Columbia University Press



Dystopian Government in Futuristic Fiction50:790:302Spring 2019Class Meetings: MW, 9:35-10:55 AMLocation: LAW 103Professor Shauna L. Shames (pronunciation: SHAH-NA SHAW-MISS)401 Cooper Street (Political Science Department)Office #105 (first floor)(856) 225-2974 (that’s a phone number)shauna.shames@rutgers.edu (Acceptable titles to call your professor: Dr. Shauna, Dr. Shames, Professor Shauna, Professor Shames, Professor, Doc, Sir, Ma’am, Your Highness, O Captain My Captain)Office Hours: MW 11 AM-12:20 PM (my office), and by appointment at Starbucks or via 139001558991500Skype (email me to set up)Course DescriptionThis course will examine nightmarish visions of government through the lens of futuristic fiction (written and film), supplemented by political theory/science texts. Ultimately our objective is to define “good government” by thinking about what “bad government” looks like. We will study Orwell’s classic vision of a totalitarian government (“1984”), paired with Foucault; Huxley on a technocratic government (“Brave New World”) paired with Mansbridge, Andrea Schlesinger, and Gaventa; Atwood’s patriarchal and theocratic government (“The Handmaid’s Tale”) alongside Gayle Rubin and Andrea Dworkin; Terry Gilliam’s “Brazil” next to Max Weber on bureaucracy; Pixar’s “Wall-E” and “Blade Runner” paired with Sen to analyze corporate-run governments; and Benthem’s views on utilitarianism paired with LeGuin.General Education Learning GoalsThis course counts for Gen Ed credit through the “Ethics & Values” category. Upon completing a course in this category, students should be able to:Examine ways in which ethical values change over time and/or differ across cultures and historical periods;Recognize the ethical values at stake in practical, concrete, and/or everyday situations; Apply ethical reasoning toward solving practical problems; Learning ObjectivesMy hope is to create through our meetings and projects a collaborative, constructively critical, and enthusiastic community of scholars, where we learn from each other and support each other’s hard work and risk-taking in thinking and arguing. And I hope we have fun! Learning together is one of the greatest joys and honors I have found.Content: This course forces students to think critically about how and why to study “bad” government and what that study can tell us about “good” government. We will explore the meaning and manifestations of government and examine multiple possible variations of its source(s) of power (violence, resources, religion, bureaucracy, technology, patriarchy).Skills: Students will learn to recognize, restate, and subject to analysis the arguments of texts (both scholarly and fiction). The course will help students improve critical thinking skills and organize large amounts of material into themes, drawing connections across units. DisabilitiesStudents with disabilities are welcome. If you have, or suspect you might have, a disability, contact the Coordinator of Disability Services: (856) 225-6442, Armitage Hall, Room 231 (in the Rutgers-Camden Learning Center). No accommodations may be made without the approval of the Office of Disability Service. If you already have documentation, present it to me in the first week of class so I may ensure you can access and complete work.Course TextsThe following books are available for purchase at the Bookstore. We will read significant amounts from each. It will make your life easier if you can read on paper and bring to class:“Survive & Resist,” by Amy Atchison & Shauna Shames1984, by George OrwellThe Handmaid’s Tale, by Margaret AtwoodBrave New World, by Aldous Huxley167894067310000Fahrenheit 451, by Ray BradburyIn addition, there will be a “course pack” of the articles you will read for this course, which I will distribute. The articles will also be available as PDFs in Sakai, but it will be greatly to your advantage to have them with you in class, so I recommend reading from, taking notes in, and bringing the printed form to class.ParticipationI expect you to participate enthusiastically and in an informed manner. Enthusiastic participation is several steps above just showing up – it means being there on time, but also being prepared and engaging fully with the class discussion. Have the texts read ahead of class, and come to class prepared to talk about them – it helps to bring thoughts, questions, notes, and arguments you have thought about