Courses Spring 2023

The goal of this creative writing course is for aspiring playwrights to think deeply about what—exactly— they are trying to do, and avoid, in their writing. What causes a play to be heavy-handed and propagandistic, as opposed to impassioned? How can students who believe deeply in a particular issue write artful drama about that issue? In what ways is theater similar—and dissimilar—to social protest in the streets? Students will be encouraged to experiment, question, and revise, at every turn.

This course will closely examine a diversity of plays that have had a marked impact on their cultures—an impact beyond an excellent and meaningful theater-going experience. Over the course of the semester, students will read—and watch—excellent political plays as well as write their own. They will write and develop their own full-length script, in addition to doing weekly creative responses to produced plays. Class discussion will be divided between focus on student work-in-progress, produced plays, and playwriting craft. Students will also work in small groups, meet with alumni readers, consultants at the Writing Studio, and individually with Prof. Fox.

Immigrants and immigration policy in the United States from 1850 to the present, with focus on origins and power of immigrant exclusion during three waves of migration: Northern European and Asian migrations between 1850 and 1880, Eastern European, Latin American, and Asian migrations, 1880-1920, and Latin American, African, and Asian migrations, post 1965. Immigrant roles in shaping policy debates, citizenship rights, labor movements, and American culture, past and present.

This community-engaged course provides an introduction to contemporary issues in US arts policy and cultural sector leadership across four broad themes: creative institutions; cultural equity and accessibility; creative placemaking/community development; and the creative economy. In addition to policy questions in these areas, we examine leadership practices in arts organizations and cultural institutions, with particular attention to the kinds of leadership the arts require in a post-2020 world. Students will work in teams on a semester-long collaborative project with an arts policy organization and experience the arts in practice through attendance at performances and exhibitions.

Explore the long history of women’s activism in the United States, and how that history has shaped current debates about women leaders. Explore the variety of ways that women exercise
leadership not just in party politics and corporations, but in neighborhoods, schools, and unions among other places. Learn about theories of leadership and connect theory to practice through the process of articulating your own theory of change for your leadership journey. All are welcomed.

As the gateway course for Service Opportunities in Leadership (SOL), this class explores the theory and practice of ethical community engagement, as well as frameworks for leadership that enable social change to flourish within communities. In preparation for SOL summer experiences, students will create ethical community engagement memos articulating their commitments to living into their values, honoring community self-determination, and acknowledging their social location when choosing how to exercise their citizenship in communities. Foundational texts for this class will be narrative stories, guest interviews, and case studies. Students will practice reflective and reflexive writing.

The course considers the question, “How can we fix poverty?” It begins by exploring the nature of poverty through a variety of descriptive metaphors (for example, poverty as a “trap” or a
“disease”). It then considers the word “we,” and in doing so introduces several basic understandings of ethics (deontology, utilitarianism, virtue ethics, etc.) Finally it considers the word “fix” and offers three models for responding to poverty: working for, working with, and being with. Each model explores several examples of good practice followed by critical reflection as students engage with opportunities in Durham displaying each approach.

Exploration of the attributes of leadership, why some leaders fail and other succeed; identification of the core values each student possesses which will bring success to organizations throughout their lives. Case study format, class participation is critical to success. Each student will develop a personal perspective on leadership, learn from examples of success and failure, look at the ethical challenges facing leaders today, learn the tools leaders use to support successful cultures, enhance self-awareness, and prepare to become successful leaders. Strong emphasis on writing skills, how to communicate briefly and effectively in written memos. Students will also work in teams.

Democracy: Crisis and Opportunity will involve students in the practice of revitalizing our democracy, on campus, in Durham, and in our nation. Lab-based model will allow students to experiment with solutions, working together in teams to create innovative projects addressing political issues. Course will include instruction on history and reflective writing as well as theories of innovation and leadership. Work will largely consist of client-based projects in which teams will produce a substantial report or the equivalent activity that contributes to the health of political processes.

Examines origins, historical development, and consequences of white racial identity, from the 17th century to the present, beginning with the emergence of white racial grammar among trafficked white servants and so-called “white slaves” to the creation of racialized rights and privileges for white people in Great Britain and the United States in the 19th, 20th, and 21st centuries.