Write to me sometime
By Megan Loreto
As anyone with main character syndrome would know, there’s nothing quite like the experience of receiving an unexpected letter in the mail. These days I spend most of my time on the computer. Between typing papers, hours metaphorically trapped in Zoom rooms and the unending stream of texts between me and my friends as we struggle to stay connected from afar: almost every waking hour involves screen time. In the midst of this, walking to the mailbox to find a hand-addressed envelope from someone I love is an experience I can only compare to culture shock.
Emotionally, receiving something touched and turned over by a friend’s hand, in this age of disconnection, might just be what we all need to get through the rest of this prolonged social isolation. There is something so sentimental about the effort that it takes to write and mail a letter. Obviously, a letter demonstrates care and consideration that is above and beyond a text, email or even a phone call. Yet there is a practical element of letter writing too: the ability to form a complete thought. My ideas aren’t broken up into blue text bubbles and they don’t need to be sent with any urgency. I feel like I can express myself fully when given the freedom to speak in paragraph form without feeling guilty for taking up too much space.
Texting is a skill. I can honestly say that I am, at best, a mediocre texter. Sometimes I forget to answer messages, sometimes I let conversations die. Other times, with some of my best friends, I am able to hold onto the flow of a normal conversation and on rare occasions, I am able to get deep with people. Yet the effort this takes on both sides of an exchange is immense. You need deep prior knowledge of other people and a strong ability to pick up on nuance. In short: texting is exhausting. Or boring. Or frustrating. These days, I would rather just give you a call.
But, still, there is something about the written word. There is something about the long-form exchange of written thought that I can’t let go. This is what letters have the ability to offer: space for your thoughts and an invitation for the thoughts of another person. Not just a photograph of their day, but their true, deep innermost thoughts. With the cathartic merits of journal writing, letters offer a destination for your thoughts, feelings, and ideas beyond the void or the back of your bedroom closet. Right now there is nothing more comforting to me than that.
Letters also give us time. There is no pressure to immediately respond to a letter. If we are busy or tired or at capacity, we can wait to answer our friends. We can write them back when it’s convenient to us. There’s no pressing need to write quickly, in fact the time it takes is part of the satisfying process. In a world of instant gratification—or constant craving—there is more to be said for the role of delay in fulfillment than ever.
For me, sitting down with a piece of paper that I can fold into a square and mail off across the continent is more like talking to a friend over a cup of coffee than a Zoom meeting could ever be. All you need is pen and paper, but if you need inspiration, I’ve come up with a list for you. No excuses, think of someone you miss and write.
What To Put Inside A Letter
polaroids or photographs
pressed flower
tea bag
instant coffee packet
drawing
poem
a playlist
postcard
recipe
necklace
friendship bracelet
ribbon
confetti
washi tape
stickers
stamped papers
clips
buttons
enamel pins
a few dollars for a treat
a return stamp
origami
hard candies
Black Joy and Poetic Eloquence: Sitting Down with Jolie Brownell
by Megan Loreto
Jolie Brownell is a rising junior at LMU majoring in women and gender studies and minoring in African American studies and sociology. She is a writer, speaker, artist and the author of several collections of poetry. She recently sat down with Megan Loreto, Agency’s Arts and Culture Editor, to discuss the release of two new ebooks: You’re Cute, But Are You Woke? and Nappy Headed Teachings Vol. I. You can purchase them on her website.
Megan Loreto (ML): Jolie, thank you so much for interviewing with us. I love your work and I am so excited to hear more about it. When did you first begin to write and when did you begin to consider yourself a writer?
Jolie Brownell (JB): I started writing when I was 13 years old. I was never good at journaling or grammar even, but one day I came across this blog that had a lot of toxic messages geared towards teenage girls. This blog had an open blogger format and so I became one of their bloggers and started counteracting those negative messages with positive and empowering ones. It was so much fun and I gathered quite a following… that is, until they literally kicked me off their site a year or so later, because my uplifting messages “tainted their brand,” LOL. I didn’t consider myself a writer at that time, just a girl who wanted to empower girls through writing.
