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3.00 credits | May be repeated for credit.
Grading Basis: Graded
Issues in human rights, history, law and policy, or practices. Prerequisites and recommended preparation vary. With a change in content, may be repeated for credit.
Last Refreshed: 03-DEC-21 05.20.11.392052 AM
|1218 14425 1 001||Fall 2021||Storrs||Distance Learning||Chacon Hurtado, Davis
||No Room Required - Online||13/20||Foundational concepts of human rights and engineering ethics from a global perspective. Discussions of the role of engineering in society from human rights and different ethical perspectives. Principles of “Engineering for human rights” on distributive justice, participation, consideration of duty bearers, accountability, and indivisibility of rights. Case study analysis of engineering projects for human rights impacts.|
|1223 17193 1 001||Spring 2022||Storrs||In Person||Falconi, Jose||001||Reg||TuTh 3:00pm‑4:45pm
||ARTB 106||0/12||This course will explore how witnesses have historically used images as primary means of conveying testimony in cases of human rights violations. By analyzing examples ranging from 17c indigenous testimony on the brutality of the Spanish domination in the Americas; to Benetton’s 1990s billboard campaign deploying images of AIDS deaths; to Alfredo Jaar’s 1996 Rwanda Project; to the photos of US torture at Abu Ghraib; to current controversies over the ethics of representing the Holocaust, the course will explore the critical difference between showing something and telling something. The course will also cover the theoretical foundations of how testimony work, as well as the role of witnessing in historical accounts.|
|1223 17235 1 002||Spring 2022||Storrs||In Person||002||Reg||TuTh 2:00pm‑3:15pm
||CHM T309||2/12||Social justice and theatre have long been entwined: Augusto Boal’s theatre of the oppressed galvanized villagers in Brazil, Iranian ta’zieh re-examines injustices in Islamic history, and so on. These practices push us to ask questions of our own times, inspiring us to step beyond our classroom comfort zones and work toward embodying critiques of injustice. “Devising Theatre for Social Justice” meets this challenge by having students devise theatre -- that is, make theatre from scratch, without a pre-written script -- to address or consider a social justice topic of interest, moving from initial stimulus to concluding performance. Students will center a contemporary issue of social justice (climate crisis, white supremacy, homelessness, economic inequity, etc.) while developing theatre-making skills (text, movement, sound, character development, etc.). The course emphasizes collaborative creation, requiring students to work in small groups, and welcomes a range of performance forms (traditional stage play, TikTok videos, live broadcast, immersive game, etc.) This course is open to all students from all majors, with sophomore standing or higher. No theatre experience is required or expected; all are welcome. Students from beyond Dramatic Arts are particularly encouraged to register. Feel free to contact the course professor with any questions (Asif Majid: email@example.com)|