Taught by Gregory Donovan, NMDD 3880

This class combines a critical introduction to the promises and perils of the smart city with a community-engaged learning and design project. "Smart urbanism" represents the rapid integration of networked technologies into all modes of urban living as well as the reorienting of urban economies toward high-tech industries. While much of smart urban rhetoric focuses on designing efficient and globally competitive cities through data-driven platforms, critics argue it has led to stepped-up surveillance, discrimination, segregation, and economic inequality in urban environments. Through class readings, group discussions, and engagement with the Lincoln Square community, students consider how a smart urban design oriented towards social justice could help rework flows of wealth, power, and privilege in New York City.

Taught by Stephanie Huezo-Jefferson, HIST3951

Popular education emerged in the Americas as a liberation project nourished by revolutionary aspirations. The Brazilian educator Paulo Freire and others envisioned liberatory education by and for the people. This course will examine the historical moments and movements where popular education emerged. Taking up a range of voices and sources, we will consider the principles and practices that animated revolutionary projects and social movements in Cuba, Nicaragua, and El Salvador, among other Latin American and Latinx communities in the U.S. Together, we will learn from these experiences and enrich our own liberatory practices in and outside the classroom. This course is designed for students who have previous knowledge of Latin American or Latinx history.

Taught by Alessia Valfredini, Italian 2201

This course is part of the core language sequence and corresponds to ITAL 2001, Italian Language and Literature. In this course, students develop linguistic, cultural, and intercultural skills by studying Italian texts and artifacts in their sociopolitical context, with a focus on the period after World War II. By collaborating with an Italian cultural Institution in New York state, students will examine the interplay between the local U.S. community and the institution, with a focus on representation and access, and experience and reflect on the negotiation of communication in an intercultural setting. Must have taken ITAL 1502 or placement.

Taught by Grace Yen Shen, HIST 3929

In this course, students explore the history of Chinese people and culture in the Americas from a wide range of perspectives. Units will examine the history of Chinese migrations to North and South America from East and Southeast Asia, representations of Chinese in American media, diasporic Chinese gender identities, diasporic Chinese cuisines, Chinese-American literature, labor history, and the history of Chinese people and culture in New York City, among other topics. This course will embed the history of Chinese in the Americas in a global history of political, economic, and cultural flows and open up questions of "Which China?" and "Which America?" to historical scrutiny. Students will engage with primary materials to conduct original research and collaborate with others to apply historical methods.

Taught by M. Christina Bruno MVST4040

All five boroughs of New York City bear traces of the medieval, despite having been built long after the period that corresponds with the European Middle Ages (c. 500 to c. 1500 CE) ended. This course aims to explore the medieval, broadly understood, in New York City, using the sources and methodologies of digital humanities, history, art history, and medievalism studies. In doing so, we will keep in mind several broad categories of what constitutes medieval: Medieval objects and artifacts in New York City. How did they get here? Where and when are they from? This embraces both medieval history and the collecting activities of tycoons and scholars as they decided what was medieval. How do the accumulations of cultural patrimony show the history of the city, and how are they experienced by different populations within the city today? Medieval-inspired objects and architecture. Why do “medieval” structures within the city look the way they look? From apartment buildings to houses of worship to colleges and universities to monuments, the medieval takes a particular form in New York City and has a number of not always obvious meanings. Medieval-inspired people and communities of practice. How do self-professed medieval practitioners (crafting, music, art, combat, etc.) define their relationship to the medieval? How have public literary or artistic figures interpreted the medieval in New York? New York during the Middle Ages. What did New York look like during the period that corresponds with the European Middle Ages? How did the Indigenous people who lived there experience and interact with the land that we stand on now? How can we, standing at such a distance, hope to glimpse what they might have seen? New York City through the lens of the medieval city. What can New York, arguably the archetypical modern megalopolis, tell us about medieval cities, and vice versa? How can we use comparison with a medieval city to shed light on urban life more broadly? Students will participate in the Medieval New York project sponsored by Fordham’s Center for Medieval Studies. This project aims to investigate these issues and to craft walking itineraries around the city, showcasing these sites and ideas through the use of audio guides and multimedia materials for a broad public audience. By the end of this project, in addition to talking through these issues, students will collaboratively craft an itinerary of Fordham’s Rose Hill campus and its surroundings, and lead a walk-through of the itinerary open to members of the community. The itinerary and related materials will be featured on the project’s site at medievalny.ace.fordham.edu.

Taught by Elizabeth Raposa, PSYCH4850

This course considers issues that arise when implementing mental health interventions within diverse communities, especially those communities traditionally underserved by our health care system. Topics covered include factors that maintain inequality in mental health treatment, culturally-sensitive practices in conducting clinical psychological research, and ethical approaches to translating evidence-based psychological principles into practice. Includes a fieldwork component that is integrated with class discussion and seeks to address mental health needs within the Bronx.