It wasn’t until I published my first book at 17, that I considered myself a writer. Selling hundreds of copies of my book all on my own (without a publisher) was a really rad feeling. It was like, “oh, people like my writing enough to buy it,” that must mean I am a writer or at least a decent enough one.
ML: What do you enjoy most about poetry, which seems to be your preferred medium?
JB: It took even longer to consider myself a poet. I can’t actually remember the first time I started writing poetry, but I also think it was around freshman year of high school during our poetry unit in English class. I liked how beautiful, simple, and concise poetry is, and started playing around with it a little. Now, poetry is my main writing style. I love writing research papers too, but that’s a whole different thing.
ML: What does your process look like? Who/what are some of your inspirations?
JB: I write poetry almost daily. It has become integral to the core of who I am. I think, process, and exist through poetry. “I am a writer; I feel in syllables” (JVB 2017).
My writing process usually starts with inspiration. I may see an image, come across a certain color (usually bright fun colors) and/or hear a word that inspires something in me. I’ll screenshot it and or jot the word down and then when I have some time, I’ll write from that place of inspiration. Actually, my entire Instagram “saved” folder is filled with images, quotes and or people who inspire me. I have countless images of beautiful Black women, pro-radical liberation quotes and shots of Beyonce (because Beyonce). It’s the new Pinterest. A lot of my inspiration comes from there.
Also, sometimes poems just flow right out of me, no inspiration needed. This does not happen often, but when it does, these poems always turn out to be my favorites.
ML: Your work is very much centered in the idea of intersectionality, first termed by Kimberlé Crenshaw in 1989. One of my favorite parts of your collections and something I first saw on your Instagram was your "disclaimer" that really does a great job visually illustrating the way your work is (to borrow a phrase from you), "pro-dismantling all systems of oppression."
JB: I learned about Kimberlé Crenshaw’s “intersectionality” freshman year of college and it changed everything for me. It changed how I see and understand the world and myself in the world. Many times, I believe we are taught only one perspective, one side of a story, or one part of a person’s identity, yet intersectionality challenges this notion and pushes us to consider different viewpoints and completely different ways of analyzing. Intersectionality complicates things (in a good way), as it shows what is possible, what new solutions are possible, when we dive into the complexities of the world and who we are.
On a more personal note, intersectionality has helped me understand how my multiple identities (Black, adopted, femme-identifying, immigrant, etc.) relate to one another and make me who I am. I am beautifully complex, and Crenshaw’s “intersectionality” helped me revel in this fact.
And YES, I am pro-all forms of liberation. I believe that while fighting for my own liberation, it is absolutely necessary to fight for other’s liberation, even if their liberation looks different from my own. There is not one form of freedom, but in order to give everyone access to these forms of freedom, we must first dismantle all forms of oppression. There is no other way!
ML: The way you explain your ideas is very accessible even to readers not familiar with Crenshaw's work. Why is it important to you that these ideas are clearly and explicitly expressed?
JB: Thank you so much for asking me this question, because it is central to my goal for my work. I want my work to be as accessible as possible. This said, I understand that my story, my intersection of identities does not make me palatable for everyone and that is okay. So, what I really want is to be accessible for those who choose to read and engage with my work.
Studying in college I’ve learned a lot of cool new words and concepts, which is great, but at the same time I’ve learned just how inaccessible many of these words and concepts are. Not only in the costs of buying such resources, but also in the very language these resources are written in. I almost always need a dictionary when reading these “college-level” texts, and while I appreciate this opportunity to learn, I realize this is not the reality for everyone. My hope and mission then, is to take what I’ve learned, process it for myself and then relay it back through poetry. In other words, take these huge “intellectual” words, and make them smaller, more accessible and more beautiful.
Especially now, when there is a revolution emerging and there are a lot of big concepts being thrown around like “police brutality,” “abolishment,” “white supremacy,” etc. people fear what they don’t fully understand and therefore, there is a need to break these concepts down for people to understand them and hopefully be inspired to get on board. Like Toni Cade Bambara said so eloquently, “The purpose of a writer is to make revolution irresistible.”
