11581 |
LIT 2607 Introduction
to Literary Theory |
Nancy
Leonard |
. T . Th . |
10:10 - 11:30 am |
OLIN 310 |
ELIT/DIFF |
Cross-listed:
Gender & Sexuality Studies Literary theory questions things we take to
be common sense: that the meaning of an utterance or text is what the writer
‘had in mind,’ that writing ‘expresses’ some truth that lies elsewhere, that
what we take to be ‘natural’ is free of bias.
In showing us alternative ways of thinking about literature and the
real, theory shows us conditions of possible meaning and aesthetic
pleasure. This course introduces
students to several different modern and contemporary writers about literature
and the kinds of criticism they often represent. Among writers to be studied
are Walter Benjamin, Julia Kristeva, Judith Butler, Jacques Derrida, Chinua
Achebe, Henry L. Gates Jr., and Gayatri Spivak.
There will be several visits by other Bard literature scholars exploring
with us their interest in particular theoretical problems. Students interested
in the course should have had at least one Bard course in literature. Class size: 18
***********************************************************************************************************************************************
11548 |
LIT 2026 Introduction to Children’s and Young
Adult Literature |
Maria
Cecire |
M . W . . |
3:10 -4:30 pm |
OLIN 202 |
ELIT |
Cross-listed:
Gender & Sexuality Studies What is children’s literature? Who is it for?
In this course you will be encouraged to think about how notions of childhood
and teenagerdom are constructed and reproduced in Anglophone literature for
young people, and to interrogate the social and literary structures that guide
these representations. Our goal will be to gain familiarity with the history of
children’s literature in English and some of its major genres, while constantly
challenging our own conceptions of childhood and literariness. How can we, as
adults and critics, read a book that has been classed as “children’s
literature”? How do we theorize texts that are written for children by adults?
What makes a work of children’s literature a classic? Can we say that
children’s literature “colonizes” the child? Given their importance to
contemporary ideas of the child, we will give special attention to questions of
gender and sexuality throughout the semester. Course texts include literature
by Kenneth Grahame, J.M. Barrie, C.S. Lewis, Diana Wynne Jones, J.K. Rowling,
Jane Yolen, Toni Morrison, and M.T. Anderson, as well as a selection of
picturebooks. Class
size: 20
11549 |
LIT 2082 Multimediated
Medievalisms: Arthurian Afterlives, 1800-Present |
Maria
Cecire |
M . W . . |
11:50 -1:10 pm |
OLIN 202 |
ELIT |
Cross-listed:
Experimental Humanities;
Medieval Studies; Victorian Studies This
course will consider how the Middle Ages have been reconstructed in
Anglo-American literature and culture in the past two hundred years, with a
focus on representations of King Arthur and his court. How does a period that
is frequently seen as “primitive” and “backwards” simultaneously exist in
popular imagination as the epitome of nobility and chivalry? What do
reimaginings of this period reveal about contemporary ideas of nation, gender,
ethnicity, and class? How do iconic figures like King Arthur, Guinevere, Lancelot,
and Gawain take on new meanings in each rewriting? In addition to reading
poetry and novels, we will also address the proliferation of Arthurian material
across other media, including painting, prints, film, gaming, and the graphic
novel. Authors will include Mark Twain, William Morris, Alfred, Lord Tennyson,
T.H. White, J.R.R. Tolkien, and Meg Cabot. We will read excerpts of medieval
literature to contextualize our work, and students will have the opportunity to
conduct digital projects related to their research. Previous experience with
medieval literature and art is preferred but not required.
