In this class, students will learn about English in the Caribbean covering a range of topics:
• general considerations of the spread of English to the Caribbean
• language identity and language policy in the Caribbean
• grammatical variation in Caribbean Englishes
• lexical variation in Caribbean Englishes

In the course of the class, students will also investigate selected aspects of Caribbean Englishes using online databases and dictionaries.

Previously portrayed as mad men and threats to society, scientists of all genders have begun to play new roles in television, film, and fiction. This course examines climate scientists and their connections to the world as represented in contemporary literature on basis of Susan M. Gaines 'Carbon Dreams' and Charlene D’Avanzo’s 'Cold Blood, Hot Sea'. Students will be familiarized with key characteristics of the science novel genre, the evolution of scientists in popular media, and the connections between science, literature, and climate change. Select links to the blue humanities as an academic field will be explored. Students will further be given an opportunity to ask questions and to acquire essential skills in academic writing and presentations.

If you wish to take this course, you will be expected to buy both novels (ideally before the semester starts). There are two editions of 'Carbon Dreams' (2001 and 2022), both of which are acceptable. There is only one edition of 'Cold Blood, Hot Sea' (2016). Both novels are easily accessible on Amazon. You may purchase a new, a used, or an e-book version.

Class requirements further include:

▪ Active participation
▪ In-depth knowledge of all primary and secondary reading materials
▪ A presentation and/or term paper (depending on your chosen module)


Padlet link: https://padlet.com/oevermco/contemporary-climate-science-fiction-5p4y70e60reuyk6u

This class serves as an introduction to Chicanx literatures, life-writing, prose, and poetry in the United States. Chicanx is a un/re-gendered version of the term Chicano/a, which refers to the Mexican American peoples who live on the border between Mexico and the United States. In this seminar we’ll first look at the history of Mexican Americans in the US and then move onto the beginning of Chicanx literature in the 1960’s where we’ll read Rudolfo Anaya’s Bless Me, Ultima. Following that, the class will delve into the various intersections of Chicanx writing. We’ll specifically examine topics such as Gloria Anzaldua’s Borderlands/La Frontera, the three mothers of Chicanx culture: La Virgen de Guadalupe, La Malinche, and La Llorona, Mestizaje/Mestiza Consciousness, Queer Chicanx Poetry, Life-Writing, and Prose, and finish the semester with Afro- and Indigenous Chicanx Poetry. Other than Anaya’s novel, we will primarily look at excerpts and various forms of prose, literature and poetry throughout the semester, which will be uploaded and made available on Stud. Ip.

Requirements for this class include active class participation, in-depth knowledge of all primary and secondary reading materials, and a portfolio or term paper (depending on the chosen module).

Required Texts:
Bless Me Ultima by Rudolfo Anaya

Postapocalyptic narratives imagine futures marked by destruction, upheaval and lack of safety in which ideas of social and societal structures are re-evaluated. This course will be focusing on apocalyptic and dystopian narratives written by African American women, who address issues concerning social, reproductive, and environmental justice specifically in settings struck by disaster. Students will be introduced to the concepts of (post)-apocalyptic and dystopian fiction in relation to ideas based in Afrofuturism, Posthumanism, and Intersectionality that relate to both contemporary and historical contexts. The goal of this seminar is to engage with the idea of the end of times as a literary device and as a means to discuss society and power structures as well as discourses related to gender, race, class and (dis)ability.

In addition to secondary material uploaded on Stud.IP, the following novels must be purchased, read and prepared by the respective session as stated in the syllabus:

• Octavia Butler. Parable of the Sower. 1993.
• Jesmyn Ward. Salvage the Bones. 2011.
• N. K. Jemisin. The Fifth Season. 2015

The caste system functions as a pervasive force within rural and urban spaces in India. This seminar will familiarise students with the various depictions of caste that play a pivotal role in contemporary Indian Literature. This class will read two novels to grasp how caste functions within mundane and extraordinary circumstances. In Manu Joseph’s Serious Men, the students will be introduced to caste-based hierarchies and discrimination in modern urban contexts, while Perumal Murugan’s Pyre portrays the violent repression of inter-caste relationships in a rural village. By contextualizing these novels through the works of Ambedkar, Fanon, and Spivak, the seminar aims to foreground questions of caste-based exploitation, erasure of non-brahmin identities, subalternity, othering, and counter-resistance.