This is especially my mission and hope for my latest work, You’re Cute, But Are You Woke? poetry ebook. Breaking down what the word “woke” really means, not only for myself, but also in relation to eradicating systems of oppression.
ML: One of the collections of poetry you recently released, Nappy Headed Teachings centers around the deconstruction of the beauty standards that our society upholds for Black women, girls and femmes. In several poems you very eloquently speak to the way that these standards are imposed by racism, sexism and capitalism. Will you expand on this idea? How do you integrate the work of combating these standards into your daily life?
JB: The simplest way I can further explain this is through hierarchies. Sexism is the hierarchy that places men above women and heterosexuality above anything else. Racism is the hierarchy that places value on lighter/whiter skin (on top) and darker/blacker skin with less value (on the bottom). Beauty standards then, as a mode of sexism (increasing a woman's value through appearance) also ties to racism. Society places greater value on lighter/white women than they do on darker/blacker women. Another term for this is colorism. Additionally, society’s valuing of skinnier/thinner over curvy/fatter bodies is also historically racist. A great book to read/learn more about this is Fearing the Black Body: The Racial Origins of Fat Phobia by Sabrina Strings.
As a curvy dark skin woman, I grew up being surrounded by messages of how I was not enough; not thin enough, not light enough, not woman (feminine) enough. This depleted a lot of my confidence and it would take me a long time to learn to love and appreciate myself for who I am. As I mentioned before, I started writing in order to empower others. I also did it to help empower myself as well. Yet, through this empowerment I realized that woman/femme- identifying folks needed more than to just hear “love yourself.” They needed to understand why these outside messages telling them they were not enough existed in the first place and why they continue to be perpetuated. The “why” I keep coming across is capitalism. By teaching us that we are not “enough,” we are then sold things that will make us more beautiful. We are sold beauty. This can only work if there is a lacking (sexism) AND if there is a beauty ideal to aspire to (racism).
My poetry ebook Nappy Headed Teachings is my celebration of me saying FU to these systems that are hell bent on telling me I am not enough. I want all women and femme-identifying folks, especially Black femmes to love themselves without the need to change themselves first. Our blackness does not need lightening. Our hair does not need straightening. Our bodies do not need tightening in order to be beautiful. We just are. How fucking radical is that?!
ML: Your work also touches very beautifully upon the topics of growth and self-actualization. One of my favorite poems from You're Cute But Are You Woke is "It is okay for your words to grow." What are some ways you challenge yourself to grow?
JB: I love learning. I accepted the title “nerd” a long time ago. My dad always told me that “the more you learn, the more you realize you don’t know.” This turns out to be very true, and while for many the “unknown” is a scary place to be, I challenge myself, through my poetry, to go there. Step into the unknown. In order to do this, I read A LOT. Yes, I am that student who reads the WHOLE 50 page reading before class. I love it. I am currently reading Pleasure Politics by Adrienne M. Brown. It’s epic! If you’ve read it, DM, and let’s talk about it!
...I also challenge myself to do a lot of “unlearning.” Living in these systems of capitalism, patriarchy, and racism, we are all conditioned into believing certain things. For instance, the whole idea that there are just two sexes/genders. This is bogus. Science has proven the existence of multiple sexes (i.e. intersexed individuals). Also, gender is non-binary. These truths just happened to be left out of our biology books. Like, WTF? I want to know WHY they were left out. Why weren’t we taught certain things? I am forever curious.
Finally, I challenge myself to sit in places of discomfort. This is all part of the “unlearning.” Thankfully, my curiosity seems to trump whatever fear or discomfort I may have with learning new things. So, every time I feel a sense of “ooh, but that makes me uncomfortable,” I push myself to sit in that discomfort a little longer. This is the ONLY way you grow, by stepping outside your comfort zone.
ML: Though your poems explore deep themes, so much joy can be found in your work. You wrote, not long after the death of George Floyd, about the necessity for everyone who believes that Black Lives Matter to celebrate Black joy, invest in Black dreams and fight for Black life, not just justice after death. That being said, what brings you joy in these moments?