Class size: 20
11543 |
LIT 2159 Literary
Greatness and Gambles |
Jonathan
Brent |
. . . . F |
3:00 -5:20 pm |
OLIN 201 |
ELIT |
Cross-listed:
Russian and Eurasian Studies This course will
examine the fate of the literary imagination in Russia from the time of the
Revolution to the stagnation of the Brezhnev period. We will look at the
majestic, triumphant imaginative liberation in writers such as Isaac Babel,
Vladimir Mayakovsky, Osip Mandelstam and Mikhail Bulgakov; the struggle with
ideology and the Terror of the 1930s in Yuri Olesha, Anna Akhmatova, Lidia
Chukovskaya, Mikhail Zoshchenko, Varlam Shalamov, Boris Pilnyak and Yuri
Tynyanov; the hesitant Thaw as reflected in Boris Pasternak’s Dr. Zhivago; and the course will
conclude by reading Alexander Solzhenitsyn’s One Day in the Life of Ivan
Denisovich and Moscow to the
End of the Line, by Venedikt Erofeev. Readings of literary works will be
supplemented with political and historical documents to provide a sense of the
larger political-social-historical context in which they were written. After
the violent, imaginative ebullience of the Revolutionary period, how did
literature stay alive during the darkest period of mass repression, censorship
and terror when millions of Soviet citizens were either imprisoned or
shot? What formal/aesthetic choices did these writers make in negotiating
the demands of official ideology and Party discipline, on the one hand, and
authentic literary expression, on the other? What image of history and of
man did these “Engineers of human souls” produce? These are some of the
questions we will ask and seek to answer. All readings will be in English. Class
size: 22
11797 |
LIT 218 Free Speech |
Thomas
Keenan |
M . W . . |
3:10 -4:30 pm |
HEG 102 |
HUM |
Cross-listed: Human Rights (core course) An
introduction to debates about freedom of expression. The course will examine the
ways in which rights, language, privacy and publicity have been linked together
in ideas about democracy. What is 'freedom of speech'? Is there a right to say
anything? Why? We will investigate who has had this right, where it has come
from, and what it has had to do in particular with literature. What powers does
speech have, who has the power to speak, and for what? Debates about censorship, hate speech, the
First Amendment and Article 19 of the Universal Declaration of Human Rights
will be obvious starting points, but we will also explore some less obvious
questions: about faith and the secular, confession and torture, surveillance,
the emergence of political agency. In asking about the status of the speaking
human subject, we will look at the ways in which the subject of rights, and
indeed the thought of human rights itself, derives from a 'literary'
experience. These questions will be examined, if not answered, across a variety
of literary, philosophical, legal and political texts, with a heavy dose of
case studies (many of them happening right now) and readings in contemporary
critical and legal theory. Class size: 22
11614 |
LIT 2206 Sex and
Gender in Japanese Literature and Culture |
Mika Endo |
M . W . . |
1:30 -2:50 pm |
OLIN 202 |
FLLC/DIFF |
Cross-listed: Asian Studies, Gender & Sexuality Studies This course explores the
historical construction of gender and sexuality by examining works of
literature and culture from Japan’s eleventh century to the present. As we move
through readings that range from the classical era (The Tale of Genji) to the
present (selections of gender-bending manga), we will interrogate how the
shifting dynamics of sex and gender were shaped by the social and political
forces of their time. In the process, we will read a variety of genres
including fiction, diaries, poetry, drama, folk tales, film, and manga, and
will seek to situate these varied modes of creative expression alongside a
study of the lived experiences of gender and sexuality in their historical
moment. Topics include the classical canon and women’s courtly writings,
Buddhist conceptions of women, Confucian teachings on gender and the body,
Edo-period male-male cultures, modernization and the nuclear family,
representations of the ‘modern girl’ of the 1920s, gender in revolutionary
cultures, and feminist discourse from the 1960s. All readings will be in
English. Class
size: 20
11782 |
LIT 2209 Plato's
Writing: Dialogue and
Dialectic |
Thomas
Bartscherer |
M . W . . |
6:20 -7:40 pm |
OLIN 203 |
HUM |
Cross-listed: Classical Studies; Philosophy Why did Plato write dialogues? Answers to
this perennial question have frequently appealed to Plato’s conception of
dialectic, although the meaning of that term in his texts is itself a matter of
considerable debate. In this course, we shall be examining Plato’s writings
from both a philosophical and a literary perspective. Our main business will be
close and careful reading of whole dialogues, paying particular attention to the
hermeneutical implications of the dialogue form—including such features as
dramatic setting, character, and the interrogative mode itself—and the
conception of dialectic as it emerges both in and through Plato’s writing.
