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2014-15 (Fall Term)

Topics in History: Global Intellectuals

Department of History, HIST 4915B/5915B

Instructor: Daniel McNeil

Office: 443 PA

Office hours: Mondays 3:30-5:00 or by appointment

Email: daniel.mcneil@carleton.ca

Course Website: culearn.carleton.ca

Contents:

I: Course description

II: Assessment tasks

III: Class readings, resources & schedule

IV: Evaluation

V: Statement on plagiarism

VI: Requests for Academic Accommodations

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I: Course description

One rarely hears anyone define themselves as an intellectual. The very word

conjures up images of pretentious, arrogant, and self-important figures and –

especially when preceded by terms such as ‘global’ or ‘public’ – can seem a

rather brazen attempt to attract the attention of corporate sponsors and

consumers in mass-media-infused cultures.

This course addresses the climate of distrust that has accompanied discussions

of global intellectuals. More pointedly, it also examines the determination of

global intellectuals to examine political, social, economic and cultural life with

dreadful objectivity, radical imagination, and idiosyncratic flair. We will range

broadly across time in order to cover global intellectuals in politics, business,

technology, arts, sciences from the nineteenth century to the early twenty-first

century; survey the present with the optic of the historian; and investigate the

past with the perspective of the living. We will also range broadly over space

and engage the cultures and languages of others with the equipment of the

internationalist.

II: Assessment tasks

Assessment Tasks Assessment Weighting

1. Weekly reading responses 10%

2. Presentation 10%

3. Reflection Paper (due October 31) 20%

4. Proposal for your final paper (due December 1) 10%

5. Final Paper (due December 15) 30%

6. Participation 20%

TOTAL 100%

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1. Reading responses (10%)

On September 21, September 28, October 5, October 19 and November 2 you

must submit a response to one or more of the week’s readings. This should be

an engaged response rather than just an emoticon signalling thumbs up or

thumbs down, and should be approximately 50-250 words. It can be emailed to

me or posted on the course website.

Some general questions that you should ask of the texts:

What is the author trying to say? Does the author use clear images or idiom?

Does the author develop images that are fresh enough to have an effect on the reader?

What is the author trying to draw our attention to? How does the author locate themselves (or not) in relation to the text? What social, political and intellectual position does the author speak

from and how might that shape the texts’ analysis and arguments?

What are the implications of the author’s arguments for global cultures and intellectuals

2. Presentations (10%)

You will deliver at least one presentation over the course of the semester. Presentations can be delivered individually or in groups of 2, and should be between 5-15 minutes in length. They can engage with one of the readings for the class or introduce your final paper.

Presentations should be concise, analytical and engaging. I.e. you are not just describing what the articles say – you should be analysing the articles, placing them in context and raising questions for the rest of the class.

For each reading, outline the main argument. Identify the writer’s audience and appropriateness of argument for audience.

For each reading, outline the main supporting points and examples.

Use visual aids (i.e. music lyrics and/or video, film, comic strips, talk show, newspaper/magazine articles, etc.) to clarify your discussion of the writer’s main argument, supporting points, and examples.

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For each reading, outline the writer’s conclusions. Contextualize and support your presentation with quotes from the readings and with any other helpful visual aids.

Discuss what questions remain unanswered. Discuss what you would like to challenge about the writer’s arguments or what needs further discussion. Prepare a list of questions to facilitate class discussion. Also, as you discuss these, use the actual primary sources (discussed in the essay) to develop your own critiques.

To assist the class in understanding the presentation, use Powerpoint or MS Word as a visual aid to outline your presentation. Submit an email attachment of the presentation to me for grading and post it on the discussion board in culearn. Be prepared for questions and comments from the instructor and the class to clarify and highlight points in your presentation.

3. Reflection Paper (20%). Due October 31.

Choose one book, article, comment, image or paragraph that you consider to be a particularly good or bad example of intellectual work. This reflection paper should

1) Give an accurate report and appraisal of the text. 2) Discuss why we should care about the text under review (e.g. what are the

stakes of the text’s argument?). 3) Advance critical inquiry by describing how the piece of cultural criticism

functions (e.g. in what ways is it informative, suggestive, provocative? In what ways is it frustrating, confusing or misguided?)

Your paper should be approximately 2,000 words (excluding the title and bibliography, but including footnotes or endnotes) 4. Proposal for your final paper (10%). Due December 1.