JB: Yes. Yes. YES!
As an artist, I am putting myself up for consumption. I want readers to consume (or take in) my art, and in essence, consume me. This said, I do not want readers and viewers of my art to only take away with them the pain and frustration that I feel. While these emotions and realities are very real for me, I don’t want them to forget about my joy, laughter and light.
I am all of it. I am my trauma, my happiness, my anger, my dreams, my joy, my sadness, my sexiness, my exhaustion. Therefore, I want you to take in my smile, as you read about my pain. I want you to see bright colors as you read through my anger. I want you to take it all in. Not to overwhelm you, but to remind you that we are both human. We are everything at once. We are complex. We are contradictions. We are multifaceted. We are beautiful.
Fighting for my joy is just as important, or actually no, more important than fighting to dismantle my oppression. My Black joy is important. My Black femme joy is my right. My joy is a big middle finger up to all oppressive systems trying to steal my life away from me.
During these trying times, especially, my joy is crucial. Currently, things that have been bringing me the most joy are reading affirming texts by Black women/femmes, getting dressed up and doing self-timer photoshoots in my backyard, twerking to Beyonce’s SAVAGE remix, binge watching my favorite Netflix shows, making fun new things (like homemade Kombucha), and writing poetry of course.
May we continue to choose our right to joy.
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| Graphic: Raven Yamamoto |
Compiled By: Megan Loreto, Robyn De Leon, Elsie Mares
Learning is a key component of dismantling systems of oppression. While education can take on many forms, individuals who are privileged enough to attend college have the opportunity to take classes that can help elucidate solutions to injustice. With the help of ASLMU, Agency has compiled a list of courses recommended by LMU students for LMU students. In addition, Agency reached out to some of LMU’s departments to see what classes they believe specifically provide an anti-racist framework.
Many of the classes below are being offered during the Fall 2020 semester and several are repeated on a yearly basis. If you are interested in taking one of these courses, check PROWL to see if there are seats left in the class, contact the professor who is teaching it, or save room for it in your future schedule. This list is ongoing and by no-means exhaustive, but it is an excellent starting point.
If you believe a class should be added to the list please email us at theagencylmu@gmail.com. More classes can be found on the BCLA Anti-Racism Courses page.
Bellarmine College of Liberal Arts
(alphabetical by department, some classes have multiple sections indicated by multiple professors)
African-American Studies
AFAM 1211 Introduction to African American Studies (Fall 2020) Dr. Martin, Dr. Bethune, Dr. Campbell “An introductory course designed to give an overview of African American Studies in order to familiarize the student with the history, culture, aspirations, and contemporary issues of the African American experience. University Core fulfilled: Foundations: Studies in American Diversity.”
AFAM 2221 Black Cultural Arts (Fall 2020) Dr. Nama, Professor Buchanan “A study of the Black Aesthetic as expressed in cultural productions such as music, dance, theatre, film, television, painting, sculpture, and literature along with the intersection of the cultural politics of race in American society. University Core fulfilled: Foundations: Studies in American Diversity.”
AFAM 2243 African American Studies Research Methods (Fall 2020) Dr. Williams “An introduction to the methods used to acquire and disseminate knowledge about the systems and policies that affect the African American Community. University Core fulfilled: Foundations: Quantitative Reasoning.”
AFAM 3231 African American Religious Traditions (Fall 2020) Dr. Martin “An examination of the history and practices of the African American church and the role it has played in the development of African American identity, culture, and social activism.”
AFAM 3432 Black Families (Fall 2020) Dr. Lang “This course traces the development of family theory, meanings, representation, and formation from the period of slavery up to recent times. The course engages long-standing and current debates about black families in the research scholarship across disciplines and in the society at large. University Core fulfilled: Flag: Engaged Learning.”
AFAM 3643 Black Community Engagement (Fall 2020) Dr. Bradley “A survey of the effects of long-standing discrimination and deprivation upon family structure, occupational patterns, health and educational conditions, motivation, and personal as well as group identity. An analysis of the Black power concept and its influence upon the growing community control of the ghetto. University Core fulfilled: Flag: Engaged Learning."