Readings from Plato will include Euthyphro, Euthydemus, Phaedrus,
Republic, and Symposium,
among others. We will also read some of Plato’s predecessors in the
Greek tradition—both philosophical and literary—and examples of modern critical
approaches to Plato. The focus will be on the primary texts, and all readings
will be in English. Class size: 22
11716 |
LIT 2217 The History
of the Experiment |
Lianne
Habinek |
. T . Th . |
10:10 - 11:30 am |
OLIN 305 |
HUM |
Cross-listed:
Experimental Humanities; Science, Technology & Society The scientific method and
the modern form of the scientific experiment are arguably the most powerful
innovations of the modern period. Although dating back in its modern form to
only the sixteenth century, the concept of the experiment as an attempt to find
underlying continuities in experience has numerous origins stretching back to
earliest recorded history. In turn, artistic culture both enabled the
development of experimental thought and functioned as a site to test
alternatives. Thus, while we examine how
different epochs defined experiment and experimentation, we will also study
concurrent experiments in literature: experiments depicted in literature,
literary experiments, and experimental literature. Throughout, we will understand the concept of
experiment as closely connected with how a particular era understood
“experience,” and locate the epistemological problem of the experiment in a
broader, extra-scientific framework. We will read foundational texts by
Aristotle, Lucretius, Descartes, Leibniz, Newton, Darwin, Curie, Tesla,
Einstein, Schroedinger, Pasteur, and others.
Alongside, we will consider the theatrical laboratories of Shakespeare
and Benjamin Jonson, OuLiPo’s potential literary workshops, and other authors
such as H.G. Wells, Jorge Luis Borges, Adolfo Bioy Casares, Italo Calvino,
Shelly Jackson, and Mark Z. Danielewski.
Class size: 20
11575 |
LIT 2245 Contemporary
Russian Fiction |
Marina
Kostalevsky |
. . W . F |
10:10 - 11:30 am |
OLINLC 208 |
FLLC |
Cross-listed: Russian & Eurasian Studies In this course, we will examine the diverse
and unpredictable world of contemporary Russian literature from the late Soviet
and post-Soviet periods to the present. Through the reading of both the
underground publications of "samizdat"
and officially published texts of the first period; the post-modernist works
written at the end of the twentieth century; and the literary texts of the last
decade, we will focus on the issues of narrative strategies adopted by
individual writers, reassessment of Russian history, gender and sexuality,
religion and spirituality, cultural and national identity. The course will also
explore the changing relationship between Russian literature, the state, and
society. Readings include: Venedikt Erofeev, Tatiana Tolstaia, Liudmila
Petrushevskaia, Viktor Pelevin, Boris Akunin, The Presniakov Brothers, Ludmila Ulitskaia, Dmitry Bykov, Vladimir
Sorokin, and Mikhail Shishkin. Conducted in English. Class size: 20
11578 |
LIT 2263 Culture and
the Rise of the English
Novel |
Lianne
Habinek |
. T . Th . |
1:30 -2:50 pm |
OLIN 107 |
ELIT |
Cross-listed:
Science, Technology & Society How do “nature” (ingrained, inborn,
biological and genetic constraints) and “nurture” (upbringing, circumstances,
and environment) interact to create society, personality, and ideas – in short,
to create culture? Answering this
question became crucial for thinkers in 17th- and 18th-century England. The unfurling British Empire’s travels
necessitated a deep bout of national introspection; concurrently, the new
literary form of the novel began its ascent, seeking to create and to capture
an English culture. We will investigate the earliest iterations of the
nature/nurture debate, examining how it played out across the interwoven
fabrics of science, philosophy, and literature in this period. In addition, we
will listen for their echoes in modern approaches to culture, e.g., Freud,
Dawkins, and Pinker. The course begins
with Shakespeare’s Winter's Tale and its curious “alteration” by David Garrick;
we turn then to problems of race and gender raised in the early novella
Oroonoko by Aphra Behn (who may have been a spy). Thereafter, we will read Robinson Crusoe,
Gulliver’s Travels, essays by Locke and Rousseau, epistolary novels by Fanny
Burney and Tobias Smollett, and works by Laurence Sterne and Jane Austen. Class size: 15
11584 |
LIT 2264 Devotion, Dissent, Dissolution: Saints’ Lives from the Middle Ages to the
Reformation |
Marisa
Libbon |
. T . Th . |
10:10 - 11:30 am |
OLIN 101 |
ELIT |
Cross-listed:
Medieval Studies A saint’s life, by
nature, should emulate the trajectory of the life of Christ: beginning with a
miraculous birth (or conversion), culminating with an extenuated and
captivating (sometimes problematically so) period of physical suffering, and
ending with impressive martyrdom. Like
faith itself, however, the genre of saints’ lives is not a static or
un-politicized thing. In this course,
we’ll read a variety of saints’ lives and affiliated writings produced on the
Continent and in the British Isles, ranging from the ubiquitous
thirteenth-century Golden Legend to John Foxe’s sixteenth-century Protestant
martyrology. We will begin with the genre’s
heyday in the early and high medieval periods, when saints’ lives rivaled
popular romances for readership; continue to the pre-Reformation period, when
dissenting from the Catholic cult of saints could result in inquest and much
worse; and conclude with the English Reformation, when images were smashed,
books effaced, belief policed, Catholic sainthood dismembered, and Protestant
martyrdom constructed. Our work might
raise questions about, among other things, the relationship between fidelity
and the literary; identity and reading habits; popular culture and faith;
politics and religion; and the institution and the individual. Class size: 20
11610 |
LIT 2311 St.
