13 courses with the subject MDES, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Cin Alfred Lerner Hall Tyeer MDES UN1004 Premodern Islamic Worlds-Discussion Section. 0.00 points. Discussion section to accompany the course, MDES UN1003
201b Philosophy Hall Sarah bin
Cin Alfred Lerner Hall Dabashi lment
402 Chandler Peterson
327 Uris Hall Jonathan
833 Seeley W. Mudd Dabashi
141 Uris Hall Massad lment EESC BC3043 WATER, SANITATION # HEALTH. 3.00 points. Course description: This course focuses on understanding water, sanitation and health from the global south to high income countries and how the necessities of water and sanitation can interact to affect people’s lives. Specifically, what are the options for providing cleaner water and improved sanitation in order to reduce the incidence of waterborne diseases, geogenic contaminants, and anthropogenic contaminants and how do these vary across the globe. The class will begin by examining the urban and rural water cycles, how water moves through the environment and then how individuals obtain drinking water. The emphasis will be on water quality and what impacts water quality. The second section will focus on understanding types of sanitation, how they work, and how they can be improved. Approximately half the population in the global south is without improved sanitation and infrastructure throughout high income countries needs updating and replacing. The third section will examine all types of water contaminants including: anthropogenic, geogenic, and microbial. This will include an introduction to public health and epidemiological studies and how different contaminants can impact health. The final portion of the class will integrate the three areas to understand how they interact and how interventions can improve health outcomes. We will use case studies from the US, Africa, Southeast Asia, and Latin America ECON BC3049 Economic Evaluation of Social Programs. 3 points. Not offered during 2024-2025 academic year.
833 Seeley W. Mudd Mitchell
507 Hamilton Hall MDES UN3357 War, Genocide, and their Aftermath. 3.00 points. This course examines how societies grapple with the legacy of mass violence through an exploration of historical texts, memoirs, novels, films, textbooks, litigation, and media reports and debates. Focusing on case studies of the Herero Genocide, the Armenian genocide during WWI, and the Holocaust and “Comfort Women” during WWII, students will investigate the crime and its sequelae. We will explore how societies deal with skeletons in their closets (from engaging in a conspiracy of silence, trivialization, rationalization, and denial to acknowledgment and reparations); analyze texts of official apologies and non-apologies; survey responses of survivors and their descendants (with particular attention to post-memory, multidirectional memory, forgiveness, anger and resentment, and the pursuit of redress); and dissect public debates on modern day issues that recall past atrocities Fall 2025: MDES UN3357 Course Section/Call Times/Location Instructor Points Enrol
101 Knox Hall CLME UN3928 ARABIC PRISON WRITING. 3.00 points. CC/GS/SEAS: Partial Fulfillment of Global Core Requirement This course studies the genealogy of the prison in Arab culture as manifested in memoirs, narratives, and poems. These cut across a vast temporal and spatial swathe, covering selections from the Quran, Sufi narratives from al-Halllaj oeuvre, poetry by prisoners of war: classical, medieval, and modern. It also studies modern narratives by women prisoners and political prisoners, and narratives that engage with these issues. Arabic prison writing is studied against other genealogies of this prism, especially in the West, to map out the birth of prison, its institutionalization, mechanism, and role. All readings for the course are in English translations Fall 2025: CLME UN3928 Course Section/Call Times/Location Instructor Points Enrollme
507 Lewisohn Hall Mitchell MDES GU4263 Colonial Encounters: Thinking through Time and Space. 4 points. This course focuses on issues related to colonial encounters over time, space and geographies. The course is organized around issues that emerge from thinking about the past and present of colonialism and how those encounters affect and frame epistemological as well as ontological questions. We will explore the themes and lines of thought that are helpful in thinking about our contemporary conditions in terms of colonial history. As such, this course examines different types of colonialisms in their various forms and iterations over time and space and their attendant narrations and stories regarding the relationship to the past and present. This course is also about the various ways, means and methods that colonized people(s) confront(ed) colonial violence, domination, and other forms of power. Throughout the semester we ask questions related to histories of colonialisms, comparative colonial settings, settler colonial trajectories, and indigenous responses to settler power. The course will travel in theory and space, in terms of geography and temporality, while prioritizing a focus on the Middle East. Barnard College Catalogue 2025-2026 161 MDES GU4328 The Resilience of Memory: Armenian Genocide in Words and Images. 4.00 points. Genocide has indelibly marked the last century. Survivors of these crimes have sought justice and reparations, while also struggling to keep alive the memory of all that was lost. Words and images are employed in this struggle. The literary, performing, and visual arts play key roles in resisting the destruction of memory. Genocide is a crime whose aim is not just the annihilation of biological individuals but of social groups and their cultural heritage. Words (in the form of poetry, memoir, drama, fiction) and images (in the form of photography, film, painting) are used to combat the forgetting, the denial, and the distorting of genocidal crimes. This course will explore the ways these forms of memory resilience work in the case of the Armenian Genocide. While often under-appreciated, Armenians began a process of reflection upon and resistance against their cultural loss in the decades after 1915. Yet it took another generation for artists and writers to foreground this resistance in their creative output. In parallel to the Jewish response to the Holocaust, the 1960’s and 70’s saw the awakening of a greater Armenian public response to the genocide. Along with memorialization and demands for justice, a heightened critical reflection on the meaning of loss took place. Historical studies of the genocide multiplied adding to our understanding of the nature and causes of the violence. Alongside such scholarship the broader discipline of memory studies has immeasurable added to our understanding of 1915. The literature and critical study of the Holocaust and other genocides will help us understand the ment Armenian resilience of memory. The art and literature we explore will be supplemented by dialogue (in-person or virtually) with writers and artists whose works of resistance continue to be created today WMST GU4330 SWANA Diasporas: Culture, Politics and Identity Formation in a Time of War. 4.00 points. In this class we will study South-West Asian and North African (SWANA) diasporic populations, social movements and cultural production that have responded to the multi-faceted ramifications of the 21st century war on terror. We will focus on diverse Arab, Iranian, and Afghan diasporas in the United States, where 19th and 20th century legacies of racism, xenophobia, Islamophobia and Orientalism combined in new ways to target these groups after the September 11th, 2001 attacks. Drawing on an interdisciplinary array of texts, including ethnography, fiction, feminist and queer theory, social movement theory, and visual and performance art, we will look at how the “war on terror” has shaped the subjectivities and self- representation of SWANA communities. Crucially, we will examine the gender and sexual politics of Islamophobia and racism and study how scholars, activists and artists have sought to intervene in dominant narratives of deviance, threat, and backwardness attributed to Muslim and other SWANA populations. This course takes up the politics of naming, situating the formation of “SWANA” as part of an anti-colonial genealogy that rejects imperial geographies such as “Middle East.” We will ask how new geographies and affiliations come into being in the context of open-ended war, and what new political identities and forms of cultural production then become possible Spring 2026: WMST GU4330 Course Section/Call Times/Location Instructor Points Enrollment
1102 International
BC: Fulfillment of General Education Requirement: Cultures in Comparison (CUL)., CC/GS/SEAS: Partial Fulfillment of Global Core Requirement, Recitation Section Required This course will focus on key debates that have shaped the study of Africa in the post-colonial African academy. We will cover seven key debates: (1) Historiography; (2) Slavery and slave trades; (3) State Formation; (4) Colonialism; (5) Underdevelopment; (6) Nationalism and the anti-colonial struggle; (7) Political Identity and political violence in the post-colony. Partial Fulfillment of Global Core Requirement.
Source: Barnard College's catalog, linked per course · table learning_unit · CourseShelf publish 61