AFAM 4241 Race, Gender, and the Law (Fall 2020) Dr. Campbell “This course will explore the ways in which the American legal system has contributed to the shaping of race and gender in American culture.”
AFAM 4642 Sex, Race, and Violence (Fall 2020) Dr. Lang “This course examines the issues of sex, race, and violence and their implications for the individual, the family, and the community. Emphasis is placed on the role of socialization and the myths that impact societal attitudes about sex and violence. Students have an opportunity to identify and to explore factors that influence the manifestation of physical violence (including dating violence, child abuse, and domestic violence), and sexual violence (including date rape, stranger rape, and marital rape) across the dimensions of race, ethnicity, and gender.”
APAM 2371 Asian Pacific American Literature (Fall 2020)
"A survey of Asian Pacific American writers and their literature, using critical analysis of
autobiographies, short stories, novels, poetry, essays, and films. University Core fulfilled:
Explorations: Creative Experience;
Flag: Writing."
APAM 4350 Immigration and Los Angeles (Fall 2020) Dr. Edwards
“An interdisciplinary and comparative examination of the historical role of immigration and
migration in shaping the Los Angeles region as well as the social, political, economic, and cultural
impact of immigration in contemporary Los Angeles.”
- CLST 1116: Introduction to Chicana/o-Latina/o Studies (Fall 2020) Dr. Diaz, Dr. Guerra, Dr. Rodriguez y Gibson
Economics
- ECON 3560: Urban Economics (Fall 2020) Dr. Joshi A survey of the policy and theoretical issues that are raised when economic analysis is applied in an urban setting. Topics include urbanization and urban growth housing markets, location decisions of households and firms, transportation, urban labor markets, the local public sector, and discrimination. Prerequisite: ECON 1050. University Core fulfilled: Integrations: Interdisciplinary Connections.
- ECON 4120: Economics and Ethics (Fall 2020) Dr. Konow “Economics and Ethics examines the roles and effects of ethics on economic analysis, behavior, and institutions. These issues arise, for example, in matters of charity, labor markets, and taxation. This course treats both descriptive and prescriptive theories as well as evidence on ethics from behavioral and experimental economics. It covers standard philosophical theories and connects them to empirical evidence and real world decision-making. Prerequisite: ECON 3100 with a grade of at least C-. University Core fulfilled: Integrations: Ethics and Justice.”
English
- ENGL 5998 SS: Portraits in Black and White (Fall 2020) Dr. Reilly “Humorous and humorless American literature by White and Black authors on White and Black American identities, interracial relationships and passing for a race other than one's own from the 19th century through the 20th century. Conversations not normally had will be encouraged in class to discern fictions and truths of the laughable and consequential precepts and practices about race and color as they intersect with gender, class, sexual orientation, ethnicity and creed in American stories and dramas. Respected authors, such as Twain, Faulkner, O'Neill, Hughes, Morrison, Larsen and Smith will be covered. Histories and critical commentary, such as Pieterse's White on Black, and Roediger's Black on White will be consulted. Anecdotes by Americans of color other than Black also will be included to diagram and diagnose the sanity and insanity of Americans being identified or identifying themselves on the vectors of race and color.”
History
*note: the history department offers a concentration on “Gender, Race, and Culture” within the broader degree
- HIST 1050 Modern World History (Fall 2020) Dr. Golaszewski “A course in global history from the “age of exploration” in the fifteenth century to the present, with a variety of encounters and exchanges, which transformed the cultures and societies of all those involved. University Core fulfilled: Explorations: Historical Analysis and Perspectives.”
- HIST 1300 Becoming America (Fall 2020) Dr. Jacoby “This course is an introductory survey of American history from the pre-Columbian period to the eve of the Civil War. It focuses on the interaction of Europeans, Native Americans, and Africans from first contact to circa 1850, focusing on the experiences of individuals and groups and examines their relationships to the broader structures of American society. University Core fulfilled: Explorations: Historical Analysis and Perspectives.”
