Faculty Summer Stipend Competition 2013
Congratulations to the following UM faculty recipients of summer stipends.
Hilary Becker, Assistant Professor of Classics
“Who Owns the Past?”: Ethics in Archaeology
The course deals with the contentious ethical debates surrounding cultural heritage and antiquities. Through analysis of specific cases (e.g., a museum has possession of the remains of American Indians, or the British Museum retains the Elgin Marbles) students will learn to analyze ambiguous situations and appreciate different points of view, as well as apply ethical codes and legal statutes to dilemmas faced by archaeologists, art historians, collectors, and curators. The course will target two locations: (1) the University’s extensive Robinson collection and (2) the museums, auction houses, and antiquities shops of New York City. Students will create e-portfolios to be shared with the community at large and also learn to write catalog entries for the objects in the Robinson collection, to be shared on the website of the University Museums.
Mercer Bullard, Associate Professor of Law, Jesse D. Puckett Professor of Law
How Law Creates Wealth
This experiential course on public policy analysis, development, and advocacy will explore the role of legal and regulatory policies in wealth creation, stagnation, and dissipation. Building from familiarity with the basic arrangement (e.g., the role of private property rights and the common law) and activity-specific analyses (e.g., copyright protection and hedge fund regulation), the class will become part of the lively debates concerning the relationships among regulation, capitalism, public policy, advocacy, and the roles and realities of decision-making bodies in the Capitol and on Wall Street.
John Czarnetzky, Professor of Law
Desegregation Law and Mississippi
Using Cleveland, MS, as a focus, Dr. Czarnetzky will lead students in exploring the answers to a question launched from the boundary between de facto and de jure, between hope and outcome: Has desegregation of Mississippi public schools accomplished the goals envisioned when the Supreme Court first ordered desegregation in the US? Put differently, is desegregation a successful or failed experiment in Mississippi? The course will combine study of the court cases that shaped the trajectory of the State’s desegregation with field work to help determine impact on and perspective of leaders whose lives have been shaped by those decisions and their aftermath.
Vivian Ibrahim, Croft Assistant Professor of History and International Studies
Race, Religion and Representations of Islam in the West after 9/11
9/11 represented not just a heightened global security threat, but also intense public attention on domestic Islam and Muslims within the US. In this course, students will use a variety of visual, textual, and aural approaches to gain insight into the diversity of the 6 million+ Muslims in the U.S., while also learning to integrate social, economic, political, as well as cultural approaches in order to gain a holistic understanding of the complexities of the politics of representation. A major component is an individual project that will require students to engage critically with the official monument brief for the 9/11 memorial; students will create document packages and present their own proposals for the monument, learning first-hand of the obligations, sensitivities and complexities of such a task.
Clifford Ochs, Associate Professor of Biology
The Lower Mississippi River: Cultural and Ecological Perspectives
The Mississippi River system is one of the great wonders of the world: beautiful; powerful; ever changing; rich in history, biodiversity, and economic value; and extensively altered by human activities. HON 420 will be an interdisciplinary course that blends environmental history and ecology of the river system, with the cultural history of peoples who have lived along the Lower Mississippi, interacted with its system, and changed it through colonization, large-scale engineering projects, and alteration for agriculture. To get to know the territory in reality and in real time, students will travel via canoe on the Big Muddy itself, as well as visit historically and ecologically significant sites from St. Louis to New Orleans.
Timothy Yenter, Assistant Professor of Philosophy, and Alan Arrivée, Assistant Professor of Theatre Arts
New York in Film
Through a close examination of films about New York City and writings about those films, students will examine the ways in which New York City is represented in film and how this representation is often more revealing of larger social trends than it is of the city itself. By extension, students will consider broader issues in cinematic representation (of geography, class, race, ethnicity, gender, profession) and through this awareness critically engage with their own assumptions and beliefs. The final third of the course will address representations of New York City after 9/11, exploring how filmmakers responded to 9/11 as an event and how it changed their perceptions of NYC. A component of the course will be a trip to New York City to attend a film festival or repertory series. Students will also visit locations of the films they have seen to understand better how Central Park, Brooklyn, etc., are different than what they have seen in film and also to appreciate how film is closely tied to the self-identity of the city.
For additional information please see A Study of New York City and Its Use of Public Spaces, written by Bruce Levingston, Senior Barksdale Fellow, SMBHC, click [wpdm_file id=66].