COMPARATIVE 202C
HISTORY OF EUROPEAN CRITICISM & AESTHETICS:
Kant-20th Century
Instructor: Steven Cassedy

This course will cover some of the central trends and thinkers in Western literary aesthetics from the late 18^th century to the early 20^th century. We will discuss Kant, Hegel, several English romantic theories, the Russian social critics, Marx and Engels, phenomenological criticism, and Heidegger. Lectures by instructor and oral reports by students. COMPARATIVE 210
CLASSICAL STUDIES:
Ancient Slaves and Modern Servants
Instructor: William Fitzgerald

We will be spending about half of the class examining the ancient tradition of literature about slaves in drama, lyric and prose fiction and the other half on the servant in modern literature. We will be focusing on the implications of treating master (or mistress) and slave/servant as a symbiotic unit in which the relation of dominance undergoes various transformations. The organization of the class will be thematic rather than historical, and some of the themes to be covered will be: the ironic relations between domination and dependence, servitude and control; the master's knowledge and the servant's, love and servitude/love as servitude; the servant as narrator and the reader as servant.

We will read comedies of Aristophanes and Plautus; Apuleius' novel The Golden Ass; the anonymous Life of Aesop; poems by Ovid, Horace and Propertius. The modern works we read will depend on students' interest. Possibilities include: comedies by Shakespeare and Beaumarchais; Diderot's Jacques the Fatalist, Richardson's Pamela, Lazarillo de Tormes, medieval and renaissance love poetry; Melville's Benito Cereno; Narrative of the life of Frederick Douglass; Losey's film The Servant. The main secondary text will be Bruce Robbins's The Servant's Hand, but some other critical texts will be assigned. CULTURAL STUDIES 202
CULTURAL SITE TEXTS:
The construction of subaltern memory and social space
Instructor: Pasquale Verdicchio

During the course of this seminar we will consider how specific geographic sites are constructed as cultural loci for the insertion of non-official cultures within the dominant landscape. The significance and influence of folklore, popular culture, and religion will figure into our discussions of these sites, read through analectical/theoretical works by Soja, Krase, Bruno, Davis, etc. The seminar will include visits to some of these sites around San Diego. CULTURAL STUDIES 225
INTERDISCIPLINARYAND HISTORICAL ANALYSIS OF CULURAL TEXTS:
"Reading the Racial State"
Instructor: Mike Murashige

While it has become increasingly clear over the past 30 years that race occupies a central place in so-called public debates that affect our lives in the most intimate and personal of ways, it is less clear why this is so. In debates over jobs and dollars, housing, policing, immigration, welfare "reform," balanced budgets, urban crisis, affirmative action, prisons, and censorship, all of these debates revolve around racial meaning and racial structure. Despite the centrality of the state in all of these debates, however, very little intellectual labor has been spent thinking through the complexities of the state or what role the state might play in producing a racial order. While we may agree that a racial order exists, it remains difficult to discern where it comes from given the current intellectual tools for doing so. The "method" if we can call it that, within current scholarship around questions of race, has been to either reduce these processes, events, moments, to "political" acts (in the most reductive sense of the term) or to see them simply as taking place within a larger (and much more important) political economic field, wherein the state is simply an intermediary to capital or simply one of a number of "sites" within which contestations over race take place. Against this tendency, in this course, we will be examining the multitude of ways which the state is responsible for the production and maintenance of a racial order, how it organizes inequality via racialized state practice, and what the implications are for intellectual "race work"-both in the academy as well as on the ground. Taking up abstract questions around state theory and contemporary state forms, as well as debates around more distinct social practices (welfare, immigration, policing, for instance), and their encoding within popular narratives, this course is meant as an initial exploration into an admittedly dense and complex subject. With that in mind, students need not feel that they need a background in state theory, though academic work on race and racialized process would be helpful. This course is meant to be interdisciplinary in scope and method. Students from other departments are encouraged to enroll.

In addition to the regular weekly meetings, students will be responsible for meeting in study groups (also once a week). Students will also be encouraged to enter their own research into the broader framework of the class. Readings for Week One will be available in the Literature Department during Finals Week of Winter quarter. LITERATURES IN ENGLISH 245
19^th CENTURY AMERICAN STUDIES
Manifest Domesticity:
The Nations Houses
Instructor: Nicole Tonkovich

Houses and homes have always been central to the U.S. national imaginary, but perhaps never in so sustained a manner as between the years 1838 and 1876. Consider:

• In 1838, members of the Cherokee nation, which had adapted itself to the requirements of U.S. citizenship, were removed by the U.S. Army from their ancestral homelands in the southeast to unincorporated territories in Oklahoma.
• In 1839, Edgar Allan Poe published his "Fall of the House of Usher," and Caroline Kirkland published a guide to settling in the West, entitled A New Home, Who'll Follow?
• In the U.S. presidential campaign of 1840, parades included log cabins mounted on wheels, attesting to William Henry Harrison's moral and political viability.
• In 1843, Catharine Beecher published her best-selling Treatise on Domestic Economy, which was reissued annually until 1869, when she collaborated with her sister, Harriet Beecher Stowe, to repackage the book as American Women's Home Sales soared.
• By 1850, the home had become central not only to the practical and political imaginary, but figured prominently in fictional considerations of inheritance, genealogy, racial "purity," class entitlement, and appropriate gender roles in books such as Hawthorne's The House of the Seven Gables (1851), Thoreaus's Walden (1854), Stowe's Uncle Tom's Cabin (1852), Melville's Pierre (1852), and William Wells Brown's Clotel, or, The President's Daughter (1853).
• As Civil War threatened, various women's groups united to purchase Washington's home, Mt. Vernon, and convert it to a national monument that would unite the warring factions. The move was doomed, however, since the grounds of Mr. Vernon also included slave cabins. Throughout the period, controversy erupted over the decoration of buildings centrally identified with the nation itself--namely, the U.S. Capitol and its surrounding grounds. Not surprisingly, this debate took its founding assumptions and rhetoric from more localized discussions of housekeeping and interior decoration promulgated in conduct books and manuals of domestic advice.
• Would-be Senator Abraham Lincoln warned the nation in 1858 that "a house divided against itself cannot stand." Two years later, his presidential campaign fixed the image of the log cabin permanently in the political vocabulary as the index of honor, self-sufficiency, and homely values.
• By 1876, the year of the U.S. Centennial, the trope had become avowedly nostalgic, as seen in the publication of a collection of reminiscences entitled The Bark Covered House, or Back in the Woods Again.

1. House-cleaning: Indian Removal Policies
2. Genealogy/Inheritance: House of the Seven Gables
3. The House Divided: Clotel and Uncle Tom's Cabin; "Fall of the House of Usher"
4. Interior states: Walden (exerpts)
5. Log Cabin Rhetoric: A New Home; Who'll Follow?
6. Alternative Families: Elder Northfield's House and Pierre
7. Pedagogies of domesticity: LaFlesche, The Middle Five (Indian boarding schools; female seminaries
8. The Nation's Parlor: Mount Vernon, Capitol rotunda paintings, Native American delegations to Washington D.C.

This course will examine German Romanticism as a period central to the crisis of representations in which we still to live. Caught between the era of bourgeois revolutions and the beginning of bourgeois reaction and dominance, yet trailing a legacy from the ancien regime, the problems of Romanticism continue to effect our lives in political, economic, aesthetic, religious, and aesthetic practices--often most strongly when we believe we that we have most clearly freed ourselves of them.

This course will focus on four areas of representation: politics, religion, philosophy, and literature / aesthetics. Our concentration on these areas is by no means meant to limit discussion to these areas, but also to provoke examination of other areas effected by the crises of representations marked in Romanticism.

To examine the beginnings, problematics, and implications of the crises of representation signalled by German Romanticism, we will necessarily draw on influential writings from other linguistic traditions and other "literary periods." Our readings will thus be drawn from those of Plato, Rousseau, Winckelmann, Wackenroder, Friedrich Schlegel, Novalis, Hoelderlin, Tieck, and E.T.A. Hoffmann, and perhaps Wordsworth, Coleridge, Chateaubriand, and Nerval.

German is not necessary for this course, though it will be useful. All texts will be available in the original languages as well as English translation.

The course is open to students from all sections of the Literature Department, as well as all interested students from other departments. SPANISH LITERATURE 272
THEORIES AND NARRATIVES OF SPATIAL DISPERSION
Instructor: Rosaura Sánchez

This year's seminar will deal with theories and narratives of spatial dispersion, displacement and relocation. The story of migration is a social-economic-political tale narrated in oral histories, folktales, songs and poetry, testimonials, short stories, novels and, of course, histories. We will focus on the construction in literature--especially Latin American and Latino/Chicano literature--of the relation between capital mobility, geographical mobility, social mobility, political exile, restructuring and the development of a transnational labor force. In the process we will examine several literary texts and a variety of social/economic/ cultural theories to assess to what extent the micro-social concerns of immigrants are examined in relation to the macro-economic concerns of transnational capital. The course will be conducted in Spanish although some of the readings will be in English. LITERATURE THEORY 200A
TEXT CULTURE - CRITICAL PRACTICE
Instuctor: Alain J.-J. Cohen

This is one of the three required «core» seminars for first-year doctoral students. This segment of the sequence will be devoted to the evolution of critical theory during the last thirty years. They include the following vibrant questions, polemics and topics: Structuralism , post-structuralism and deconstruction, Frankfurt and neo-Frankfurt, modernism and post-modernism, Lacan and psychoanalytic cultural critiques, semiotics of text and culture. LITERATURE THEORY 210
MAJOR PERIODS and MOVEMENTS
Reading Marx in the 1990's
Instructor: Don Wayne