Petersburg: City,
Monument, Text |
Olga
Voronina |
. T . Th . |
1:30 -2:50 pm |
OLIN 204 |
FLLC |
Cross-listed: Environmental & Urban Studies; Russian
& Eurasian Studies Emperors, serfs, merchants, and soldiers
built St. Petersburg, but it was the writers who put it on the cultural map of
the world. Founded on the outskirts of the empire, the city served as a missing
link between “enlightened” Europe and “barbaric” Asia, between the turbulent
past of the Western civilization and its uncertain future. Considered to be too
cold, too formal, too imperial on the outside, St. Petersburg harbored
revolutionary ideas and terrorist movements that threatened to explode from
within. While its granite quays were erected to withstand the assault of the
floods, some of its most famous monuments, including literary works, resisted
the onset of new, radical ideologies.
In this course, we will study the conflicting nature of the city as
reflected in literature and literary criticism. The poems and novels on our
reading list will provide a sweeping overview of Russia’s literary canon in the
19th and 20th centuries, from Pushkin to Dostoevsky and from Gogol to Bely and
Nabokov. After exploring Queen of Spades,
Crime and Punishment, and Anna Karenina, we will move on to Petersburg and The Defense, thus undertaking a journey through Russia’s literary
tradition and the urban landscape of the north with the authors who either
reconstructed St. Petersburg in their memory or re-visited it in their
imaginations. Class size: 22
11806 |
LIT 2325 Modern
Chinese Fiction |
Li-Hua
Ying |
. T . Th . |
3:40 -5:00 pm |
OLINLC 210 |
FLLC |
Cross-listed: Asian Studies Conducted in English, this course is a
general introduction to modern Chinese fiction from the 1910s to the present.
China in the 20th century witnessed a history of unprecedented upheavals and
radical transformations and its literature in this period was often a
battleground for political, cultural, and aesthetic debates. We will read
English translations of representative works by major writers from three
periods (1918-1949; 1949-1976; since 1976) such as Lu Xun, Ding Ling, Ba Jin,
Shen Congwen, Lao She, Mao Dun, and Chang Eileen from the May Fourth Movement
and the intellectual radicalization of the first half of the 20th century, and
Mo Yan, Yu Hua, Can Xue, and Han Shaogong out of the Cultural Revolution and
the liberalization of the post-Mao era.
In addition, we will study works by authors from Taiwan and Hong Kong
such as Pai Hsien-yung, Wang Wen-hsing, Li Ang, Li Yung-p’ing, Chu T’ien-wen,
Xi Xi, and Shi Shu-ching. We will consider issues of language and genre,
nationalism and literary tradition, colonialism, women’s emancipation movement,
the influence of Western literary modes such as realism and modernism on the
inception of literary modernity in China, and the current state of critical
approaches to the study of modern Chinese literature. Class
size: 20
11564 |
LIT 2331 Classic
American Gothic |
Donna
Grover |
. T . Th . |
10:10 - 11:30 am |
OLIN 308 |
ELIT |
Cross-listed:
American Studies, Gender and Sexuality Studies
The
gothic novel is considered to be the stronghold of ghost stories, family curses
and heroines in distress. Its use of melodrama and the macabre often
disguise the psychological, sexual, and emotional issues that are in fact more
horrifying than the contents of a haunted house. The gothic novel in
America has often confronted topics pertinent to American identity and
history. In this course we will examine how many American authors used
the gothic genre to actually engage with social, political and cultural
concerns. We will read novels and short stories that span the 19th
and 20th century by authors such as Nathaniel Hawthorne, Edgar Allan
Poe, Louisa May Alcott, Henry James, Charlotte Perkins Gilman,
Harriet Jacobs, Edith Wharton, William Faulkner, Shirley Jackson and James
Baldwin. Class size: 18
11579 |
LIT 2501 Shakespeare |
Benjamin
La Farge |
. T . Th . |
1:30 -2:50 pm |
OLIN 301 |
ELIT |
A careful reading of ten masterpieces, plus a selection of
his sonnets, by the greatest writer of the English language. The plays,
representing the full range of his genius in comedy, tragedy, romance, and
royal history, will be chosen from among the following: Romeo and Juliet, A Midsummer Night's Dream, The Merchant of Venice,
Henry IV, Part 1, Henry V, Julius Caesar, As You Like It, Twelfth Night,
Hamlet, Othello, Measure for Measure, King Lear, Macbeth, The Winter's Tale,
The Tempest. Class size: 15
11562 |
LIT 2601 American
Literature 1945-2001: "Where do we find ourselves?" |
Elizabeth
Frank |
. . W . . . . . Th . |
11:50 -1:10 pm 10:10 - 11:30 am |
ASP 302 |
ELIT |
Cross-listed: American
Studies In the wake of World War II, the United
States emerged as the world’s dominant military, economic, and cultural power.
