Comparative & Transnational Studies

This is the syllabus for a course I am teaching at Haverford College in autumn 2019, "Comparative and Transnational Studies: From Kuala Lumpur to Kansas City." The course centers around one question: How can comparative lenses on the one hand, and transnational lenses, on the other, help us make sense of a globalizing world and its workings? We therefore consider how these two sorts of intellectual lenses can help us understand the ways we live now, and the ideas, institutions, processes, and events that shaped them. Feel free to write me with questions about the course at tjdonahueAThaverford.edu. For midterm evaluations of this course, please click here.

Comparative and Transnational Studies: From Kuala Lumpur to Kansas City

Prof. Thomas J. Donahue

ICPR H271

Haverford College, Fall 2019

T/TH 2:30-4

Classroom: Lutnick Video 002

Mailbox: Faculty Mailroom in Hall Building

Office Hours: W, 2-4, or by apptmt

E-mail: tjdonahueAThaverford.edu

How do we make sense of a globalizing world and its workings? For at least 500 years, globalization has been uniting and dividing us. Ideas, institutions, practices, goods, money, and people flow across the globe at rates that seem perpetually to increase, and to further integrate the world. Today, an event in Kuala Lumpur can immediately have effects in Kansas City. And yet these same flows and exchanges confront us with the strange and unfamiliar: we face a daily spectacle of belief systems, practices, organizations, groups, and individuals that explode out of local communities and surge over and around national boundaries. How do we explain all this?

This course is for students who are intrigued by that question. It invites them to answer it by considering it in both comparative and transnational aspect. Comparative and transnational approaches are both lenses that invite us to consider what happens when we examine a problem by looking at how it plays out in different places, or when it moves between places, and how these differences shape and are shaped by the problem’s surrounding practices. This framework of problem, practice, and place invites us to examine more than one region or culture, and to lay aside the idea that good answers will come from thinking that nation-states are containers of homogeneous populations, or that “the West” sets the models that “the Rest” will follow. So to answer our question, the course proposes that students examine these phenomena in both transnational and comparative aspect. So we will consider the difference it makes to see ideas, institutions, and processes in transnational perspective, looking at how these phenomena were shaped and re-shaped as they were passed around the globe and reinterpreted by various actors. Thus we will look at the impact the Haitian Revolution had on the Black Atlantic and on White Europe of the nineteenth century, at how various actors in the countries colonized by Europeans shaped and reshaped ideas held by their colonizers, and at whether Egypt and African civilizations had a much greater impact on the civilization of classical Greece and Rome than many of us now like to think. We will also consider various comparisons across countries, cultures, and areas, taking note of how and when they show us similarities we had ignored, or differences we had missed. So we will look at comparisons of economic change in China and Europe, at the similarities and differences among secularisms in different areas of the world, and at the similarities among Western communitarian and Islamist critiques of modernity. We then consider the unique perspective gained by considering ideas, institutions, and processes in the context of the area or region in which they occur, attending to the similarities across that region. So we will consider what is common to Latin American constitutionalisms, as well as their similarities and differences with constitutionalism in the US. We look at transnational forces, like migration, diasporas, creolization, deportations, and remittances. We also examine the power of unexpected models or analogies, and what insights can be gained by seeing Alexander Hamilton as a Creole revolutionary like Simon Bolivar. And finally, we consider whether modernity is essentially Western and colonial, and whether the best response to European hegemony on the part of non-Europeans is to take the nativist road of playing up the differences between Europe and one’s own culture, or to reinterpret modernity by reworking it and adding one’s own ideas to it.

Course Requirements. To earn full credit, each student must:

(1) Participate in class discussion. I know many people find this daunting. Nevertheless, try. One main aim of the course is to help you improve in argument.

(2) Submit 5 weekly response papers. Each week, you may submit one or two papers, of not more than 350 words, that examines some thesis that that week’s reading has argued. The paper may either mount its own argument to refute the thesis, or mount its own argument to defend the thesis. For full credit, you need only submit 5 such papers.

(3) Submit a paper proposal. You are required to submit, at the beginning of class on November 21, a proposal for your final paper. The proposal should state a question concerning one of the topics covered in the course, say why the question is important, state your answer to the question (i.e., your thesis), give the key reasons by which you will defend the thesis, state two serious objections to your thesis, and state how you will respond to the objections. The proposal should be not more than 800 words long.