What we might describe as ‘disastrous water’ during extreme weather events are, e.g., river flooding due to heavy rain and flooding of coastal areas due to storms and hurricanes, but also water contamination and long periods of droughts that threaten access to drinking water. While the frequency and intensity with which such events occur has increased as part of the triple planetary crisis consisting of anthropogenic climate change, pollution, and biodiversity loss, they have been part of North American history ever since. Using the example of hurricanes and floods at the US Gulf coast, students will analyze the representation and the cultural, political, social, and environmental implications of extreme water events in North America. As the study of literature, film, art, and media in this seminar will show, hurricane and flood narratives address natural disaster but also human and human-made issues, e.g., around race, class, and gender.
The class is open to B.A. E-SC students studying the D1b, D1c, WD1b, and WD1c modules as well as international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ general studies, or ‘Ersatzleistungen.’ Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Further information will be made available on Stud.IP. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

Previously portrayed as mad men and threats to society, scientists of all genders have begun to play new roles in television, film, and fiction. This course examines climate scientists and their connections to the world as represented in contemporary literature on basis of Susan M. Gaines 'Carbon Dreams' and Charlene D’Avanzo’s 'Cold Blood, Hot Sea'. Students will be familiarized with key characteristics of the science novel genre, the evolution of scientists in popular media, and the connections between science, literature, and climate change. Select links to the blue humanities as an academic field will be explored. Students will further be given an opportunity to ask questions and to acquire essential skills in academic writing and presentations.

If you wish to take this course, you will be expected to buy both novels (ideally before the semester starts). There are two editions of 'Carbon Dreams' (2001 and 2022), both of which are acceptable. There is only one edition of 'Cold Blood, Hot Sea' (2016). Both novels are easily accessible on Amazon. You may purchase a new, a used, or an e-book version.

Class requirements further include:

▪ Active participation
▪ In-depth knowledge of all primary and secondary reading materials
▪ A presentation and/or term paper (depending on your chosen module)


Padlet link: https://padlet.com/oevermco/contemporary-climate-science-fiction-5p4y70e60reuyk6u

This class serves as an introduction to Chicanx literatures, life-writing, prose, and poetry in the United States. Chicanx is a un/re-gendered version of the term Chicano/a, which refers to the Mexican American peoples who live on the border between Mexico and the United States. In this seminar we’ll first look at the history of Mexican Americans in the US and then move onto the beginning of Chicanx literature in the 1960’s where we’ll read Rudolfo Anaya’s Bless Me, Ultima. Following that, the class will delve into the various intersections of Chicanx writing. We’ll specifically examine topics such as Gloria Anzaldua’s Borderlands/La Frontera, the three mothers of Chicanx culture: La Virgen de Guadalupe, La Malinche, and La Llorona, Mestizaje/Mestiza Consciousness, Queer Chicanx Poetry, Life-Writing, and Prose, and finish the semester with Afro- and Indigenous Chicanx Poetry. Other than Anaya’s novel, we will primarily look at excerpts and various forms of prose, literature and poetry throughout the semester, which will be uploaded and made available on Stud. Ip.

Requirements for this class include active class participation, in-depth knowledge of all primary and secondary reading materials, and a portfolio or term paper (depending on the chosen module).

Required Texts:
Bless Me Ultima by Rudolfo Anaya

Postapocalyptic narratives imagine futures marked by destruction, upheaval and lack of safety in which ideas of social and societal structures are re-evaluated. This course will be focusing on apocalyptic and dystopian narratives written by African American women, who address issues concerning social, reproductive, and environmental justice specifically in settings struck by disaster. Students will be introduced to the concepts of (post)-apocalyptic and dystopian fiction in relation to ideas based in Afrofuturism, Posthumanism, and Intersectionality that relate to both contemporary and historical contexts. The goal of this seminar is to engage with the idea of the end of times as a literary device and as a means to discuss society and power structures as well as discourses related to gender, race, class and (dis)ability.