That power, diffused into the lives of individual Americans by technological,
political, and social change, simultaneously deepened a sense of powerlessness
for some and fulfilled hopes and expectations for others: if you imaginatively
identified with the nation and its privileged symbols—for example, whiteness,
masculinity, weaponry, and material plenty—would you experience the promised sense of
centrality and significance seemingly mandated by our military triumph, our
wealth, our extraordinary global prestige, and our historical sense of
providential destiny? Or would you
experience, or even be aware of, America’s failure to deliver on its promises?
In this course, we will be looking at the ways in which American literature
imagined and represented what it was like to live American lives between August
6, 1945, and September 11, 2001, the day when American verities and pieties
underwent a sudden reckoning. We will begin by asking ourselves and our writers
the same question with which R.W. Emerson opens his great essay,
"Experience": "Where do we find ourselves?" and go on to
examine works by mid-to late twentieth-century and contemporary writers of
fiction, nonfiction, drama, and poetry. Moreover we shall do so through
explicit reference to traditions and problems bequeathed to us by American
writing from the seventeenth-century on.
Can we still see ourselves as the "City on a Hill"? What has
happened to the democratic faith of Emerson and Whitman? Do we possess a "usable past"? Is ours a society marked by "quiet
desperation"? Readings vary each time the course is given; authors may
include but are not necessarily confined to Norman Mailer, James Baldwin,
Tennessee Williams, Allen Ginsberg, Philip Roth, Joan Didion, Toni Morrison and
others.
Class size: 22
11605 |
LIT 2882 Different
Voices, Different Views |
Justus
Rosenberg |
M . W . . |
10:10 - 11:30 am |
OLIN 309 |
ELIT |
Cross-listed:
Global and Int’l Studies Significant short works by some of the most distinguished
contemporary writers of Africa, Iran, India, Pakistan, Korea, Vietnam and the
Middle East are examined for their intrinsic literary merits and the
verisimilitude with which they portray the socio-political conditions,
spiritual belief systems, and attitudes toward women in their respective
countries. Through discussions and short
analytical papers, we seek to determine the extent to which these writers rely
on indigenous literary traditions, and have been affected by Western artistic
models and developments by competing religions and ideologies. Authors inclue Assia Djebar, Nawal El
Saadawi, Ousmane Sembene, Ngugi wa Thiong’o, Chinua Achebe, Naguib Mahfouz,
R.K. Narayan, Anita Desai, Nadine Gordimer, Mahmoud Darwish, Mahasveta Devi and
Tayeb Salih. Class size: 18
****************************************************************************************************************************************************************************
World Literature (WL) courses explore the
interrelations among literary cultures throughout the world. They pay special
attention to such topics as translation, cultural difference, the emergence of
diverse literary systems, and the relations between global sociopolitical
issues and literary form.