(4) Submit a final paper. You are required to submit, on the last day of exams, a final paper. The paper should have a title, an abstract, a common ground, state a question concerning one of the topics covered in the course, say why the question is important, state your answer to the question (i.e., your thesis), defend the thesis with argument, state two serious objections to your thesis, and respond to the objections. The paper should be not more than 4,000 words long.

Course Assessment. Course marks will be computed on the following distribution: Class Participation: 20%; 5 Response Papers: 35% (7 % each); Paper Proposal: 20%; Argumentative Paper: 25%

Course Objectives. By the end of the course, students should

(1) Have become familiar with and able to carefully use such key concepts in comparative, area, and transnational studies as typologies, models, generalizing comparison, individualizing comparison, entangled history, cultural transmission, or nativism. ;

(2) Have strengthened their skills in applying these concepts to current debates about the history, ethics, politics, and economics of our increasingly entangled societies;

(3) Have honed their ability to specify how and why specific values clash when dealing with these debates;

(4) Have improved their skills in specifying the disagreement over the relevant facts involved in disagreement over these debates;

(5) Have learned how to accurately describe the structure of a theory, specifying its key concepts, its main claims, the basic model underlying it, and the question to which it is an answer;

(6) Have honed their skills in specifying the structures of arguments, breaking them into premises-axioms, middle premises-lemmas, and conclusions-theorems;

(7) Have improved their ability in distinguishing between similar concepts denoted by the same word and spotting equivocations;

(8) Have honed their skills in evaluating and challenging the premises of an argument with rational and well-ordered arguments of their own;

(9) Have worked out for themselves a detailed and developed argument arguing a thesis about one of the questions covered in the course;

E-mail policy. You are welcome to e-mail me with questions about the course. I try to answer e-mails within 48 hours of receipt. Don’t expect an answer before then. Fast usually means shoddy.

Academic Dishonesty: Don’t do it! Here is Haverford College's official language on the subject:

"A Note from Your Professor on Academic Integrity at Haverford:

"In a community that thrives on relationships between students and faculty that are based on trust and respect, it is crucial that students understand a professor’s expectations and what it means to do academic work with integrity. Plagiarism and cheating, even if unintentional, undermine the values of the Honor Code and the ability of all students to benefit from the academic freedom and relationships of trust the Code facilitates. Plagiarism is using someone else's work or ideas and presenting them as your own without attribution. Plagiarism can also occur in more subtle forms, such as inadequate paraphrasing, failure to cite another person’s idea even if not directly quoted, failure to attribute the synthesis of various sources in a review article to that author, or accidental incorporation of another’s words into your own paper as a result of careless note-taking. Cheating is another form of academic dishonesty, and it includes not only copying, but also inappropriate collaboration, exceeding the time allowed, and discussion of the form, content, or degree of difficulty of an exam. Please be conscientious about your work, and check with me if anything is unclear."

I may, at any time, use tools like turnitin.com to detect plagiarism.

Access and Inclusion Statement

Haverford College is committed to providing equal access to students with a disability. If you have (or think you have) a learning difference or disability – including mental health, medical, or physical impairment, please contact the Office of Access and Disability Services (ADS) at hc-ads@haverford.edu. The Coordinator will confidentially discuss the process to establish reasonable accommodations.

Students who have already been approved to receive academic accommodations and want to use their accommodations in this course should share their verification letter with me and also make arrangements to meet with me as soon as possible to discuss their specific accommodations. Please note that accommodations are not retroactive and require advance notice to implement.

It is a state law in Pennsylvania that individuals must be given advance notice if they are to be recorded. Therefore, any student who has a disability-related need to audio record this class must first be approved for this accommodation from the Coordinator of Access and Disability Services and then must speak with me. Other class members will need to be aware that this class may be recorded.

Writing response papers: Here are guidelines on what I’m looking for, and what I’m not looking for, but other teachers might be.

Timeline of Events and Ideas: Click here.

How to understand and use theories: Puzzled? You're not alone! Even the professionals find this difficult. Click here for some tips on how to do it.