In addition to secondary material uploaded on Stud.IP, the following novels must be purchased, read and prepared by the respective session as stated in the syllabus:

• Octavia Butler. Parable of the Sower. 1993.
• Jesmyn Ward. Salvage the Bones. 2011.
• N. K. Jemisin. The Fifth Season. 2015

The caste system functions as a pervasive force within rural and urban spaces in India. This seminar will familiarise students with the various depictions of caste that play a pivotal role in contemporary Indian Literature. This class will read two novels to grasp how caste functions within mundane and extraordinary circumstances. In Manu Joseph’s Serious Men, the students will be introduced to caste-based hierarchies and discrimination in modern urban contexts, while Perumal Murugan’s Pyre portrays the violent repression of inter-caste relationships in a rural village. By contextualizing these novels through the works of Ambedkar, Fanon, and Spivak, the seminar aims to foreground questions of caste-based exploitation, erasure of non-brahmin identities, subalternity, othering, and counter-resistance.

In this class, students will learn about English in the Caribbean covering a range of topics:
• general considerations of the spread of English to the Caribbean
• language identity and language policy in the Caribbean
• grammatical variation in Caribbean Englishes
• lexical variation in Caribbean Englishes

In the course of the class, students will also investigate selected aspects of Caribbean Englishes using online databases and dictionaries.

What we might describe as ‘disastrous water’ during extreme weather events are, e.g., river flooding due to heavy rain and flooding of coastal areas due to storms and hurricanes, but also water contamination and long periods of droughts that threaten access to drinking water. While the frequency and intensity with which such events occur has increased as part of the triple planetary crisis consisting of anthropogenic climate change, pollution, and biodiversity loss, they have been part of North American history ever since. Using the example of hurricanes and floods at the US Gulf coast, students will analyze the representation and the cultural, political, social, and environmental implications of extreme water events in North America. As the study of literature, film, art, and media in this seminar will show, hurricane and flood narratives address natural disaster but also human and human-made issues, e.g., around race, class, and gender.
The class is open to B.A. E-SC students studying the D1b, D1c, WD1b, and WD1c modules as well as international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ general studies, or ‘Ersatzleistungen.’ Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Further information will be made available on Stud.IP. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

Previously portrayed as mad men and threats to society, scientists of all genders have begun to play new roles in television, film, and fiction. This course examines climate scientists and their connections to the world as represented in contemporary literature on basis of Susan M. Gaines 'Carbon Dreams' and Charlene D’Avanzo’s 'Cold Blood, Hot Sea'. Students will be familiarized with key characteristics of the science novel genre, the evolution of scientists in popular media, and the connections between science, literature, and climate change. Select links to the blue humanities as an academic field will be explored. Students will further be given an opportunity to ask questions and to acquire essential skills in academic writing and presentations.

If you wish to take this course, you will be expected to buy both novels (ideally before the semester starts). There are two editions of 'Carbon Dreams' (2001 and 2022), both of which are acceptable. There is only one edition of 'Cold Blood, Hot Sea' (2016). Both novels are easily accessible on Amazon. You may purchase a new, a used, or an e-book version.

Class requirements further include:

▪ Active participation
▪ In-depth knowledge of all primary and secondary reading materials
▪ A presentation and/or term paper (depending on your chosen module)


Padlet link: https://padlet.com/oevermco/contemporary-climate-science-fiction-5p4y70e60reuyk6u

This class serves as an introduction to Chicanx literatures, life-writing, prose, and poetry in the United States. Chicanx is a un/re-gendered version of the term Chicano/a, which refers to the Mexican American peoples who live on the border between Mexico and the United States. In this seminar we’ll first look at the history of Mexican Americans in the US and then move onto the beginning of Chicanx literature in the 1960’s where we’ll read Rudolfo Anaya’s Bless Me, Ultima. Following that, the class will delve into the various intersections of Chicanx writing. We’ll specifically examine topics such as Gloria Anzaldua’s Borderlands/La Frontera, the three mothers of Chicanx culture: La Virgen de Guadalupe, La Malinche, and La Llorona, Mestizaje/Mestiza Consciousness, Queer Chicanx Poetry, Life-Writing, and Prose, and finish the semester with Afro- and Indigenous Chicanx Poetry. Other than Anaya’s novel, we will primarily look at excerpts and various forms of prose, literature and poetry throughout the semester, which will be uploaded and made available on Stud. Ip.

Requirements for this class include active class participation, in-depth knowledge of all primary and secondary reading materials, and a portfolio or term paper (depending on the chosen module).