The proposal should consist of a 1000-word thesis statement that outlines the

topic and how you will set about addressing it. This thesis statement must also

include a historiographical section that offers a short discussion of what has

already been written about the topic. In addition to the statement, you should

provide a two-page (minimum) bibliography. The bibliography must be

annotated (you must briefly describe the content of each work in your

bibliography, articles and books alike), and consist of at least five apposite

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books (that is, books specific to your topic), ten journal articles, and some

primary materials you will be able to secure. Primary material can include

collections of writings and speeches, newspapers, magazines, journals articles

from the time, memoirs, and so forth.

5. Research paper (30%). Due December 15.

Each student must write a substantial research paper that relies for the most part

upon the primary documents widely available to us in the library. The paper can

be on anything related to the main themes of the course. I urge all of you to

consult with me in the first few weeks of term to work out a sufficiently

manageable topic. The final paper (due a few days after the last class) should be

about 3000 words, not including footnotes.

6. Participation (20%)

I will evaluate you on your engagement with the text, the class discussion, and

with your classmates’ ideas in a constructive manner.

Learning and participation are not limited to the classroom, and I encourage you to post any questions that you have about the readings before the class in the discussion forum on cuLearn, and post any reflections about our discussions after class. These posts can be used to boost your participation grade and test out ideas for your weekly responses and longer papers.

Attendance

Attendance is mandatory. I will approve only University approved absences (doctor’s notes, court notices, scheduled university and public vacations). Unexcused absences include faulty alarm clocks, sleeping late, pre-vacation days off etc.

You are expected to arrive to class on time. Students who need to leave class early should inform me of the fact

before class begins. Even if you will be absent for class, you are responsible for submitting

assignments on time. If you are ill, email me so that I can update you with your assignments. Note, however, this does not excuse your absence.

Deadlines

Deadlines are final. Work submitted after the relevant date will be graded down

by one grade fraction per day unless evidence of a medical nature is presented,

although some leeway will also be allowed for severe crises.

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III: Class readings, resources and calendar

Essential texts to own:

S. Collini, Absent Minds: Intellectuals in Britain (Oxford: Oxford University Press,

2006).

F. Douglass, Narrative of the Life of Frederick Douglass (New York: Penguin,

2009 [1845]). Also available via Project Gutenberg.

You should also purchase at least one of the following texts:

G. Farrad, What’s My Name? Black Vernacular Intellectuals (Minneapolis:

University of Minnesota Press, 2003)

C.L.R. James, Beyond a Boundary (Durham, NC: Duke University Press 1983

[1938]).

E. Said, Reflections on Exile and Other Essays (Cambridge, Mass: Harvard

University Press, 2000).

Course calendar: You should make a habit of checking cuLearn regularly for announcements, questions, discussions and any modifications to the course. Please post questions or comments about seminars or readings to the ‘forum’ section located at the top of the page so that all students can benefit from reading them.

September 8

Introduction to the course

September 15

The Language and Style of Intellectuals

Essential readings

G. Orwell, ‘Politics and the English Language’ (1946)

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S. Collini, ‘“No Bullshit” Bullshit’ (Review of Orwell's Victory by C.

Hitchens), London Review of Books 25.2 (2003)

C. Hitchens, How to be a Public Intellectual, Prospect Magazine, May 24 2008.

J. Miller, ‘Is Bad Writing Necessary?’ Lingua Franca 9.9 December/January 2000.

S. Salih, ‘The Ethics of Difficulty,’ Critical Quarterly 45.3 (2003).

September 22

S. Collini, Absent Minds: Intellectuals in Britain (Oxford: Oxford University Press, 2006), especially chapters 1-4, 15 and 18-21

September 29

F. Douglass, Narrative of the Life of Frederick Douglass (New York: Penguin, 2009 [1845]).

Also read at least one of the following:

Susan Buck-Morss, ‘Hegel and Haiti,’ Critical Inquiry 26.4 (2000).

