MIT Subject Listing & Schedule
IAP/Spring 2025 Search Results

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3 subjects found.

21G.054[J] France and Haiti: Enlightenment, Slavery, and Revolution

()
(Same subject as 21H.241[J])
Prereq: None
Units: 3-0-9
Lecture: TR11-12.30 (E51-285)

Explores the relationship between the Enlightenment, slavery, and the French and Haitian revolutions. Studies France and Haiti prior to 1789, analyzes some of the central texts of the Enlightenment with an emphasis on ideas about monarchy, slavery, and democracy. Considers the place of these ideas and the role of popular mobilization in the French and Haitian revolutionary era from 1789 to 1804. Concludes with an examination of some of the legacies of the eighteenth-century experience for modern French and Haitian politics.
M. Ghachem
No textbook information available

21H.241[J] France and Haiti: Enlightenment, Slavery, and Revolution

()
(Same subject as 21G.054[J])
Prereq: None
Units: 3-0-9
Lecture: TR11-12.30 (E51-285)

Explores the relationship between the Enlightenment, slavery, and the French and Haitian revolutions. Studies France and Haiti prior to 1789, analyzes some of the central texts of the Enlightenment with an emphasis on ideas about monarchy, slavery, and democracy. Considers the place of these ideas and the role of popular mobilization in the French and Haitian revolutionary era from 1789 to 1804. Concludes with an examination of some of the legacies of the eighteenth-century experience for modern French and Haitian politics.
M. Ghachem
No textbook information available

STS.421 Graduate Super-Seminar on Global South Cosmologies and Epistemologies

()
Prereq: None
Units: 3-0-9
Lecture: R9-12 (E51-393)

Team-taught subject that centers Global South cosmologies and epistemologies marginalized by colonization, slavery, and racism across the world. Explores how different societies make sense of and develop knowledges of the physical and animate world, and what it means to be human(e) within it. Opens up trans-hemispheric conversations between constituencies that seldom talk to each other, each bringing its ways of seeing, thinking, knowing, and doing to the matrix to mutually inform one another. Goal is to build qualitative — not just quantitative — diversity (i.e., diversity as method of learning and thinking).
C. C. Mavhunga
No textbook information available