university staff who need information or of each student’s medical history. Individual assistance can reach the SIT Student Af- students are covered by health, accident, SIT Study Abroad incorporates safety and fairs Office by calling 802 258-3212 or 888 medical evacuation, and repatriation insur- security throughout the program curricula. 272-7881 (toll-free in the US), or by email at ance, which is included in the program fee. Key elements of the SIT model help to maxi- [email protected]. For routine matters, mize in-country safety, including: regular business hours are Monday through Maximizing Safety and Security Friday, from 8:30 am to 5 pm (EST). SIT ● Prior to the start of the program, SIT Student Affairs is available 24 hours a day to SIT Study Abroad staff members are trained Study Abroad provides each student with respond to and manage student emergen- in risk assessment and crisis management, an overview of safety and security specific cies. In the event of an emergency, please and SIT gathers information from a variety to the country of study, as part of SIT’s call the numbers listed above. Calls coming of sources to continuously evaluate safety comprehensive pre-departure material. in after business hours or on the weekend and security conditions. will be initially received by an answering ● During the initial orientation period, aca- service and then forwarded to the on-call ● SIT Study Abroad maintains a 24-hour demic directors and local experts educate safety and emergency response SIT Student Affairs staff member. students about potential safety risks and on-call system for any health, safety, or strategies to keep themselves safe within Dean of Students and the Office security concerns that may arise. their new context. of Student Affairs ● SIT monitors US government advisories, The dean of students for SIT and office staff ● Staff provide additional safety and secu- considering those issued both by in- are responsible for providing leadership and rity briefings at key junctures throughout country embassies and consulates and vision in the areas of student health services, the semester, most notably at times of by the US Department of State in crisis management, counseling, housing, movement to different program locations, Washington, DC. safety and security issues, diversity, student so that students are fully aware of expec- conduct issues, and support for students tations and precautions that enhance with disabilities. The dean establishes and security. monitors best practices and institutional protocols for all student affairs operations in the US and abroad.

78 SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. Scholarships and Financial Aid Each year, SIT awards more than $1 million in scholarships and grants to SIT Study Abroad students.

SIT Study Abroad supports international opportunities for a wide range Financial Aid of students through its scholarship and grant programs. SIT scholarships You should contact the financial aid office at your home institution to are awarded to highly qualified students who demonstrate financial learn if your institution’s scholarships and grants, as well as its federal need. Individual awards generally range from $500 to $5,000. and state aid programs, will be applied to your SIT program. Each col- lege and university establishes its own policies for applying financial SIT Study Abroad scholarships and grants include: aid to study abroad. SIT works closely with the financial aid and study ● Pell Grant Match Award available for all SIT semester programs abroad offices of each student’s home institution to coordinate the ● The Compton Fund for programs with environmental, post-conflict financial resources available for a student’s SIT experience. transformation, or sustainable development themes If your home institution requires SIT to complete a financial aid ● Engineering Scholarship consortium agreement, please contact your financial aid office and ● Scholarships for students enrolled in Historically Black Colleges request that they forward their institutional consortia form to the SIT and Universities (HBCUs) Study Abroad financial aid coordinator (studyabroad.scholarships@ ● The Houston International Scholarship sit.edu or fax to 802 258-3296) prior to your program’s application deadline. ● IHP Grant for students participating in IHP/Comparative programs Please contact the SIT Study Abroad financial aid ● The Middle East and Islamic Studies Scholarship coordinator with any questions: ● The Richard & Dale Levy India Scholarship for a student ● 802 258-3503 participating on a semester program in India ● [email protected] ● Sally Bragg Baker Scholarship There is no separate SIT scholarship application. ● SIT Bonner Scholar Award for students participating in this community service program Visit www.sit.edu/scholarships for more information. ● SIT Fund ● The Workum Fund

Applying for an SIT Study Abroad scholarship is easy!