ahead of time. Bring readings to class with you whenever possible. If you are shy or have difficulty speaking up in class, I am happy to work with you ahead of time to prepare some comments that will add to a productive group discussion. Make an appointment with me and we’ll strategize together!I expect you to treat each other and me with respect at all times. We will of course disagree with each other and our classmates throughout the class – that is natural and normal and good. But we are all colleagues working toward the truth together; there are to be no personal or rude remarks. (If you have a point you want to make that you are afraid might be offensive to someone in the class, please come talk with me ahead of time about how best to present that argument.)Classroom culture: All ideas and contributions relevant to the course are encouraged. Students should feel free to challenge me and each other (in respectful ways), assured that the classroom is a safe environment to explore all kinds of ideas and questions.EvaluationThere are 5 major components to this class, each of which constitutes a portion of the final grade, as follows:Enthusiastic Participation: 15%Reading Quizzes/Attendance: 20%Midterm Exam (in-class): 25%Final Exam (oral or take-home essay): 25%Short Creative Project: 15%Grades and a running total will be in Gradebook in Sakai. Email me grade questions.2415540-88265My goal in this course is that *you* succeed. I will do everything I can to ensure you have the tools you need to do the assignments, learn, and have fun. That’s my job. Your grade, however, is up to you.GradingLetter grades will be assigned according to the following percentage scale: 90.0+ =A(signifies excellent work)85.0-89.9 = B+(signifies very good work)80.0-84.9 = B(signifies good work)75.0-79.9 = C+(signifies okay work)70.0-74.9 = C(signifies mediocre work)60.0-69.9 = D(signifies seriously problematic work)0-59.9 =F(signifies unacceptable work, or lack thereof)Grades for the course will be determined by one’s overall performance using the Rutgers grading system.? These grades reflect an evaluation of the accuracy, depth, and quality of expression within your work. Although a grade is not a precise measure, each carries a meaning, as follows:A = Outstanding; an "A" is reserved for the very best student work, It means that the student has exceeded expectations for the assignment in all aspects-accuracy and depth of response as well as quality of expression.?B = Good; a "B+" or "B" indicates that, while accurate and adequate in depth and quality of expression, the assignment could still be significantly improved.?C = Satisfactory; grades of "C+ ," or "C" indicate that the student has met expectations for work in the course, but that the work is generally undistinguished in its accuracy, depth, and/or quality of expression.?D = Poor; a grade of "D," indicates that the student's work is below expectations for the course and serious deficiencies exist. Rutgers considers a D and anything below a failing grade.*** Check in with me if the assignment sheets or class discussions fail to make clear what constitutes A-level, B-level, C-level, D-level, or F-level work. ***Note: Your grade is based on work product, not effort. While the two are strongly correlated, they are not the same thing. Work smart as well as hard. Not like this:Work Outside of ClassAs per the Rutgers University Camden student handbook, taking a 3-credit course means that we spend 3 hours together in class each week, and for each in-class hour, you are expected to do TWO HOURS of work outside of class on your own (see ). Each week, then, separate from our 3-hours together in class, you should be doing 6 hours of work on your own outside of class, meaning reading, taking notes, thinking, studying for quizzes, and/or writing essay assignments. Some weeks it may be a little less than 6 hours of outside work, but some weeks, especially when you have essays due, it may be more.If you are not doing this work outside of class, you will probably not like your grade in the class. If you are doing this much outside work, but still feel like you are behind in the class discussions or graded assignments, please come talk with me. You may need some help with reading comprehension, time management, and/or study skills.Learning Center as Resource for AssignmentsI encourage everyone to use the resources at the Learning Center when preparing papers or