Lewis Gordon, ‘Frederick Douglass as an Existentialist,’ in Lewis Gordon Existentia Africana (London: Routledge, 2000)

October 6

‘Honest Intellectuals’

Frantz Fanon, The Wretched of the Earth (1961), especially chapter 3

Noam Chomsky, ‘The Responsibility of Intellectuals,’ The New York

Review of Books, February 23, 1967

Stuart Hall, ‘Cultural Studies and its Theoretical Legacies’ (1992)

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Edward Said, Representations of the Intellectual (New York: Vintage 1993), especially chapters 1 and 6. The original lectures are also available to listen to on the BBC iplayer

Edward Said, ‘Traveling Theory Reconsidered,’ in E. Said, Reflections on Exile and Other Essays (Harvard University Press, 2000)

Lewis Gordon, ‘The Market Colonization of Intellectuals,’ Truthout, 6 April 2010.

Henry Giroux, ‘Public Intellectuals Against the Neoliberal University,’ Truthout, 29 October 2013.

October 13

University closed

October 20

C.L.R. James, Beyond a Boundary (Durham, NC: Duke University Press 1983 [1938]).

and/or

G. Farrad, What’s My Name? Black Vernacular Intellectuals (Minneapolis: University of Minnesota Press, 2003)

October 27

Reading week

November 3

Armond White, ‘Introduction,’ The Resistance (New York: Overlook Press, 1995).

Armond White, ‘White on Black,’ Film Comment, November/December 1984.

Armond White, ‘Schizogenius,’ The City Sun, June 8, 1988

Armond White, ‘Who’s Coming Out of Africa? The Man Who Lost His Roots!’ The City Sun, July 6, 1988.

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Armond White, ‘Hollywood Burning,’ The City Sun, March 8 1989.

Eric Lott, ‘Public Image Limited,’ Transition 68 (1995): 50-65. Steven Boone, “Ten Armond White Quotes that Shook my World,” Slant,

10 December 2007. Adrian Martin, “Superbad Critic,” de Filmkrant June 2008.

Armond White, ‘The Wall Came Tumbling Down’, New York Press, May 18,

2004 Armond White, The Pursuit of Crappyness, New York Press, July 9, 2008.

Armond White, ‘Do Movie Critics Matter?’ First Things, April 2010. Armond White, Despicable Inception, New York Press, July 13, 2010.

/Filmcast (Episode 109, ‘Inception’)

“Illuminating the Shadows: Film Criticism in Focus,” Mary and Leigh Block Museum of Art, Northwestern University, 4 May 2012.

Armond White, ‘From Ghetto to Gallery,’ City Arts, August 27, 2013 Armond White, ‘Can’t Trust It,’ City Arts, October 16, 2013.

/Filmcast (Episode 252, ’12 Years a slave’)

Owen Glieberman, ‘Why Armond White got Kicked out of the Critics Circle,’ Entertainment Weekly, 13 January 2014.

November 10

Choose one of the following films or music videos that explore themes and

issues relating to the course (or choose your own film, music video or

advertisement). Develop a short (5-15 minute) treatment in which you prepare

your classmates to discuss the film. This treatment should

1) Introduce the director, actor, cinematographer, etc. – why are they important? What are the major themes and issues of their work? Can they be claimed as global intellectuals?

2) What have you been struck by in their film – and what do you want to know more about?

3) What elements of their work have you found inspiring? Confusing?

Suggested Films

Streamers (dir. Robert Altman, 1983)

Camp de Thiaroye (dir. Ousmane Sembène 1988)

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Barcelona (dir. Whit Stillman, 1994)

La Haine (dir. Mathieu Kassovitz, 1995)

East is East (dir. Damien O’Donnell, 1999)

Shaolin Soccer (dir. Stephen Chow, 2001)

Gosford Park (dir. Robert Altman, 2001)

99 Problems (dir. Mark Romanek, 2004)

The Terminal (dir. Steven Spielberg, 2004)

Babel (dir. Alejandro González Iñárritu, 2006)

The Social Network (dir. David Fincher, 2010)

No (dir. Pablo Larraín, 2012)

Iron Man 3 (dir. Shane Black, 2013)

Grand Budapest Hotel (dir. Wes Anderson, 2014)

Film Socialisme (dir Jean-Luc Godard, 2000)

Her (dir. Spike Jonze, 2013)

Picasso Baby (dir. Mark Romanek, 2013) Winter Sleep (dir. Nuri Bilge Ceylan, 2014)

November 17

Paul Gilroy, ‘Ali G and the Oscars,’ Open Democracy (2002)