REQUIRED BOOKS

Robin Cohen, Global Diasporas: A Introduction (Routledge, 1997). (Available online through Tri-Co Libraries)

Roberto Gargarella, The Legal Foundations of Inequality: Constitutionalism in the Americas, 1776-1860 (Cambridge UP, 2010). (Available online through all Tri-Co Libraries)

Roxanne L. Euben, Enemy in the Mirror: Islamic Fundamentalism and the Limits of Modern Rationalism: A Work of Comparative Political Theory (Princeton UP, 1999). (Available online through Tri-Co Libraries)

RECOMMENDED BOOKS

Wayne Booth et al, The Craft of Research (UChicago Press, 2016). (Available online through Tri-Co Libraries)

SCHEDULE

Session 1. Sept 3. (I) Introduction to the Course: Transnational/Entangled and Comparative Perspectives. (II) A Transnational History: The Story of the Black Jacobins and Their World-Historical Revolution in Haiti

Optional:

Kwame Anthony Appiah, "Culture," 2016 Reith Lectures on Mistaken Identities

Stuart Hall, "The West and the Rest: Discourse and Power," in Formations of Modernity, ed. S. Hall (Polity, 1992)

CLR James, The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution (Vintage, 1963)

Session 2. Sept 5. A Transnational History: Was the Haitian Revolution the Founding of a Black International Movement Opposing Anti-Black Oppression? In What Ways Is the Black International Comparable to the Socialist Internationals?

Michael O. West and William G. Martin, “Haiti, I’m Sorry: The Haitian Revolution and the Forging of the Black International,” From Toussaint to Tupac: The Black International Since the Age of Revolution, ed M. West et al (UNC Press, 2009): 72-106

Isaiah Berlin, “The [Workingmen’s] International,” Karl Marx: His Life and Environment, 2nd ed. (Oxford UP, 1948): 206-221

Session 3. Sept 10. What Napoleonic-Era Europeans Learned from the Haitian Revolution (and 20^th-century Europeans Forgot): Another Transnational History

Susan Buck-Morss, “Hegel and Haiti,” Critical Inquiry 26 (2000): 821-865

Optional reading: G. W. F. Hegel, “Lordship and Bondage,” The Phenomenology of Spirit (1806)

Session 4. Sept 12. Economic Change in China and Europe: A Cross-Area Comparison

R. Bin Wong, “Introduction,” “Economic Change in Late Imperial China and Early Modern Europe,” “Chinese and European Perspectives on State Formation andTransformation,” China Transformed: Historical Change and the Limits of European Experience (Cornell UP, 1997): 1-8, 9-32, 71-104

Session 5. Sept 17. (1) Political Change in China and Europe: A Cross-Area Comparison. (2) If China Did Not Follow a European Model of Capitalism and State-making, then How Should We Think of the Model It Did Follow?

R. Bin Wong, “Chinese and European Perspectives on State Formation and Transformation,” China Transformed: Historical Change and the Limits of European Experience (Cornell UP, 1997): 71-104

Daniel Little, “Eurasian Historical Comparisons: Conceptual Issues in Comparative Historical Inquiry,” Social Science History 32 (2008): 235-261, READ 235-249 ONLY

Session 6. Sept 19. Transnational Forces: Diasporas and their Allegiances

Robin Cohen, “Classical notions of diaspora: transcending the Jewish tradition,” Global Diasporas (Routledge, 1997): 1-30. (Book avaailable online through Tri-Co Libraries)

Robin Cohen, "Victim Diasporas: Africans and Armenians," Global Diasporas (Routledge, 1997): 31-56

FIRST RESPONSE PAPER DUE

Optional reading:

Fiona Adamson, “The Growing Importance of Diaspora Politics,” Current History 115 (2016): 291-297

Robin Cohen, “Four Phases of Diaspora Studies,” Global Diasporas: An Introduction (Routledge, 2004): 1-19

William Safran, “Diasporas in Modern Societies: Myths of Homeland and Return,” Diasporas 1 (1991): 83-99, Read pp. 83-95 ONLY

Nina Glick Schiller, “Long-Distance Nationalism,” in Encyclopedia of Diasporas, ed. M. Ember et al (Springer, 2005) : 570-580

Stephane Dufoix, "Maintaining Connections: Holding On and Letting Go," Diasporas (UCalifornia Press, 2008): 59-79

Session 7. Sept 24. Diasporas and Their Allegiances: Labor Diasporas, Trade Diasporas, and Diaspora Homelands

Robin Cohen, "Labour and imperial diasporas: Indians and British," Global Diasporas, pp. 57-82 (Book online through Tri-Co Libraries)

Robin Cohen, "Trade Diasporas: Chinese and Lebanese," pp. 83-104

Robin Cohen, "Diasporas and their Homelands: Sikhs and Zionists," pp. 105-126

Session 8. Sept 26. (1) An Atlantic Diaspora as Counterculture of Modernity. (2) What Does It Mean to Model a Diaspora on a Counterculture?