other assignments: ; see also In addition to the support offered for disabilities, the Learning Center helps all Rutgers-Camden students with learning study skills and completing or improving assignments. If you are struggling in this or any other course, or if you just want to do better on your essays or other assignments, make use of this free resource! (Or, I should say, this resource your tuition already supports…)Collaboration, Sources & Written WorkDiscussion and the exchange of ideas are essential to academic work. The question of academic honesty is one of adhering to the proper standard governing the project.For assignments in this course, you are encouraged to consult with your classmates and me on the choice of paper topics and to share sources. You may find it useful to discuss your chosen topic and argument(s) with your peers, particularly if you are working on the same topic as a classmate.For group projects, any written work (papers or presentations) must include all group members’ names on the title page. Collaboration is encouraged – and indeed necessary – for the group projects.However, you should ensure that any written work you submit for evaluation with only your own name on it is the result of your own research, writing, and thinking, and that it reflects your own approach to the topic. You must also adhere to standard citation practices in this discipline and properly cite any books, articles, websites, lectures, etc. that have helped you with your work. If in doubt, cite! If you have questions about how to quote or cite correctly, talk to me – there are no stupid questions in this regard. Learn now to cite sources correctly. I recommend Chicago Manual of Style’s online “Quick Guide” (can google) for help with most citation questions. If you received help with your writing (feedback on drafts, new ideas that are not your own, etc), acknowledge this assistance. 124333025971500Please talk with me if you have questions about how to quote and/or cite properly! We will also discuss how to do this properly in class meetings.Academic HonestyPlagiarism (using someone else’s work, words, and/or ideas as your own) or any other form of cheating is never acceptable in this class. If the cheating is unintentional and you have not had a similar violation in the past in my class, you and I will meet to discuss proper citation style and processes. If after we have this conversation you again use someone else’s work, words, and/or ideas and claim that they are your own, and I deem such use to be intentional rather than an understandable mistake, you will be referred to the Dean of Students office.Students are expected to be familiar with the Rutgers University Academic Integrity standards & policies: Class Electronic Use Rules No laptop or cell phone use permitted in class during discussion. You may use electronic reading devices (Kindles etc.) as a reading aid with no typing, as long as you refrain from using other applications such as email, Facebook, etc. If your use of electronics interferes with class discussion or your participation/engagement, I will ban it. Plan on taking notes with pen and paper. Bring with you to class the book or other text(s) we read for that class meeting and your notes on it on paper.This shall not be our class:I understand that this may not be what you are used to; please bear with me on this rule, as I have found that major electronic interventions (especially laptops) greatly inhibit good conversation. I want to give you the best possible discussion of the texts and questions with which this course will grapple. This is an important part of my way of fostering that discussion. Violations of the “no-electronics” policy (texting, ringing cell phones, unauthorized laptop use, using a tablet for non-class reading) will lose you participation points and I may ask you to leave. Keep phones in pockets/bags and off/silent any time class is meeting.Exceptions to rule (disabilities or emergencies): If you have documentation of a disability requiring the use of a computer or other electronic device, present it to me in the first weekStudents expecting an emergency phone call should speak to me prior to the beginning of the class, and if necessary can accept a phone call by keeping cell phone on “vibrate” and walking into the hall so as not to disrupt the class. Late Assignment Policy: Extensions: If you need an extension on an assignment, explain the