This course explores the intellectual history of scientific racism, paying close attention to how its theories influence power and institutions today. Reading primary sources from the history of science, each class will trace the reverberations of scientific racism in media, education, politics, law, and global health. Our conversations will consistently analyze the intersections of race, gender, sexuality, and age in the legacies of scientific racism. We will also examine the impact of scientific racism in public discourse about the Black Lives Matter Movement and collectively brainstorm for activism towards restorative justice.
Are robots racist? Is software sexist? Are neural networks neutral? From everyday apps to complex algorithms, technology has the potential to hide, speed up, and even deepen discrimination. Using the Black Mirror TV series as a starting point, we will explore a range of emerging technologies that encode inequity in digital platforms and automated decisions systems, and develop a conceptual toolkit to decode tech promises with sociologically informed skepticism. Students will apply design justice principles in a collaborative project and learn to communicate course insights to tech practitioners, policy makers, and the broader public.
The study of public health is an interdisciplinary inquiry involving issues of politics, policy, history, science, law, philosophy, ethics, geography, sociology, environmental studies, and economics, among others. Students will examine governments' role in assuring and promoting health, through the exploration of issues on America's "public health agenda," such as epidemic response, tobacco use, the impact of weight on health, mandatory vaccination, disease prevention, and violence. In doing so, they will consider the impact of race, income, gender, place and environment, education, capitalism and democracy on health outcomes.
This course explores questions and practices of liberation in writings by women philosophers and poets whose work helped to create cultural and political movements in the U.S. and Latin America. Starting in the 60s, we will study a poetics and politics of liberation, paying special attention to the role played by language and imagination when ideas translate onto social movements related to social justice, structural violence, education, care, and the commons. Readings include Gloria Anzaldúa, Angela Davis, Silvia Federici, Diamela Eltit, Audre Lorde, Silvia Rivera Cusicanqui, Gayatri Spivak, Zapatistas, among others.
Theory and philosophy of formal educational practice with specific attention to ethical questions and political implications. How have ideals and practices of education changed over time, especially with the unprecedented emergence of common or universal public education in the last two centuries? How is learning braided with power and desire; with nations and subjectivities; with class, race and gender; with colonial structures; with the reproduction of norms, and challenges to them? This course is not a survey of all educational philosophies, but a selection of critical writings that we will study intensively in the classroom.
Open to graduate students from all disciplines who have already taught (or will teach during the seminar semester) at Princeton. The course engages in critical discussions of current scholarship in the fields of learning and pedagogy, with opportunities to apply new pedagogical approaches in their own teaching. Participants refine their understanding of teaching as they reflect meaningfully on the approaches and skills gained in their own disciplines as part of a liberal arts education.
Dance/Theater Pedagogy Seminar explores the connection between engaged dance and elementary school literacy, mathematics and social studies while allowing students the opportunity to be civically engaged and contribute to the community. The course combines teaching dance and movement classes to public school students from underserved communities in both East Harlem in New York City and the Princeton region (remotely, through zoom), while collectively engaging in an in-depth exploration of Dance and Theater in Elementary Education with an emphasis on recent developments in the field.
To provide a general overview of labor markets. Covering labor force participation, the allocation of time to market work, migration, labor demand, investment in human capital (education, on-the-job training, man-power training), discrimination, unions and unemployment. The course will also examine the impact of government programs (such as unemployment insurance, minimum wages, or a negative income tax) on the labor market.
In this class we engage with texts in a variety of disciplines and genres that stage inquiries into power, privilege, and knowledge. Analyzing novels like Toni Morrison's The Bluest Eye, theory like Karl Marx's The Communist Manifesto, and films like Jordan Peele's Get Out, we examine how power and social identity shape the way that knowledge is produced, manipulated, disseminated, and consumed. The course offers an epistemological framework that links our liberal arts education with pressing issues of inequity and injustice in the world, like racism, gender disparity, classism, and sexism.
This course explores fantastical works that showcase the very real issues that shape education, including race, class, gender, privilege, and disability. How might television shows such as The Chilling Adventures of Sabrina or fiction by writers like G. Willow Wilson and Ursula Le Guin inform the ways we imagine the educational policies and institutions we frequently take for granted? Throughout the semester, we'll consider the experiences of characters like Hermione Granger, Kamala Khan, and the X-Men to see how they speak to our own fantastic experiences as students and citizens at Princeton.
The incoming class of 2024 is both historic and unique. COVID-19 puts everyone's individual history squarely in the middle of a collective history. The guiding idea behind Pandemic Pedagogy is that classrooms are always on the frontiers of social change. And, when we incorporate this fact into our teaching it creates an engagement and relevancy that enhances learning. Using a multi-disciplinary approach including education, psychology, history, economics, and political science, PP will focus on the relationship between school and society in post-pandemic America now and in the future.