Paul Gilroy, “The Black Atlantic as a Counterculture of Modernity,” The Black Atlantic: Modernity and Double Consciousness (Verso, 1993): 1-29 ONLY

J. Milton Yinger, “Countercultures and Social Change,” American Sociological Review 42 (1977): 833-853, READ pp. 833-841 ONLY

Optional reading:

Nicholas Van Hear, “Diasporas Made and Diasporas Unmade,” New Diasporas: The Mass exodus, dispersal, and regrouping of migrant communities (UCL Press, 1998): 195-23

Nicholas Van Hear, “Refugee Diasporas and Refugees in Diaspora,” Encyclopedia of Diasporas, ed. M. Ember et al (Springer, 2005) : 580-590

Session 9. Oct 1. Transnational Forces: Creolization (Mestizaje/Métissage/Hybridity): Is the Whole World Becoming Creolized, and thus Following the Model of the Caribbean?

Édouard Glissant, “Creolization in the Making of the Americas,” Caribbean Quarterly 54 (2008): 81-89

Stuart Hall, “Creolité and the Process of Creolization,” in Creolizing Europe, ed. Encarnacion Gutierrez and Shirley Anne Tate(Liverpool UP, 2015): 12-25

Begin reading: Kwame Anthony Appiah, “The Case for Contamination,” New York Times Magazine (1 January 2006)

Optional reading:

Ulf Hannerz, “The World in Creolisation,” Africa 57 (1987): 546-559

Session 10. Oct 3. (1) Should We Be For Continued Creolization, or Should We Try to Preserve Cultures As They Are Now?

Continue with: Kwame Anthony Appiah, “The Case for Contamination,” New York Times Magazine (1 January 2006)

Chike Jeffers, "The Ethics and Politics of Cultural Preservation," Journal of Value Inquiry 49 (2015): 205-220

Optional reading:

Stuart Hall, “Creolization, Diaspora and Hybridity in the Context of Globalization,” in Creolité and Creolization,

ed. Okwui Enwezor (Hatje Kantz, 2003)

Session 11. Oct 8. Constitutionalisms Compared Across the Americas: Radical Constitutions in the United States and Spanish America

Roberto Gargarella, “Introduction,” “Radicalism: Honoring the General Will,” The Legal Foundations of Inequality: Constitutionalism in the Americas, 1776-1860 (Cambridge UP, 2010): READ pp. 1-38, 82-89

SECOND RESPONSE PAPER DUE

Session 12. Oct 10. Constitutionalisms of the Americas: Conservative Constitutions

Roberto Gargarella, “Conservatism: The Moral Cement of Society,” The Legal Foundations of Inequality: Constitutionalism in the Americas, 1776-1860 (Cambridge UP, 2010): 90-130, 146-152, ONLY

FALL BREAK

Session 13. Oct 22. (1) The Americas’ Constitutionalisms: Liberal Constitutions. (2) The Uses of Typologies.

Roberto Gargarella, “Liberalism: Between Tyranny and Anarchy,” The Legal Foundations of Inequality: Constitutionalism in the Americas, 1776-1860 (Cambridge UP, 2010): 153-172

Roberto Gargarella, “Towards a typology of Latin American Constitutionalism,” Latin American Research Review 39 (2004): 141-153

Session 14. Oct 24. Cross-area comparisons: Secularism in Europe, Latin America, and Muslim Societies

Nader Hashemi, “The Multiple Histories of Secularism: Muslim Societies in Comparative Perspective,” Philosophy & Social Criticism 36 (2010): 325-338

Faviola Rivera-Castro, “Laicism: Exclusive or Inclusive?” in Laicidad and Religious Diversity in Latin America, ed. J. Vaggione and J. Moran (Springer, 2017): 43-57

Optional reading: Rajeev Bhargava, “The Distinctiveness of Indian Secularism,” in The Future of Secularism, ed. T. N. Madan (Oxford UP, 2006): 20-53

Session 15. Oct 29. Cross-area comparisons: Communitarianisms and their Critique of Modernity as Morality-Destroying and Colonial: The Communitarianism of Sayyid Qutb

Roxanne L. Euben, “A View from Another Side: The Political Theory of Sayyid Qutb,” Enemy in the Mirror: Islamic Fundamentalism and the Limits of Modern Rationalism: A Work of Comparative Political Theory (Princeton UP, 1999): 49-92