Paul Gilroy, ‘The Negative Dialectics of Conviviality,’ in P. Gilroy, Postcolonial Melancholia (New York: Columbia University Press, 2005)

Lewis Gordon, ‘The problem of maturity in hip hop’ (2005)

Armond White, ‘The Politics of Morrissey,’ Slate, May 2, 2006

Armond White, ‘Not So Childish,’ New York Press, November 11, 2009

Capturing Black Britain in Photos, NPR, February 26, 2008

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‘Has Black music declined?’ Thinking Allowed, BBC Radio 4 (2010)

Alistair Bonnett , "Radicalism, antiracism, and nostalgia: the burden of

loss in the search for convivial culture" Environment and Planning A 42.10 (2010): 2351 – 2369

Paul Gilroy, ‘12 Years A Slave: In our ‘post-racial’ age the legacy of slavery lives on,’ The Guardian, 10 November 2013.

Supplementary Resources

Interview with Sacha Baron Cohen (2012) Ali G (USA): Religion Ali G (UK): Drugs

Ali G (UK): Art Ali G (UK): Education

November 24

Choose one of the following authors that explore themes and issues relating to

the course (or choose your own). Develop a short (5-15 minute) treatment in

which you prepare your classmates to discuss the novel. This treatment should

1) Introduce the author – why are they important? What are the major themes and issues of their work? Can they be claimed as global intellectuals?

2) What have you been struck by in their work – and what do you want to know more about?

3) What elements of their work have you found inspiring? Confusing?

Suggested novelists

Assia Djebar

Milan Kundera

Teju Cole

Orhan Pamuk

Ma Jian

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Haruki Murakami

Henning Mankell

Maj Sjöwall and Per Wahlöö

December 1

Listen to at least 6 episodes of one of the following podcasts or a podcast of

your choice that explores themes and issues related to the course:

BBC: Michael Sandel, The Public Philosopher

BBC: Thinking Allowed

BBC: Arts and Ideas

BBC: Front Row Daily

CBC Ideas

NPR: Fresh Air

NPR: Pop Culture Happy Hour

APM: Dinner Party Download

New York Public Library Podcast

Intelligence Squared

KCRW: The Treatment

Filmspotting

Develop a proposal for a new episode of your selected podcast(s)

In this proposal you should

1) Describe the format of the show(s) 2) Identify the major themes and issues of the podcast(s) 3) Discuss what you would like to cover (e.g. who you would like to

interview/invite, what topics you would like to cover)

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December 8

Choose one figure listed in Prospect magazine’s list of world thinkers. Develop

a 10 minute treatment in which you prepare your classmates to interview the

figure. This treatment should

1) Introduce the figure – why are they important? What are the major themes and issues of their work?

2) What have you been struck by in their work – and what do you want to know more about?

3) What elements of their work have you found inspiring? Confusing?

Alternatively, you may choose one figure who is not listed in Prospect’s list and

prepare a brief campaign for their inclusion in 2015

IV: Evaluation

General criteria influencing grades assigned to the essay include spelling, grammar, organisation and presentation of material, as well as depth of research, historical knowledge, and analytical ability. Conversion of grade points from letter to percentage follow the system indicated in the Undergraduate Calendar, as follows:

A+ 90-

100 C+

67-

69

A 85-

89 C

63-

66

A- 80-

84 C-

60-

62

B+ 77-

79 D+

57-

59

B 73-

76 D

53-

56

B- 70-

72 D-

50-

52

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Grades falling below 50% constitute a failure

Standing in a course is determined by the course instructor subject to the

approval of the Faculty Dean. This means that grades submitted by the

instructor may be subject to revision. No grades are final until they have

been approved by the Dean.

HOW TO SUCCEED IN THIS CLASS

Always do the reading before the class meetings; in fact, since many of them

are rather short, reading them twice is a terrific idea. Take notes as you do the

reading, and bring the notes to class. During class, try to participate regularly

(I’ll give you lots of chances, by asking a range of questions), and if you have a

question, shout it out. If you have questions, comments or reflections before or

after class, post them on the d2l discussion board. Always try to begin writing

assignments well in advance of the due date; I’ll be happy to read drafts and to

offer feedback – or use an obliging roommate, friend or classmate. I’d also

encourage you to consult student support services, the Academic Writing

Centre and Writing Tutorial Service (4th Floor, Library, 613‐520‐6632), the

Student Academic Success Centre (SASC, 302 Tory, 613‐520‐7850) and the

Learning Commons (4th Floor, Library, 613‐520‐2600, ext. 1125).