This course explores how health, education and work impact vulnerability and inequality in Latin America. Drawing from comparative studies, the seminar assesses these structural aspects of well-being and social development with an eye towards policy implications.On health we will examine overall disparities in care access and outcomes, persistent but neglected issues such as mental health and violence and emerging issues such as the preparedness for global epidemics. On education, enrollment, performance and how it relates to a changing world. On work, we will discuss employment patterns and wage inequality across race, ethnicity, and gender.
A course in normative political theory focusing in particular on issues in normative democratic theory. The course asks how democracy is related to fundamental political values of freedom, autonomy, justice, and equality, and relates these questions to more applied questions in democracy concerning the distribution of education and economic resources.
The study of human nature from the viewpoint of psychological science. Topics range from the biological bases of human perception, thought and action to the social-psychological determinants of individual and group behavior. This course can be used to satisfy the science and technology with laboratory general education requirement.
Principles of psychology relevant to the theory and practice of education. Through selected readings, discussion, and classroom observations, students study theories of development, learning, cognition (including literacy), and motivation, as well as individual and group differences in these areas; assessment; and the social psychology of the classroom. The course focuses on how learning by children and adolescents at the elementary, middle, and secondary school levels is influenced by their own characteristics and experiences and the various contexts in which they learn: family, school, community and culture.
Do the first 1,000 days of life predict the rest of your life? This seminar will use ideas, experiments, and theories from developmental psychology, cognitive psychology, education, communication sciences and disorders, and public policy to evaluate the cascading consequences of early childhood in shaping what we are capable of and who we become. A variety of topics will be discussed, such as genes, prematurity, language, poverty, health, attachment, emotion, and developmental disorders.
You're likely reading this course description online. Next, you'll check your Gmail, scroll through Instagram, and reply to messages on WhatsApp. The internet permeates our jobs, friendships, finances, politics, family ties, education and intimate relationships, especially in the wake of the Coronavirus crisis. How do sociologists analyze activity online and ascertain the internet's role in society? We'll develop a toolkit for studying networked social worlds, ask which aspects of society are changing because of the internet, and examine how basic sociological concepts play out on the web as we explore the sociology of our online lives.
Money seems to represent the ultimate symbol of economic rationality, a single, impersonal and totally interchangeable medium of exchange. Money is also feared as morally dangerous, replacing personal bonds with cold greed. This seminar will offer a fundamentally different sociological explanation of how money works. Examining different monetary worlds ranging from households and college campuses, to law firms and internet sites, we will explore how our multiple moneys are shaped by cultural meanings, moral concerns, and social relations. Our meetings will be run virtually, via Zoom.
The seminar addressrd the means of access to elite positions, including inheritance, education, and employment; wealth concentration and corporate and financial elites; the relation of oligarchy and democracy; and elites and culture.
Analyzes the historical construction of race as a concept in American society, how and why this concept was institutionalized publicly and privately in various arenas of U.S. public life at different historical junctures, and the progress that has been made in dismantling racialized institutions since the civil rights era.
Examines a series of major issues of policy designed to illustrate and develop skills in particularly important applications of microeconomics. Topics include education and training, the minimum wage, mandated benefits, affirmative action, the theory of public goods and externalities, and the basic theory of taxation. Prerequisite: 511b.
The objective of the full-semester interdisciplinary program is to bring together upper-level graduate students in law, business, education and policy from universities across the nation to immerse themselves in: The study of emerging and competing strategies for K-12 and allied institutional reform; Structured, team-based problem-solving skills that effective public organizations use to address the most difficult challenges in education and related domains; and High-priority multi-dimensional consulting projects on behalf of public- and social-sector organizations serving the educational and related needs of children.
This half-term course provides students with some of the basics of a legal education, focusing on the most relevant areas for public policy work. Topics include constitutional law, administrative law (with a focus on agency rulemaking), and statutory interpretation. Course is not open to students who are pursuing or already have a J.D.
This course focuses on the opportunities, constraints and roles of women in an increasingly interdependent economy. The class combines readings from both developed and developing country settings. Topics include: dynamics of fertility and household formation; labor market institutions--types of contracts, wage gaps and discrimination; intra-household allocation of resources and cash transfers; women's migration; education, STEM and stereotypes; violence; political and property rights.
Seminar taken concurrently with Practice Teaching (TPP 406). Students investigate the processes of curriculum development and implementation, develop learning goals and rubrics for assessment, study national and local issues in education and their impact on schools, examine current philosophies and effective practices, reflect on their work and evaluate their performance as practice teachers.