Required Texts:
Bless Me Ultima by Rudolfo Anaya

Postapocalyptic narratives imagine futures marked by destruction, upheaval and lack of safety in which ideas of social and societal structures are re-evaluated. This course will be focusing on apocalyptic and dystopian narratives written by African American women, who address issues concerning social, reproductive, and environmental justice specifically in settings struck by disaster. Students will be introduced to the concepts of (post)-apocalyptic and dystopian fiction in relation to ideas based in Afrofuturism, Posthumanism, and Intersectionality that relate to both contemporary and historical contexts. The goal of this seminar is to engage with the idea of the end of times as a literary device and as a means to discuss society and power structures as well as discourses related to gender, race, class and (dis)ability.

In addition to secondary material uploaded on Stud.IP, the following novels must be purchased, read and prepared by the respective session as stated in the syllabus:

• Octavia Butler. Parable of the Sower. 1993.
• Jesmyn Ward. Salvage the Bones. 2011.
• N. K. Jemisin. The Fifth Season. 2015

The caste system functions as a pervasive force within rural and urban spaces in India. This seminar will familiarise students with the various depictions of caste that play a pivotal role in contemporary Indian Literature. This class will read two novels to grasp how caste functions within mundane and extraordinary circumstances. In Manu Joseph’s Serious Men, the students will be introduced to caste-based hierarchies and discrimination in modern urban contexts, while Perumal Murugan’s Pyre portrays the violent repression of inter-caste relationships in a rural village. By contextualizing these novels through the works of Ambedkar, Fanon, and Spivak, the seminar aims to foreground questions of caste-based exploitation, erasure of non-brahmin identities, subalternity, othering, and counter-resistance.

In this course, we will delve into the discourses surrounding the climate crisis on social media through a linguistic lens. Our exploration will encompass a range of theories and methodologies, including critical discourse studies (CDS), framing analysis, conceptual metaphor theory, and corpus linguistics. By engaging with these approaches, students will gain the tools to analyze climate discourses in the social media landscape.

Participants will read foundational texts alongside contemporary research papers, engage in collaborative group work and discussions, and ultimately develop their own research projects on this pertinent topic. Additionally, the course will provide an introduction to essential tools for linguistic analysis, such as corpus programs, data grabbing and MAXQDA, equipping students with both theoretical knowledge and practical skills to analyze and understand the linguistic dimensions of climate discourses on social media.

What we might describe as ‘disastrous water’ during extreme weather events are, e.g., river flooding due to heavy rain and flooding of coastal areas due to storms and hurricanes, but also water contamination and long periods of droughts that threaten access to drinking water. While the frequency and intensity with which such events occur has increased as part of the triple planetary crisis consisting of anthropogenic climate change, pollution, and biodiversity loss, they have been part of North American history ever since. Using the example of hurricanes and floods at the US Gulf coast, students will analyze the representation and the cultural, political, social, and environmental implications of extreme water events in North America. As the study of literature, film, art, and media in this seminar will show, hurricane and flood narratives address natural disaster but also human and human-made issues, e.g., around race, class, and gender.
The class is open to B.A. E-SC students studying the D1b, D1c, WD1b, and WD1c modules as well as international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ general studies, or ‘Ersatzleistungen.’ Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Further information will be made available on Stud.IP. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

Previously portrayed as mad men and threats to society, scientists of all genders have begun to play new roles in television, film, and fiction. This course examines climate scientists and their connections to the world as represented in contemporary literature on basis of Susan M. Gaines 'Carbon Dreams' and Charlene D’Avanzo’s 'Cold Blood, Hot Sea'. Students will be familiarized with key characteristics of the science novel genre, the evolution of scientists in popular media, and the connections between science, literature, and climate change. Select links to the blue humanities as an academic field will be explored. Students will further be given an opportunity to ask questions and to acquire essential skills in academic writing and presentations.

If you wish to take this course, you will be expected to buy both novels (ideally before the semester starts). There are two editions of 'Carbon Dreams' (2001 and 2022), both of which are acceptable. There is only one edition of 'Cold Blood, Hot Sea' (2016). Both novels are easily accessible on Amazon. You may purchase a new, a used, or an e-book version.