When submitting your Add SIT’s school code Confirm receipt of all required financial program application to SIT, be (008860) to your aid information with the SIT Study sure to indicate that you wish FAFSA form. Abroad financial aid coordinator to apply for SIT scholarships. ([email protected] 1 2 3 or 802 258-3503). FERPA Annual Notice to Reflect Possible Federal and State Data Collection and Use As of January 3, 2012, the U.S. Department of Education’s FERPA regulations expand the circumstances under which your education records and personally identifiable information (PII) contained in such records—including your Social Security number, grades, or other private information—may be accessed without your consent. First, the U.S. Comptroller General, the U.S. Attorney General, the U.S. Secretary of Education, or state and local education authorities (“Federal and State Authorities”) may allow access to your records and PII without your consent to any third party designated by a Federal or State Authority to evaluate a federal- or state-supported education program. The evaluation may relate to any program that is “principally engaged in the provision of education,” such as early childhood education and job training, as well as any program that is administered by an education agency or institution. Second, Federal and State Authorities may allow access to your education records and PII without your consent to researchers performing certain types of studies, in certain cases even when we object to or do not request such research. Federal and State Authorities must obtain certain use-restriction and data security promises from the entities that they authorize to receive your PII, but the Authorities need not maintain direct control over such entities. In addition, in connection with Statewide Longitudinal Data Systems, State Authorities may collect, compile, permanently retain, and share without your consent PII from your education records, and they may track your participation in education and other programs by linking such PII to other personal information about you that they obtain from other Federal or State data sources, including workforce development, unemployment insurance, child welfare, juvenile justice, military service, and migrant student records systems.

SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. 79 Admissions SIT Study Abroad designs the admissions process to ensure the best possible match between a student’s academic goals and program content. Students must demonstrate clear academic and personal motivation and interest in experiential, field-based study abroad.

We welcome applications from undergraduate students who have: Next Steps ● completed at least one year of college-level SIT Study Abroad is committed to helping students from diverse coursework at the time of application and backgrounds experience field-based international education. preferably two years for IHP/Comparative programs. (Exception: Only one semester of Here’s how to get started. college coursework is required for summer programs.) ● good standing at an accredited Find a program: college or university. Visit www.sit.edu for complete program ● a cumulative grade point average descriptions and course syllabi. of 2.5 or higher. ● met stated prerequisites for the program to which they are applying. 1 Rolling Admissions Dates Talk to your advisors: Spring: April 15–November 1 Visit your home college’s study abroad office Summer: September 15–April 1 and meet with your academic advisor. Fall: January 15–May 15

The following programs have earlier closing dates: 2 Apply: ● IHP/Comparative: October 1 for spring; April 1 for fall Our application is online at www.sit.edu/apply. Questions about ● Brazil, Czech Republic, and applying? Contact the SIT Study Abroad admissions office: Switzerland: May 1 for fall [email protected], 888 272-7881 (toll-free in the US), or It is possible that a particular program 802 258-3212. will fill prior to the final application 3 deadline, so early applicants are most likely to be considered for their first-choice program. Financial aid and scholarships: Talk to your home college’s financial aid office. Most colleges How to Apply facilitate the transfer of federal and state financial aid, and Apply online at www.sit.edu/apply. in some cases institutional aid, for study abroad. Visit For application and admissions www.sit.edu/scholarships to learn about SIT scholarships requirements, please visit our website and other funding opportunities. at www.sit.edu/admissions. 4 For questions about our programs and the ap- plication process, please contact our admissions Apply online at www.sit.edu/apply. team at [email protected], 888 272-7881 (toll-free in the US), or 802 258-3212.

This publication and its provisions do not constitute a contract between any party or parties and SIT Study Abroad/World Learning. At the time of publication, reasonable effort was made to ensure the factual accuracy of the information. However, this publication is not a complete statement of all policies, procedures, rules, regulations, and academic requirements applicable to SIT Study Abroad, its students, or its programs. SIT Study Abroad reserves the right to make changes and additions to the policies, information, programs, itineraries, activities, and excursions, or any other program elements contained in this publication at its discretion at any time without prior notice.

80 SIT Study Abroad | toll-free 888 272-7881 | email [email protected] | For the most up-to-date information, visit www.sit.edu. “I returned from Bolivia for my senior year feeling empowered and knowledgeable, and with a sense of obligation that I can’t just sit around. Then and now, I know that I must continue learning, questioning, contributing, experiencing, and engaging.”

Aliza Grossberg, George Washington University Bolivia: Multiculturalism, Globalization, and Social Change

Back cover photo: En route to the village of Faux Cap, Madagascar. Taken by Toutia Daryoush on the Madagascar: Biodiversity and Natural Resource Management program. This page: Welcome ceremony during the rural village stay on the coast of Lake Titicaca, Bolivia. Taken by Marianne Jorgensen, SIT Study Abroad staff. SIT Study Abroad

1 Kipling Road, PO Box 676 Brattleboro, Vermont USA 05302-0676

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Apply online at www.sit.edu/apply. www.sit.edu/studyabroad

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