For more detailed guidance on study techniques and essay presentation than

I can provide in a syllabus, please consult the following websites:

http://apps.carleton.edu/curricular/history/study/review/

https://www.carleton.ca/history/resources/essay-guide/

Critical reviews and academic essays

An “A” essay truly excels. It is an outstanding answer in the context of

module/topic aims and objectives with respect to: synthesis of material,

innovative use of material, originality and critical ability. It demonstrates

thorough understanding of topic with wide evidence of additional study and

outstanding communication and presentation skills. It begins with a thesis that

is not only clear in itself but it is also clearly and effectively introduced. The

thesis paragraph will be sophisticated in its approach to the subject matter. The

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entire essay will consistently pursue its argument and will demonstrate an

interpretive command of the ideas and methods involved in the assignment. It

has something important to say and says it extremely well. Each part of the

essay will move logically and clearly to the next part; there will be no problems

in development or coherence. Conclusions will not merely repeat what has

already been said. Excellent grammar and usage contribute to clarity and

precision of the essay. There will be only minor and occasional technical errors:

infrequent typos, an inconsistent verb tense in a difficult context, one or two

poor word choices, or an unsuccessful attempt at rhetorical flourish, for

example.

A “B” essay establishes a clear thesis, if not an outstanding one, and pursues it

consistently. It provides a full answer to the question with thorough

understanding of topic, substantial detail supported by reasoned argument,

with evidence of further study. It suffers from no more than one or two factual

errors, conceptual inconsistencies, non sequiturs, or problems in development

and coherence, but not such as to impair the clear development of the main

argument: Occasional difficulty with word choice, one or two awkward syntactic

sequences, overuse of passive voice, a few errors in punctuation and spelling.

A “C” essay rather ineffectively establishes a central thesis and only partially

develops the argument. It is weak in organization and expression. Though the

essay will show an understanding of the basic ideas and information involved

in the assignment, it will make errors in interpretation or confuse significant

facts. It will tend in important places to rely on unsupported generalizations or

undeveloped ideas. There will be more than a few problems in diction or word

choice. The essay is also likely to contain several unclear sentences, awkward

transitions, and three or four basic sentence faults. It also tends to rely

exclusively on course material.

A “D” essay does not clearly introduce or define its central thesis and thus

tends to be discursive. Its main idea is likely to emerge haphazardly.

Transitions will be awkward or unclear and paragraphs will tend to be brief,

dis-unified, and underdeveloped. Significant factual or conceptual errors will

show inadequate command of course materials. The essay will tend to

oversimplify its subject matter and to commit several logical fallacies. The

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writing will be unclear because of serious basic sentence faults, clichés,

colloquialisms, or very inexact word choices. It may also include irrelevant

material.

An “F” essay lacks a discernable central thesis and shows little or no

understanding of the basic ideas involved in the assignment. A main idea is

likely never to emerge. The essay may make one or two weak attempts to

support generalizations. It has a tendency to list fact or make broad statements

without transition or development. There is clear evidence that the writer has

not understood the readings, discussions, or assignment. There will be

extensive instances of basic sentence faults, diction problems, logical fallacies,

and incoherent paragraphing.

Participation

Excellent (A range): You are a leader in participation. You are always present

and ready to contribute comments based on a detailed and insightful reading of

the assignment. You often respond thoughtfully to other students’ comments

or after direction of the conversation in interesting and constructive ways. You

often refer to specific passages in the text to substantiate your interpretation or

to challenge the thinking of others (including the instructor’s).

Good (B range): You are always present for the discussion. You usually make

at least one contribution per class that shows familiarity with the text and

shows that you have read carefully and thoughtfully. Your comments often

refer to specific passages in the text to substantiate your interpretation. Your

contribution to the discussion is valuable.

Average (C range): You may occasionally speak up in class and your comments

show some familiarity with the assigned reading and with the overall direction

of the discussion. You sometimes make specific reference to the text to

substantiate your interpretation.

Poor (D range): You are chronically absent. You sometimes make comments

that show comprehension of the assigned readings and the direction of the

conversation, but your rarely make specific reference to the readings. Often

you do not speak up in class at all.