- HIST 1301 America and the Atlantic World (Spring 2021) “The trans-Atlantic world of Europe, Africa, and the Americas as a single unit of study in the wake of the voyages of Columbus, including the North American colonies and early United States, the slave trade and plantation complex, the Columbian exchange, revolutions, and abolition. University Core fulfilled: Explorations: Historical Analysis and Perspectives.”
- HIST 2300 Race in Colonial America (Fall 2020) Dr. Anzilotti “A social and cultural history of North America from the pre-Columbian period to the American Revolution with a focus on the roots of American race relations. The course will address the impact of competing cultures as they developed and collided during 200 years of conflict. University Core fulfilled: Foundations: Studies in American Diversity.”
- HIST 2400 Picturing Race and Gender (Spring 2021) This course explores the manner in which various peoples, including African Americans, Asian Pacific Americans, Latina/o Americans, Native Americans, and white Americans, have been portrayed and, in turn, have portrayed themselves through historical time space. It uses a wide variety of cultural productions, including artworks, political cartoons, museum exhibits, television and film, photographs, and advertisements, from the nineteenth to twenty-first centuries to critically analyzing questions concerning cultural hybridity, biculturalism, evolving definitions of Amerianness, the creation of gender-role expectations, inter-ethnic exchanges, and the establishment of socioeconomic conventions. University Core fulfilled: Foundations: Studies in American Diversity.”
- HIST 2910 Telling History in Public (Fall 2020) Dr. Drummond “An introduction to the study of history, including historical method, the writing of history, and historical interpretation, with a particular focus on public history-that is, those aspects of historical work that engage the public with the past, including both the study of public narratives about the past and the practice of public history. History majors and minors only. HIST Concentration: Public and Applied History. University Core fulfilled: Flags: Information Literacy, Quantitative Literacy.”
- HIST 4412 History of California (Spring 2021) “The history of California from the eighteenth century to the present, focusing on migration, economic development, race and ethnic relations, and the relationship of the state to the rest of the world.”
- HIST 4432 American Reform Movements (Spring 2021) Dr. Anzilotti "An examination of the major movements for reform of American society, with emphasis on abolitionism, Women’s Rights, Progressivism, and Civil Rights. HIST Concentrations: Law, Politics, and Society; Race, Gender, and Culture. University Core fulfilled: Flag: Writing.”
Psychology
- PSYC 4033 Community Psychology (Fall 2020) Dr. Grills “The community psychology course introduces students to the rigorous academic discipline of community psychology, the theoretical approach to community-based interventions and its emphasis on research and action. Students will gain an understanding of the role, functions, and responsibilities of a community psychologist working with and within community organizations. The course stresses student engagement in transformative action, allowing them to integrate practical experience with community psychology research and theory. Open to Psychology majors and minors only. Junior or senior standing required. Prerequisites: Grade of C (2.0) or higher in PSYC 1000, PSYC 2001, PSYC 2002, and PSYC 2003.”
- PSYC 3998 Poverty and Community Resilience (Fall 2020) Dr. Cooke “This course explores resilience in communities with high rates of poverty. The course is designed to address on both the psychological factors and community assets that support people toward developing strengths and resilience. Topics in the course will include understanding the often-negative consequences of poverty on educational, social and behavioral outcomes. For the Fall 2020 semesters there will be a special focus on the impact of criminal (in)justice system on communities and how people respond to form stronger policies and communities. This is an Engaged Learning course and students should expect to engage with a community organization or school on a weekly basis.”
Political Science
- POLS 5030 Detention and Incarceration (Fall 2020) Dr. Dilts “A seminar examining the theory and practice of punishment in the form of detention and incarceration, and how these contribute to defining contemporary understandings of individual agency and of the modern democratic state.”
- SOCL 3221 Race and Ethnic Relations (Fall 2020) “An examination of the interaction between ethnic and racial minorities and the majority group in the light of current sociological theories of social conflict and social change. University Core fulfilled: Flag: Oral Skills.”
