Sociology

The dominant theory of conflict that underpins Western approaches to conflict resolution is that conflict is produced by differences in identity: variously defined as cultural, religious, racial, ethnic, and national. The British/Irish "peace process" culminating in the Good Friday Agreement is the strategic example of such an approach. This course looks at some of the shortcomings of this approach. Firstly, that it obscures alternative theories that root conflict not in difference/identity but in the inequality and structural violence generated by capitalism in its colonial and postcolonial phases, and in the political institutions such as the nation state that act as a container for these inequalities. Secondly, that it doesn’t resolve conflict so much as freeze it, and consequently cannot deal with the traumatic legacy of violence. Given the limitations of conflict resolution we will conclude by considering some of the existential and political dilemmas posed by violent conflict and what if any role, social science might play.

This course analyzes the identity projects that have sought to define "being Mexican." It begins with the arrival of Europeans in the 16th century and their political and cultural attempt to homogenize the diverse cultural identities of the territory under the category of "Indian." The course examines the history of ideas as well as the epistemic, ontological and phenomenal frameworks that have accompanied this process of identity construction and its consequences throughout the history of Mexico. 

This course introduces the Danish welfare model and policy, including knowledge of this model's distinctive features in comparison with other models, and the challenges of increased globalization and individualization. Emphasis is placed on the distribution of welfare in relation to income, education, labor market attachment, health, and consumption. The course examines welfare at the individual level, across generations (social and economic mobility), and at the macro level (social cohesion). It focuses on welfare distribution in relation to class, gender, age, and ethnicity, as it deals with the consequences of failure welfare in different parts of the population. The course discusses relations between welfare and labor market models in Denmark and in other countries. It analyzes conditions and living conditions of both the so-called standard population and for vulnerable groups such as the poor, long-term unemployed, and socially marginalized families and individuals. The teaching focuses on understanding how social factors affect communities and individuals' welfare, and how individual circumstances and choices can affect the situation of each person or group is in. The course offers insights into how specific welfare policies affect people's living conditions, and how the "system" meets public/users in various forms of welfare provision. 

The course is designed to prepare students for leadership in a globally interdependent and culturally diverse workforce. Throughout the course, students are challenged to question, think, and respond thoughtfully to the issues they observe and encounter in the internship setting, and the designated city in general. Students have the opportunity to cultivate the leadership skills as defined by the National Association of Colleges and Employers (NACE), such as critical thinking, teamwork, and diversity. Assignments focus on building a portfolio that highlights those competencies and their application to workplace skills. The hybrid nature of the course allows students to develop their skills in a self-paced environment with face-to-face meetings and check-ins to frame their intercultural internship experience. Students complete 45 hours of in-person and asynchronous online learning activities and 225-300 hours at their internship placement.

This class expands on the sociological and social psychology studies of emotion and thought at an international level. It discusses linguistic expression, differences in forms of communication, ethic compromising, critical thinking, and general analysis of the principal concepts of society.

How can we understand gender in the contemporary world? How is gender constructed in different contexts and what are the material consequences? How can gender analyses empower us to act as agents of personal and social change? This inter-disciplinary course provides an overview of the major issues at stake in the study of gender relations from a broadly social science perspective. It introduces students to gender studies as a theoretical field of investigation, examining key concepts and debates in the field. Students will explore issues of power, inequality, intersectionality, change and resistance through contemporary examples of 'doing gender' around the world. In doing so, this course equips students - as 21st Century graduates - with awareness and understanding of global inequalities based on gender, race, class, and sexuality, as well as basic tools to undertake gender analysis.