reason and how much extra time you think you need. If the request is reasonable and fair to others, I will grant it. Extensions will only be considered ahead of a deadline. No extensions or make-ups for participation or readings quizzes. There will be one make-up day for the midterm exam, only if someone has a serious emergency situation causing them to miss the regular exam.PLAN AHEAD! Not like these fools:Grace period: For essays only (24 hours exactly, no more). This is to cover flat tires, sick children, your breakup with the boy/girl-friend. (I have a life too, I get it – don’t write to tell me all about it, just get your paper in.) The grace period begins **the minute after the deadline**, using Sakai’s clock (not yours). Papers submitted in this period get a one letter-grade deduction (e.g., a B becomes a C). Computer problems do not merit extra time – try not doing work up to the last second. If your computer fails, there are lots more in the library. Don’t trust the cloud; save to a flash key. Extra credit: only offered in rare circumstances, where you and I both agree that your grade does not reflect your performance and/or abilities, and/or something unusual has kept you from submitting work or coming to class. Requires a discussion and agreement between munication between Professor and Students Email is an essential communication tool between class meetings. It is up to you to ensure that you are receiving the updates I regularly send, like changes to the readings. Let me know ASAP if the email address you prefer is not your Rutgers one! Failure to do so could affect your grade and your preparation (also you’ll miss my excellent email jokes).You are welcome to talk with me in person, before or after class or during office hours. If my office hours are inconvenient, I will meet you at a mutually-agreeable time and place – simply email me and offer a few times that work for you.Email Response Policy: I promise to respond to all emails within 24 hours during the week, or by Monday if you write Friday. This is fast, but if you wait until the last day to email me about an assignment, I may not respond in time for the deadline. Things to Ask Your Professor:Ask if you don’t understand something. Ask if something is bothering you or upsetting you in or about the class.Ask if you can’t get the books or other reading materials.Ask if you are having trouble getting all the work done.Ask if you are working hard but not getting the grade you would like.Ask if you are struggling.Ask if you need help!Some general guides to college skills and survival: Great email etiquette info: Things Not to Ask Your Professor: Readings & Assignments, by Week** Complete readings before that day’s class. Bring the text we read for that day and your notes on it to discussion.**Introduction to Course, Goals, Themes, and SyllabusWeds, 1/23: In class: view scenes from Wall-E, discussion of dangers of bad government, syllabus hand-out and discussion, brief intro to 1984Unit I: THE THREAT OF BIG BROTHER (coercion/violence based)Mon, 1/28: Ahead of class: Read Preface and Intro to Atchison & Shames “Survive and Resist” book (“A&S”), and read Chapters 1.1 to 1.4 in 1984 (I DON’T CARE IF YOU HAVE READ “1984” BEFORE, EVEN LAST WEEK. READ IT AGAIN.). In class: discussion of 1984 (including viewing of trailer); discussion of A&SWeds, 1/30: Ahead of class: read A&S Chapter 1 and Chapters 1.5 to 1.7 in 1984 (note: reading discusses sex).In class: discussion of 1984, A&SMon, 2/4: Ahead of class: read Chapters 2.5, 2.6. 3.2, and the “Newspeak” appendix and the Orwell essay, “Politics of the English Language.” In class: discussion of language, 1984, Newspeak, poetry.Weds, 2/6: Ahead of class: read Foucault, “Panopticon” selection, from Discipline and Punish. (Note: Foucault is not easy! Start early and read twice. Keep at it. Do your best, come in to class with Qs.) In class: application of Foucault to 1984. Brief introduction to Farenheit 451.Mon, 2/11: Ahead of class: read Chapter 2 of A&S and Part I of Farenheit 451, “The hearth and the salamander” section. In class: discuss Farenheit 451, A&S.Weds, 2/13: Ahead of class: read Part II of Farenheit 451. In class: discuss. Compare to Wayward Pines, Wall-E, and 1984.Mon, 2/18: Ahead of class: Read Chapter 4 of A&S and Farenheit 451 Part III. In class: discuss A&S, Farenheit 451; bits of “Snowpiercer.” Weds, 2/20: Ahead of class: read the Schlesinger Introduction & Chapter 1 from The Death of Why, and and Bradbury’s “Coda” to Farenheit 451 (the few pages at very end of book; let me know ASAP if your edition lacks the Coda). In class: discus readings, and more of “Snowpiercer” if time.Mon, 2/25: To read for class: Mansbridge, “What is Political Science For?” In class: discussion of Mansbridge, concept of government; viewing of selected scenes from MI-5, The Last Enemy, and Game of Thrones; warning to prep for Midterm Exam soon.Weds, 2/27: To read for class: Chapter 5 of A&S. In class: continue discussion of coercive government, and viewing of movie/show clips; more discussion of Midterm Exam.Mon, 3/4: No reading ahead of class; prep for exam. In class: MIDTERM EXAM. Also brief introduction to new unit.TO BE CLEAR:MIDTERM EXAM HAPPENS IN CLASS MONDAY 3/4.Don’t. Miss. It.Unit II:THE CORPORATIST/CARTEL/CONSUMERIST THREAT(resource-based)Weds, 3/6: Ahead of class: Read Chapter 3 of A&S, first partIn class: discuss corporate/consumerism ideas and A&S Chapter 3Mon, 3/11: Ahead of class: read Dostoevsky, “The Grand Inquisitor,” and Brave New World, Chapters 1, 2, and 3, and short story “The Era”In class: Intro to new unit! Resource-based terrible government. Discuss Brave New World, “The Era,” and Dostoevsky readingsWeds, 3/13:, Ahead: read Brave New World, Chapters 4-8 (all parts of those chapters) and Saunders, “My Flamboyant Grandson” (short story, in readings packet)In class: discuss BNW, viewing of selected scenes from Mad Max; Fury Road, return to Wall-E.(Spring Break March 16-24)Mon, 3/25: Ahead of class:, of class: read Chapters 10, 11, 12 and 15 of BNW and read Gaventa, “Three Faces of Power,” from Power and Powerlessness (note: start early! Dense). In class: discuss Gaventa, connect with BNW and previous texts.Weds, 3/27: Ahead of class: read Lorde, “The Master’s Tools” and A&S Chapter 3, second part In class: discuss Lorde, Saunders, A&S, corporate power; watch Part I of Blade Runner.Mon, 4/1: Ahead of class: read Sen chapter, “Famines and Other Crises,” from Development as Freedom. In class: discuss Sen, connect to previous texts; more Blade Runner (as time permits); intro HM TaleUnit III:OTHER THREATS OF GOVERNMENT(patriarchy, religion, genetics, bureaucracy, exaggerated equality, utilitarianism)Weds, 4/3: Ahead of class: read The Handmaid’s Tale, chapters 1-8. In class: discuss The Handmaid’s Tale (Content warning: this book deals with forced sex and reproduction)Mon, 4/8: Ahead of class: read The Handmaid’s Tale, chapters 9-17. In class: discuss The Handmaid’s Tale; watch selected scene(s) as time permits from Hulu versionWeds, 4/10: Ahead of class: read The Handmaid’s Tale chaps 18-25, 44, and EpilogueIn class: finish HM Tale discussion, watch selected scene(s) as time permits from Hulu versionMon 4/15: Ahead of class: read “Sasha,” by Dworkin and “Traffic in Women,” by Rubin (only up to end of page 183). In class: discuss Dworkin and Rubin in connection with The Handmaid’s Tale. Weds 4/17: Ahead of class: Frye essay, in coursepack. In class: discuss The Handmaid’s Tale in connection with Frye; begin viewing “Brazil” scenesMon, 4/22: Read the Vonnegut short story “Harison Bergeron,” and Chapter 8 of A&S. In class: readings discussion, continue viewing Brazil; also discuss final exam options.Weds, 4/24: Ahead of class: read LeGuin, “The Ones Who Walk Away from Omelas,” and selections from Benthem, Utilitarianism. In class: discuss utilitarianism, ethics; also reminder re: final exam options and sign-ups for oral exams.Mon, 5/1: LAST [REAL] DAY OF CLASS. <sniff!> No reading ahead of class;In class watch more Brazil, discuss previous readings in connection with Brazil; assignment handout for final short creative projects, discuss this and themes of the course; class evaluations, general merrymaking.Mon, 5/6: FINAL EXAM – for those taking the written exam option. Held in class during regular course meeting time. (Those taking the oral exam option do not need to attend, but instead will meet with me in person or via Skype for oral exam at mutually agreeable time.)**FINAL COURSE MEETING WILL BEDURING SCHEDULED FINAL EXAM TIME**Final meeting: No readings, and no exam, but we will meet and you will present your final projects to the group. Check online schedule of final exams for day/time of meeting (we are exam group “C”). This final meeting counts for participation grade! ................
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