Theology
- THST 3560 Punishment and Mercy (Fall 2020) Dr. Rothchild “Engaging theological, philosophical, and legal thinkers, this course will explore the many theoretical and practical difficulties which arise in attempting to reconcile an effective and just system of social punishment with the virtue of mercy. University Core fulfilled: Integrations: Ethics and Justice; Flags: Information Literacy, Oral Skills.”
Women and Gender Studies
- WGST 1100 Gender, Race, & Sexuality (Fall 2020) Dr. Borgia, Dr. Oh “An introduction to critical thinking skills about concepts such as gender, race, class, and sexuality, how these intersect in lives of women of color together with women's strategies of surviving, resisting, and overcoming barriers. University Core fulfilled: Foundations: Studies in American Diversity.”
- WGST 3301 Literature by Women of Color (Fall 2020) Dr. Oh “The course explores contemporary literature by women of color in the United States and their immigrant experiences. It attends to the ways that authors imaginatively use genres to represent and challenge gender and race construction. University Core fulfilled: Flag: Writing.”
- WGST 3998 Feminism, Justice, & Decolonization (Fall 2020) No description available.
COLLEGE OF COMMUNICATION AND FINE ARTS
Communication Studies
- CMST 3210 Power and Culture (Fall 2020) Dr. Avalos “Culture, in any given state or formation, across time or space, is never a neutral arbitrator nor static in its configuration. As a way of life, as an apparatus governing life, culture is fluid, contested, visceral, and constantly in the process of reformation. Culture is always already a social construction and always already power-laden. This course centers the roles and functions of power--the ability to control, hold authority, dominion or rule over others--and culture. In this class, 1) we will learn how to think critically about the construction of culture(s), 2) we will explore the impact of American empire and its discursive practices on other cultures and nations, and 3) we will explore the constructive nature of power and discourse. Must be completed with a grade of C (2.0) or higher. Junior or senior standing required. Majors only. Prerequisites: CMST 1600, CMST 1700, CMST 2200, and CMST 2800.”
- CMST 3430 Culture, Crime, and Punishment (Fall 2020) Dr. Pearson “This course examines cultural constructions of crime and punishment. Although the course focuses primarily on the U.S. criminal justice system, we will attend to the prison industrial complex's global reach. Consequently, the course gives students the opportunity to examine one of the most pressing social issues of our time. We will focus our study of cultural constructions of crime and punishment in three different rhetorical cultures: public discourse, prisoners' discourse, and prison activism discourse. These three arenas map onto the three units of the course: 1) Crime and Punishment in the Cultural Imagination; 2) Crime and Punishment in the Prisoners' Imagination, and 3) From Criminal Justice to Transformative Justice. Must be completed with a grade of C (2.0) or higher. Junior or senior standing required. Majors only. Prerequisites: CMST 1600, CMST 1700, either CMST 2400 or CMST 2500, and CMST 2800. University Core fulfilled: Integrations: Interdisciplinary Connections.”
Theater Arts
- THEA 247 Diversity in American Drama (Fall 2020) Dr. Lima “A study of American diversity through American drama. Students engage plays created by a variety of communities and identities.”
- THEA 381 Voices of Justice (Fall 2020 ) Dr. Royer, Professor Baizley “An oral histories writing and performance course which includes meeting and interviewing members of advocacy agencies associated with various social justice issues. Students will select from such topics as: homelessness, human trafficking, immigration, restorative justice, among others, in various semesters. Working in project teams, students will interview agency staff/clients, transcribe, and dramatize the original.
COLLEGE OF BUSINESS ADMINISTRATION
- BCOR 1910 Business For Good “The LMU College of Business Administration aims to ‘advance knowledge and develop business leaders with moral courage and creative confidence to be a force for good in the global community.’ This course is a transformational experience for incoming undergraduate students that begins their journey toward a business degree and beyond, focusing on the role of business as a force for good. The course is an immersive and interactive experience with the following elements. It involves the major global challenges that you will face in your professional careers, such as poverty and the environment, and brings out the role of business in being a force for good in addressing these challenges as well as in a broad array of issues. It involves a project where you will design a business plan to launch of a product for low-income customers in domestic or international markets, while achieving economic sustainability as well as social and environmental sustainability. It involves doing good as being at the heart of the business rather than as corporate social responsibility. It involves working with companies. And most importantly, it will involve examining your values as it relates to doing good in the professional and personal realms. The course will culminate in a poster session. In short, you will start out your careers by having all of these challenges to confront in your first semester.”
