WL ARTS 33
Colonialisms and Resistance
Description: Lecture, three hours; discussion, one hour. Introduction to study of indigenous worldviews as they are expressed through art, mythology, ritual, health practice, languages, and ecology. With examples spanning globe, consideration of issues of colonialism, tradition, religious change, and legal and social implications of epistemological differences between people. Examination of critical perspectives on social development, historical progress, and intellectual assimilation. P/NP or letter grading.
Units: 5.0
Units: 5.0
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Most Helpful Review
Winter 2024 - The premise of this class is so interesting, and decolonization is such an important topic that should absolutely be taught in more classes here. However, while the materials and assignments of this class were certainly valuable, the structure of the class was extremely stressful and often intimidating. While socratic seminar-style learning is rigorous for a reason, the cold-calling (and participation point policy) in this class felt extreme. The professor would go down a list of names and randomly call on students in class to ask a question about the readings--and if a student didn't respond to the professor's satisfaction, their participation points for the entire quarter were automatically cut in half. Especially with such a sensitive topic (most readings went extremely in-depth when discussing colonization, imperialism, and genocide), this kind of atmosphere made it even more intimidating for students to share their thoughts. Moreover, it forced students to study the material out of fear or stress, rather than allowing them to engage with the material in more personal or productive ways.
Winter 2024 - The premise of this class is so interesting, and decolonization is such an important topic that should absolutely be taught in more classes here. However, while the materials and assignments of this class were certainly valuable, the structure of the class was extremely stressful and often intimidating. While socratic seminar-style learning is rigorous for a reason, the cold-calling (and participation point policy) in this class felt extreme. The professor would go down a list of names and randomly call on students in class to ask a question about the readings--and if a student didn't respond to the professor's satisfaction, their participation points for the entire quarter were automatically cut in half. Especially with such a sensitive topic (most readings went extremely in-depth when discussing colonization, imperialism, and genocide), this kind of atmosphere made it even more intimidating for students to share their thoughts. Moreover, it forced students to study the material out of fear or stress, rather than allowing them to engage with the material in more personal or productive ways.
AD
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