THIRD RESPONSE PAPER DUE

Session 16. Oct 31. Cross-area comparisons: Reading Qutb as a Model for European and American Communitarians

Sayyid Qutb, “Signposts along the Road,” in Princeton Readings in Islamist Thought, ed. R. Euben and M. Zaman (Princeton UP, 2009): 136-144

R. Euben, “Inside the Looking Glass: Views within the West,” Enemy in the Mirror, pp. 123-153

Session 17. Nov 5. Transnational Forces: Deportation, Migration, and Asylum Applications

Javier Hidalgo, "Self-determination, immigration restrictions, and the problem of compatriot deportation," Journal of

International Political Theory 10 (2014): 261-282, READ 261-276 ONLY

Matthew E. Price, “Persecution Complex: Justifying Asylum Law’s Preference for Persecuted People,” Harvard International

Law Journal 47 (2006): 413-466, READ 413-451 ONLY

Optional reading:

Devesh Kapur and John McHale, “Should a Cosmopolitan Worry about the ‘Brain Drain’?” Ethics & International Affairs 20 (2006): 305-320

Alex Sager, “Methodological Nationalism and the ‘Brain Drain’,” in The Ethics and Politics of Immigration: Core Issues and Emerging Trends (Rowman and Littlefield, 2016): 221-240

Session 18. Nov 7. Models and Analogies: The U. S. and Other Countries’ Racial Orders. Which Is a Model for Which? (1) An Argument that Evidence from Latin America Proves that US Racial Ideas Are True, and Latin American Ideas False. (2) An Argument that the US Racial System Is Becoming Much More Like Latin America’s Systems

Jonathan Warren and Christina Sue, “Comparative racisms: What anti-racists can learn from Latin America,” Ethnicities 11 (2011): 32-58

Eduardo Bonilla-Silva, “We are all Americans! The Latin Americanization of racial stratification in the USA,” Race and Society 5 (2002): 3-16

Optional: Pierre Bourdieu and Loïc Wacquant, “On the Cunning of Imperialist Reason,” Theory, Culture and Society 16

(1998): 41-58, READ pp. 41-48 ONLY

George Fredrickson, “Two Strange Careers: Segregation in South Africa and the South,” White Supremacy: A

Comparative Study of American and South African History (Oxford UP, 1981): 239-283

Session 19. Nov 12. (1) The Concept of Latin America: What Sort of Model Does It Offer for Understanding the Region? (2) Comparative Responses to Injustice: 19th Century African-American Ideas about Whether to Stay and Fight Oppression, or Emigrate to Africa

Mauricio Tenorio-Trillo, "The Connotations of an Idea: On the basic connotations of the term Latin America," Latin America: The Allure and Power of an Idea (UChicago Press, 2017): 34-41

Edward Wilmot Blyden, "The Call of Providence to the Descendants of Africa in America," in Liberia's Offering (John Gray, 1862): 67-91; READ 67-78, 86-91

FOURTH RESPONSE PAPER DUE

Session 20. Nov 14. Comparing African-American and Jewish Debates about Whether to Emigrate away from Injustice Or Stay and Fight: Du Bois versus Garvey, the Jewish Bund versus Zionists.

Bernard R. Boxill, "Douglass Against the Emigrationists," in Frederick Douglass: A Critical Reader, ed. Lawson and Kirkland

Martin Ijere, "Du Bois and Garvey as Pan-Africanists: A Study in Contrasts," Presence Africaine (1974)

K. S. Pinson, "Kremer, Medem, and the Ideology of the Jewish Bund," Jewish Social Studies (1945)

Session 21. Nov 19. Catch-up: Douglass, Du Bois, Garvey, the Bund

Do Readings for Nov 14

Session 22. Nov 21. Comparing Emigrationism-Localism Debates: Zionists versus the Jewish Bund

G. Shimoni, "General Zionism," The Zionist Ideology (UPNE, 1995):

G. Shimoni, "Labor Zionism, the Counter-attack on the Bund," The Zionist Ideology

PAPER PROPOSAL DUE IN CLASS

Session 23. Nov 26. Is Modernity Inevitably European and Colonial? Arguments from the Global Periphery for “Yes” and “No, Colonialism Pre-empted African Modernization”

Walter Mignolo, “Coloniality: The Darker Side of Modernity,” in Modernologies, ed. C. Breitwisser (MACBA, 2009): 39-49

Olufemi Taiwo, “Running Aground on Colonial Shores: The Saga of Modernity and Colonialism,” How Colonialism Preempted Modernity in Africa (Indiana UP, 2010): 49-97

Optional reading:

Olufemi Taiwo, “Introduction: Of Subjectivity and Sociocryonics,” How Colonialism Preempted Modernity in

Africa (Indiana UP, 2010): 1-19

THANKSGIVING BREAK

Session 24. Dec 3. Polarizing Nativism as a Response to Colonial Domination: Is Seeing One's Culture As Centered on What Is Most Different from Europe the Best Way of Throwing Off the Chains?