- BCOR 4910 Business Ethics and Sustainability “Business Ethics and Sustainability focuses on the interaction and importance of social, political, economic and environmental forces in business and society. Using the framework of the UN Sustainable Development Goals, students will study the moral responsibility of business for societal and environmental impacts. Emphasis is placed on applying ethical decision models to a variety of stakeholder issues, which will include a substantial investigation into the underlying normative ethical theories and socio-political factors that impact business’ broader responsibilities. University Core fulfilled: Integrations: Ethics and Justice; Flag: Writing.”
Not offered Fall 2020, but recommended by LMU students*
*these may/may not be available for Spring 2021 registration or in future
- AFAM 3112: African-American Religious Traditions “This course examines the history of the African American church (broadly defined) as well as its important role in social activism. University Core fulfilled: Integrations: Interdisciplinary Connections.”
- CLST 4404: Latina Feminist Theory “Focuses on current writings by Chicana feminists and connects this material to African American and Asian American feminist theory. The course traces the development of Chicana feminism and its concern with the interlocking conditions of gender, race, sexuality, and class. University Core fulfilled: Flag: Writing.”
- ECON 4540: Labor Economics “Modern theories of market and non-market behavior relating to issues of labor and the determination of wages, salaries, and perquisites. Empirical evidence and public policy considerations are always relevant. Topics may include: education, poverty, discrimination, internal job ladders and management systems, collective bargaining, and unemployment. Prerequisites: ECON 3100 and ECON 3300, both with a grade of at least C-.”
- ENGL 5684 The Black Aesthetic “Study of theories of African American aesthetics.” Note: the website says M.A. candidate standing required, but Junior and Senior English majors can take this course.
- FYS 1000 Black Los Angeles (note: on the bulletin this class says that it is available for 2020 registration, but we have been unable to confirm this in PROWL) “This course reviews the social, economic, political, environmental, and spatial characteristics of Los Angeles. Students will be introduced to various theories and methods of examining urbanization, racial segregation, and economic development in order to develop a critical understanding of the contemporary circumstances of Blacks in Los Angeles.”
- HIST 1600 African States since 1800 “This course addresses the political, social, and cultural history of Africa since 1800. Among the questions it explores are changing systems of governance, shifting borders and identities, and dynamics of colonialism, the diversity of African societies and cultures, and their resilience in the face of historical changes. University Core fulfilled: Explorations: Historical Analysis and Perspectives.”
- HIST 2405 Civil Rights Activism “This course examines the history of U.S. civil rights activism and advocacy from the late-nineteenth century to the present, tracing the efforts by several groups to achieve and expand the full rights of United States citizenship, including African Americans, Native Americans, immigrants, LGBT, and women. It also draws connections between activism movements in the United States and throughout the world. HIST Concentration: Race, Gender, and Culture. University Core fulfilled: Foundations: Studies in American Diversity.”
- HIST 2600 Seminar in African History “An introduction to history as an intellectual discipline, focusing on the study and writing of history, including historiography and historical methods. Organized around the study of a particular historical issue or episode in African history, this is an intensive course on how historians approach problems. History majors and minors only.”
- HIST 4430 Women in American History “An exploration of women's experience in American history from the colonial period to the present, with emphasis on such variables as class, race/ethnicity, and region, as well as the impact of changing gender roles on American society, culture, and politics.”
- HIST 4600 African Kingdoms “A study of significant kingdoms of Black Africa exploring the major themes of the period.”
- WGST 4404 Latina Feminist Theory “Focuses on current writings by Chicana feminists and connects this material to African American and Asian American feminist theory. The course traces the development of Chicana feminism and its concern with the interlocking conditions of gender, race, sexuality, and class. University Core fulfilled: Flag: Writing.
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