The aim of this course is to provide the student with an understanding of some of the foundational texts in the tradition of marxist literary theory and cultural criticism. We will try to distinguish a critical component of this tradition from dogmatic representations of both the left and the right. Since poststructuralist theory and postmodernist practice constitute major faultlines in twentieth-century intellectual history, we'll try to sort out some of the continuities and discontinuities between these more recent movements and the earlier marxist tradition. The first part of this course will involve close and critical reading of major theoretical texts by Marx--including (with Engels) The German Ideology (1845-46); selections from Grundrisse (1857-8), and vol. 1 of Capital (1867). Depending on how much time remains in the latter part of the quarter, we will go on to consider selected writings of Lukacs, Adorno and Horkheimer, Althusser, Williams, and others. Students will be encouraged to develop individual or group projects involving particular readings that are related to their primary areas of concentration either in terms of a historical period (a student of early modern culture might want to examine the Brenner debate concerning the transition from feudalism to capitalism; a postmodernist might want to examine Mandel's notion of "late capitalism," evaluating Fredric Jameson's use of that category in light of questions posted by Mike Davis and other critics of Jameson); a genre (literary, musical, visual, plastic, or "virtual"); a topic (such as slavery; domestic labor; colonialism; national and transnational cultures; distinctions between "high" and "popular," or "high" and "mass," or "standard" and "non-standard" cultures).Throughout the quarter we will be asking whether the priority of the categories of labor, class and production-relations in marxist theory and historiography is (or is not) compatible with forms of postmodern cultural critique that emphasize race, gender, ethnicity, sexuality, religion, the circulation of commodities and of signs, the deconstruction of totality, etc. Toward that end we will work together in developing a bibliography of recent texts that analyze, criticize, and in some instances revise Marx from a contemporary standpoint. LITERATURE THEORY 220
THEORIES OF LITERARY
POST-STRUCTURALISM REVISITED
Instructor: Marcel Hénaff

The aim of this seminar is to propose a critical examination of Poststructuralism: its origins, its achievements, its limits. During the past thirty years, this theoretical trend has been highly influential, and the term commonly designates a group of philosophers or theoreticians: Deleuze, Derrida, Foucault, Althusser, Serres, Lyotard, Lacan, Barthes, Kristeva, Genette, Marin, De Man etc. There are nevertheless striking differences between these thinkers, and the "postructurtalist" label is only a convenient manner to unite them under a minimal common denominator. Their progenies go also their varied ways. Those who trek the trails of Foucault or Deleuze have limited interests to share with those who pursue the task of Derridian deconstruction.

Thus, a first question arises: why call these thinkers 'Poststructutralists'? In order to answer, we need first to explore what Structuralism meant, and the profound changes the Structuralist approach--first developed in Linguistics and Anthropology-- made possible in the field of Philosophy but also those of Psychoanalysis, Marxism, History, Literary Theory, and, generallyspeaking, in the Social Sciences.

We will try to understand this movement as an original attempt to combine two diametrically opposite strategies for shaping the theoretical discourse: the first, proceeding by speculative construction, is aresearch of the conceptual conditions of truth (the philosophical tradition par excellence); the second, providing an interpretation of cultural and historical experiences (as do ancient hermeneutics and present cultural studies ), speculates in priority on the conditions of meaning understood not only as forms but as forces. This opposition is, in fact, at the core of the present debate on universalism and cultural diversity.

NB - This seminar will be conducted (in English) as a workshop: each session will be devoted to a specific problem or author. Texts of reference (ex: Saussure, Levi-Strauss, Deleuze, Foucault, Lacan etc) and commentaries will be distributed in advance to facilitate an adequate preparation. A short presentation of each text will be made by one or two students, and then followed by the instructor's explanations and a general discussion. Students who plan to enroll will start to receive a bibliography and some Xeroxed texts by the middle of February. LITERATURE THEORY 297
DIRECTED STUDIES
Instructor: Fredric R. Jameson

Topic and reading list TBA. LITERATURE WRITING 271
THEORY
Poststructuralism and Pedagogy
Instructor: Barbara Tomlinson

Composition theorists have drawn on poststructuralist and other critical theory to reconsider both pedagogical theory and pedagogical practice, restructuring and strengthening their critiques of conceptions of writing and the writer, of educational institutions, and of the relationship of both student writers and writing teachers to wide public debate. This course will consider some of the poststructuralist assumptions, analyses, and interpretations of these critiques, as well as their expression in specific arguments about composition theory and practice, their relationship to other, related conversations such as those of feminist and ethnic studies, and their connections to wider debate about the nature of public life. There will be considerable and close attention to the writings of Foucault and his composition interpreters, much reading, much discussion, much informal and formal writing.

LITERATURE WRITING 280
IMAGINATIVE WRITING
The Interior Life
Instructor: Fanny Howe

In this class you will write imaginatively every week, producing a collection of poems or prose around a single theme or vision. The class readings will be drawn from writings that explore human interiority as a preplexing phenomenon, even a religious phenomenon. Beginning with Plato and Plotinus and including Dogen, the Upanishads, Teresa of Avila, Saint John of the Cross, Rumi, Catherine of Siena, Coleridge, Blake, Emily Bronte, Simone Weil, Levinas and others collected in a reader, writing should be focussed on issues specific to "the inside". Each student will give one oral presentation, based in research, as well as reading his or her own imaginatiave work.