Class requirements further include:

▪ Active participation
▪ In-depth knowledge of all primary and secondary reading materials
▪ A presentation and/or term paper (depending on your chosen module)


Padlet link: https://padlet.com/oevermco/contemporary-climate-science-fiction-5p4y70e60reuyk6u

This class serves as an introduction to Chicanx literatures, life-writing, prose, and poetry in the United States. Chicanx is a un/re-gendered version of the term Chicano/a, which refers to the Mexican American peoples who live on the border between Mexico and the United States. In this seminar we’ll first look at the history of Mexican Americans in the US and then move onto the beginning of Chicanx literature in the 1960’s where we’ll read Rudolfo Anaya’s Bless Me, Ultima. Following that, the class will delve into the various intersections of Chicanx writing. We’ll specifically examine topics such as Gloria Anzaldua’s Borderlands/La Frontera, the three mothers of Chicanx culture: La Virgen de Guadalupe, La Malinche, and La Llorona, Mestizaje/Mestiza Consciousness, Queer Chicanx Poetry, Life-Writing, and Prose, and finish the semester with Afro- and Indigenous Chicanx Poetry. Other than Anaya’s novel, we will primarily look at excerpts and various forms of prose, literature and poetry throughout the semester, which will be uploaded and made available on Stud. Ip.

Requirements for this class include active class participation, in-depth knowledge of all primary and secondary reading materials, and a portfolio or term paper (depending on the chosen module).

Required Texts:
Bless Me Ultima by Rudolfo Anaya

Postapocalyptic narratives imagine futures marked by destruction, upheaval and lack of safety in which ideas of social and societal structures are re-evaluated. This course will be focusing on apocalyptic and dystopian narratives written by African American women, who address issues concerning social, reproductive, and environmental justice specifically in settings struck by disaster. Students will be introduced to the concepts of (post)-apocalyptic and dystopian fiction in relation to ideas based in Afrofuturism, Posthumanism, and Intersectionality that relate to both contemporary and historical contexts. The goal of this seminar is to engage with the idea of the end of times as a literary device and as a means to discuss society and power structures as well as discourses related to gender, race, class and (dis)ability.

In addition to secondary material uploaded on Stud.IP, the following novels must be purchased, read and prepared by the respective session as stated in the syllabus:

• Octavia Butler. Parable of the Sower. 1993.
• Jesmyn Ward. Salvage the Bones. 2011.
• N. K. Jemisin. The Fifth Season. 2015

The caste system functions as a pervasive force within rural and urban spaces in India. This seminar will familiarise students with the various depictions of caste that play a pivotal role in contemporary Indian Literature. This class will read two novels to grasp how caste functions within mundane and extraordinary circumstances. In Manu Joseph’s Serious Men, the students will be introduced to caste-based hierarchies and discrimination in modern urban contexts, while Perumal Murugan’s Pyre portrays the violent repression of inter-caste relationships in a rural village. By contextualizing these novels through the works of Ambedkar, Fanon, and Spivak, the seminar aims to foreground questions of caste-based exploitation, erasure of non-brahmin identities, subalternity, othering, and counter-resistance.

What we might describe as ‘disastrous water’ during extreme weather events are, e.g., river flooding due to heavy rain and flooding of coastal areas due to storms and hurricanes, but also water contamination and long periods of droughts that threaten access to drinking water. While the frequency and intensity with which such events occur has increased as part of the triple planetary crisis consisting of anthropogenic climate change, pollution, and biodiversity loss, they have been part of North American history ever since. Using the example of hurricanes and floods at the US Gulf coast, students will analyze the representation and the cultural, political, social, and environmental implications of extreme water events in North America. As the study of literature, film, art, and media in this seminar will show, hurricane and flood narratives address natural disaster but also human and human-made issues, e.g., around race, class, and gender.
The class is open to B.A. E-SC students studying the D1b, D1c, WD1b, and WD1c modules as well as international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ general studies, or ‘Ersatzleistungen.’ Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Further information will be made available on Stud.IP. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

In this course, we will delve into the discourses surrounding the climate crisis on social media through a linguistic lens. Our exploration will encompass a range of theories and methodologies, including critical discourse studies (CDS), framing analysis, conceptual metaphor theory, and corpus linguistics. By engaging with these approaches, students will gain the tools to analyze climate discourses in the social media landscape.

Participants will read foundational texts alongside contemporary research papers, engage in collaborative group work and discussions, and ultimately develop their own research projects on this pertinent topic. Additionally, the course will provide an introduction to essential tools for linguistic analysis, such as corpus programs, data grabbing and MAXQDA, equipping students with both theoretical knowledge and practical skills to analyze and understand the linguistic dimensions of climate discourses on social media.