Sociology

Classical music is the only art form that goes directly to the human spirit, states Pierre Bourdieu. More than any other genre, classical music has been stated to divide society by race and class. Orchestras base their business model typically on a visions of a white middle-class (and middle-age) audiences.. At the same time, even modern pop musical forms often presume but rarely do cross racial lines. Why is that so and where does the racial divide in music stem from? This course examines the interplay of music and race in North American history. We will examine different genres of music across time and space with a particular eye on agency and target audience, sound and word. We will look at mostly classical musicians of the African-American diaspora and North America, including their their experiences, their art and politics, and their receptions. Through an interdisciplinary approach using history, critical race theory, and cultural sociology, we will discuss and define racism, bias, inequality, and scripts of exclusion and inclusion in both pop and classical music. Moreover, we will examine to what extent and how shared empathy through sound may have the potential to influence, perhaps even change racial conscience, decreasing discrimination and exclusion in and outside stages ranging from street gigs to the concert hall. The seminar seeks to fulfill two objectives: first, we will spend a significant amount of time considering some of the most recent literature dedicated to the history and present experience of music and race. Both historians and musicologists have identified peculiar factors informing the interplay of music and politics. These include specific music genres, minstrelsy, jazz clubs, the music industry, and the interplay of music and civil rights. What cocktail, we’ll ask eventually, does it take to activate music as an instrument of both power and suppression and how do race and music interplay? Second, we will try to understand the mechanism of sound in the name of identity, discrimination, political action and discuss whether there are particular lessons for the impending future.

The extensive independent study field research paper produced by the student is both the centerpiece of the intern's professional engagement and the culmination of the academic achievements of the semester. During the preparatory session, IFE teaches the methodological guidelines and principles to which students are expected to adhere in the development of their written research. Students work individually with a research advisor from their field. The first task is to identify a topic, following guidelines established by IFE for research topic choice. The subject must be tied in a useful and complementary way to the student-intern's responsibilities, as well as to the core concerns of the host organization. The research question should be designed to draw as much as possible on resources available to the intern via the internship (data, documents, interviews, observations, seminars and the like). Students begin to focus on this project after the first 2-3 weeks on the internship. Each internship agreement signed with an organization makes explicit mention of this program requirement, and this is the culminating element of their semester. Once the topic is identified, students meet individually, as regularly as they wish, with their IFE research advisor to generate a research question from the topic, develop an outline, identify sources and research methods, and discuss drafts submitted by the student. The research advisor also helps students prepare for the oral defense of their work which takes place a month before the end of the program and the due date of the paper. The purpose of this exercise is to help students evaluate their progress and diagnose the weak points in their outline and arguments. Rather than an extraneous burden added to the intern's other duties, the field research project grows out of the internship through a useful and rewarding synergy of internship and research. The Field Study and Internship model results in well-trained student-interns fully engaged in mission-driven internships in their field, while exploring a critical problem guided by an experienced research advisor.

This course examines the relationship between Indigenous peoples and the criminal justice systems of settler colonial countries. It draws case examples from Aotearoa New Zealand, Australia, Canada and the United States of America. Key concepts covered include indigeneity, gangs, racialization, racialized policing, Indigenous jurisprudence, restorative justice, over-representation, criminality, mass and hyper incarceration, settler colonialism, decoloniality and historical trauma.

In this class, students learn about the characteristics of social ventures that are driven by a dual mission: a strong social, societal and/or ecological purpose alongside their economic mission. The class invites students to reflect how social and economic purpose can be aligned in their ventures and how their own personal values can drive the various blocks of a venture creation process. To reflect and build upon the individual set of values, we are using the method 'Theory U’ by Otto Scharmer. To that end, students learn about, discuss, and reflect upon social and economic purpose during ideation, team building and business modelling. This knowledge is applied to a business idea that supports both the social and economic mission of the founding team.

This course introduces common statistical analysis methods used in psychology and sociology research and teaches students when and how to apply these methods to address their research questions.  Students learn how to select the appropriate statistical analysis methods based on their research questions, perform them using R, and present the results in APA style.
 

This course provides a theoretical-conceptual framework of the role of organized civil society, feminisms and their relationship, work and strategies in addressing the phenomenon of gendered violence with the goal of ensuring women's right to a life free from violence. 

This course studies the rights of accessibility to culture and the need to work in favor of the integration of all people in the community. It discusses transmission of cultural content to diverse audiences by adapting the message to the singularity of the recipients as well as the value of tangible and intangible heritage by encouraging its conservation in different social contexts.

Drawing from law, sociology of law, criminology, political science, and migration studies more generally, this multidisciplinary course provides a wholesome understanding of the many debates and dilemmas surrounding international migration and its management today. The course addresses a broad range of topics and themes, including the legal regulation and institutional management of migration; ordering through labels, terms, and categories; sovereignty, control, and externalization; citizenship and statelessness; securitization and criminalization of migration; smuggling, trafficking, and instrumentalization debates; as well as gendered, racial, and other aspects of migration and its management. It covers a combination of both canonical and newer academic texts in this area and draws additional insights from policy documents, reports, fiction literature, and films.

This interdisciplinary course offers a captivating exploration of the dynamic portrayal of French youth from the post-World War I era to the present day. Delving into the multifaceted experiences of French youth, it examines how literature, cinema, and societal structures intersect to shape the coming-of-age journey. While the course distinguishes between three pivotal periods in the history of French youth – the interwar period leading up to World War II and its aftermath, the transformative era from May 1968 to the 1990s, and the contemporary landscape from the 2000s to the present – the approach to primary material remains predominantly thematic. Throughout these epochs, the course analyzes how representations of youth have evolved, exploring themes of identity, rebellion, sexuality, and societal expectations. This exploration is guided by questions such as: how do educational institutions shape the experiences and identities of French youth, as depicted in literature and cinema? How do themes of rebellion and revolution intersect with coming-of-age narratives throughout French history? In what ways do representations of youth in cultural artifacts contribute to our understanding of historical events, such as May 1968? How do cultural artifacts produced by and for youth communities challenge mainstream portrayals? Through novels, graphic novels, films, songs, and first-hand experiences of initiatives targeting young people in Paris and its suburbs, the course provides a comprehensive understanding of French youth culture. Analyzing these materials fosters a nuanced comprehension of French youth culture and its representation in various media, equipping students with tools to critically evaluate portrayals of youth in contemporary society. 

The course considers how "things" enter into and mediate everyday social relations and practices. Students consider all aspects of the social life of things, from design and production through use, consumption, and everyday practices. This allows them to address a range of long-standing theoretical and political concerns within sociology such as the role of objects and materiality in social life; social organizations of objects and exchange, such as consumer culture; design, technology, and innovation; and the socio-political status of "everyday life" itself. At the same time, there is a strong methodological emphasis: not just how do we study objects in everyday life, but how might such studies impact on social research more generally.