Ali Mirsepassi, “Modernity beyond Nativism and Universalism,” Political Islam, Iran, and the Enlightenment: Philosophies of Hope and Despair (Cambridge UP, 2011): 67-84. [Online through Tri-Co Libraries]

Augusto Salazar Bondy, "The Meaning and Problem of Hispanic American Philosophic Thought," in Latin American Philosophy for the 21st Century, ed. J. Gracia and E. Milan-Zaibert (Prometheus, 2004): 381-398

Optional reading:

Valentin Mudimbe, "African Philosophy as an Ideological Practice: The Case of French-speaking Africa," African

Studies Review 26 (1983): 133-154

Session 25. Dec 5. An Arab-centered Comparison of Other Post-colonies’ Arguments for and Against Polarizing Nativism

Elizabeth Suzanne Kassab, "Introduction: Cultural Malaise and Cultural Identity in Twentieth-Century Western, Postcolonial,

and Arab Debates," "The First Modern Arab Cultural Renaissance, or Nahda," Contemporary Arab Thought: Cultural Critique

in Comparative Perspective (Columbia UP, 2010): 1-15, 17-49

Kassab, "Critique after the 1967 Defeat [Naksa]," Contemporary Arab Thought, pp. 65-91 only

FIFTH RESPONSE PAPER DUE IN CLASS

Session 26. Dec 10. (1) Arab-centered Comparison, continued. (2) Polarizing Nativisms: Afrocentricity

Do Readings for

Kassab, "Breaking the Postcolonial Solitude: Arab Motifs in Comparative Perspective," Contemporary Arab Thought, pp. 293-

304, 318-346 only

Molefi Kete Asante, "Ama Mazama and Paradigmatic Discourse," "Afrocentricity: Notes on a Disciplinary Position,” An

Afrocentric Manifesto (Polity, 2007): 9-30, 31-54

[Skipped Session 25. Dec 5. Polarizing Nativisms: Afrocentricity

Molefi Kete Asante, "Ama Mazama and Paradigmatic Discourse," "Afrocentricity: Notes on a Disciplinary Position,” An

Afrocentric Manifesto (Polity, 2007): 9-30, 31-54

Asante, “Afrocentricity and History," An Afrocentric Manifesto, pp. 115-121 ONLY]

Optional reading:

Tamim Ansary, Destiny Disrupted: A History of the World through Islamic Eyes (PublicAffairs, 2009)

Walter Mignolo, “Afterword,” The Darker Side of Western Modernity: Global Futures, Decolonial Options (Duke

UP, 2011): 295-337]

Session 27. Dec 12. (1) A Creolizing Argument against Polarizing Nativism: The Best Form of Resistance to Oppression?

(2) African Populism as Polarizing Nativism? (3) Localist European Populism: Polarizing Nativism against the Globalist

Class?

Kwame Anthony Appiah, “Fallacies of Eurocentrism and Afrocentrism,” (1993)

Guy Martin, African Political Thought, pp. 112-115, 130-134, 143-151 ONLY

Mark Lilla, "Two Roads for the French New Right," New York Review of Books 65 (20; December 20 2018)

Optional reading:

Kwame Anthony Appiah, “Topologies of Nativism,” In My Father’s House: Africa in the Philosophy of Culture

(Oxford UP, 1992): 47-72

Session 27. Dec 12. Seeing the World as Having a Global Culture with a Heritage Drawn from All Over the Globe: The Best Way of Being Fair to All Cultures?

Martin Bernal, “Article [Black Athena],” http://www.blackathena.com/encyc.php

Amartya Sen, “The Violence of Illusion," "Civilizational Confinement,” “West and Anti-West,” Identity and Violence: The

Illusion of Destiny (Norton, 2006): 1-17, 40-59, 84-103

FINAL PAPER DUE LAST DAY OF EXAMS AT NOON TO MOODLE FORUM.