11551 |
LIT 2198 Ancient
Fiction: The Greek and Roman
Novel |
Robert
Cioffi |
. T . Th . |
3:10 -4:30 pm |
OLIN 310 |
FLLC |
Cross-listed:
Classical Studies Best known to modern readers through
Petronius’ Satyrica, Apuleius’ Golden Ass, and Longus’ Daphnis and Chloe, the ancient novels
were action-packed narratives full of youthful romance, exotic travel to the
edges of the earth, human travails, shipwrecks, and pirates. They also
represented a new and important literary form in the Roman imperial period:
prose fiction. We will explore this innovative ancient genre by reading all the
surviving Greek and Roman novels, selected other ancient prose fiction from
other cultures and belief systems, and works by contemporary literary theorists
and critics. Questions to consider include: How do genres define themselves?
What is the relationship between fictional literature and its religious,
cultural, and historical context? How do texts represent space, time, and
Others? How are Greek and Roman gender and social roles (re)defined? What is
the relationship between narrative text and artistic representation? All
readings will be in English translation.
This is a World Literature offering. Class size: 18
11561 |
LIT 2203 Balkan Voices:
Writing from Southeastern Europe |
Elizabeth
Frank |
. . W . . . . . Th . |
3:10 -4:30 pm 1:30 -2:50 pm |
OLINLC
118 ASP 302 |
ELIT/DIFF |
Cross-listed:
Human Rights, Russian and Eurasian Studies “The Balkans,” writes
journalist Robert D. Kaplan, “are a region of pure memory: a Bosch-like
tapestry of interlocking ethnic rivalries where medieval and modern history
thread into each other.” Indeed, the countries of the Balkan Peninsula, or “Stara Planina” (“Old
Mountain” in Bulgarian) are often seen as especially “savage,” “primitive,”
“dark” and “violent” in comparison with the more “civilized” West. In this
course, relying on Maria Todorova’s Imagining
the Balkans and Vesna Goldsworthy’s Inventing
Ruritania to frame questions and provoke discussion, we will read fiction,
nonfiction and poetry from Albania, Bosnia, Bulgaria, Croatia, Greece,
Macedonia, Montenegro, Romania and Serbia that explores past and present as
represented by Balkan writers themselves.
During the first half of the course we will concentrate on the late
nineteenth and early twentieth centuries, when the struggle for liberation from
the five-hundred year “Turkish Yoke” led in turn to the lasting enmities of the
Balkan Wars and varied Balkan participation in World War II. For the second
half we will examine writing that has come out of the fall of communist regimes
since 1989, and the wars provoked by the breakup of the former Yugoslavia. Authors include but are not limited to Ismail
Kadare (Albania), Ivan Vazov, Vladislav Todorov (Bulgaria), Miroslav Krleža,
Slavenka Draculic, Dubravka Ugreŝić (Croatia), C.P. Cavafy (Greece),
Tashko Georgievski (Macedonia), Ivo Andrić, Danilo Kiš (Serbia), Gregor
von Rezzori, Herta Muller (Romania). Bosnian-American writers Téa Obreht and
Aleksandar Hemon are also included, with supplementary readings from such
Western writers as Rebecca West, Robert D. Kaplan, and Misha Glenny. This is a World Literature offering.
Class size: 22
11595 |
LIT 2208 Literary
and Cinematic Reflections of War in the Modern Middle East |
Amir
Moosavi |
. T . Th . |
11:50 -1:10 pm |
OLINLC 210 |
ELIT/DIFF |
Cross-listed: Human
Rights; Middle Eastern Studies This
course explores the theme of war in cultural productions originating from the
contemporary Middle East. Using works of prose fiction, poetry and films
created in the eastern Arab World and Iran, from 1975 until the present day, we
will interrogate the various ways in which men and women from the region have
attempted, through literature and film, to grapple with some of the longest and
most brutal conflicts that the world has witnessed in the late twentieth and
early twenty-first centuries: the Lebanese Civil War, the Israeli-Palestinian
conflict, the Iran-Iraq War, Iraq since 1991, and the current Syrian Civil War.
Aside from war we will also explore related themes such as ideology, religion,
gender, mourning, memory, exile and "war cultures" through a
comparative, regional framework. All readings and in-class discussions will be
in English, however original texts in Arabic or Persian will be available for any students who wish to read
them are welcome to do so. In addition to the readings there will be film
viewings outside of class. Key authors and filmmakers will likely include:
Elias Khoury, Hoda Barakat, Mahmoud Darwish, Hushang Golshiri, Bahram Beyzai,
Hassan Blasim, Betool Khedairi and Bahman Ghobadi. This is a World
Literature offering. Class
size: 18