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Failing (F range): You do not participate or you have missed way too many

classes.

Presentations

You will be marked on the clarity of your argument; development and

incorporation of examples from the assigned reading; ability to engage class in

discussion)

V: Plagiarism

The University Senate defines plagiarism as "presenting, whether intentionally

or not, the ideas, expression of ideas or work of others as one's own". This can

include:

Reproducing or paraphrasing portions of someone else' published or unpublished material, regardless of the source, and presenting these as one's own without proper citation or reference to the original source;

Submitting a take‐home examination, essay, laboratory report or other assignment written, in whole or in part, by someone else;

Using ideas or direct, verbatim quotations, or paraphrased material, concepts, or ideas without appropriate acknowledgment in any academic assignment;

Using another's data or research findings;

Failing to acknowledge sources through the use of proper citations when using another's works and/or failing to use quotation marks;

Handing in "substantially the same piece of work for academic credit more than once without prior written permission of the course instructor in which the submission occurs."

Plagiarism is a serious offence which cannot be resolved directly with the

course's instructor. The Associate Dean of the Faculty conducts a rigorous

investigation, including an interview with the student, when an instructor

suspects a piece of work has been plagiarized. Penalties are not trivial. They can

include a final grade of "F" for the course.

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VI: Requests for Academic Accommodations

You may need special arrangements to meet your academic obligations during

the term because of disability, pregnancy or religious obligations. Please review

the course outline promptly and write to me with any requests for academic

accommodation during the first two weeks of class, or as soon as possible after

the need for accommodation is known to exist.

Students with disabilities requiring academic accommodations in this course

must register with the Paul Menton Centre for Students with Disabilities (PMC)

for a formal evaluation of disability‐related needs. Documented disabilities

could include but are not limited to mobility/physical impairments, specific

Learning Disabilities (LD), psychiatric/psychological disabilities, sensory

disabilities, Attention Deficit Hyperactivity Disorder (ADHD), and chronic

medical conditions. Registered PMC students are required to contact the PMC,

613‐520‐6608, every term to ensure that your Instructor receives your Letter of

Accommodation, no later than two weeks before the first assignment is due or

the first in‐class test/midterm requiring accommodations. If you only require

accommodations for your formally scheduled exam(s), in this course, please

submit your request for accommodations to PMC by the last official day to

withdraw from classes in each term.

You can visit the Equity Services website to view the policies and to obtain more

detailed information on academic accommodation at

http://carleton.ca/equity/accommodation/.

In May of 2001 Carleton University’s Senate and Board of Governors approved

the Carleton University Human Rights Policies and Procedures. The

establishment of these policies and procedures was the culmination of the

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efforts of the Presidential Advisory Committee on Human Rights and a Human

Rights Implementation Committee. The Carleton University Human Rights

Policies and Procedures affirm that all members of the University community

share a responsibility to:

• promote equity and fairness,

• respect and value diversity,

• prevent discrimination and harassment, and

• preserve the freedom of its members to carry out responsibly their

scholarly work without threat of interference.

Carleton University Equity Services states that, “every member of the University

community has a right to study, work and live in a safe environment free of

discrimination or harassment.” It follows, therefore, that students are expected

to behave in a civil manner. Within seminar groups, vigorous discussion and

conflicting opinions are welcome and encouraged, but personal attacks,

disrespectful comments, and gender or racial slurs WILL NOT be tolerated and

students can be expelled from discussions if their behaviour is deemed to be

disruptive.

Please also note that texting, tweeting, updating Facebook, playing games, and

other social media activities are very distracting to those nearby who are trying

to concentrate on the class. Out of respect for your classmates, I ask that you

turn off all cellphones, smartphones, tablets, pagers, or other electronic

devices. Although laptops may of course be used during class, more and more

departments are strongly encouraging students to consider the benefits of NOT

using them. If you are inclined for whatever reason to use your computer for

non-academic purposes during class time, I would prefer that you not to come

to class at all. Please understand that your professors are perfectly aware of

which students are using their computers for note-taking and which are not,

which students are addicted to their smart phones and which are not.

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Since the website and LMS (learning management system) are integral parts of

this course, all students are expected to have a Carleton University “connect”

account and are responsible for checking it to receive updates or

announcements regarding the course.