Topic outline

  • General

  • Ressources du cours

    • ***SONDAGE: matériel et conditions de présence en TD*** Choice

      Update 2 novembre: ce cours est désormais en classe entière sur Zoom, au même horaire. Vous recevrez le lien de connexion sur votre compte mail Paris 1. Les modalités du cours peuvent être amenés à évoluer, particulièrement si vous êtes nombreux à signaler des problèmes de connexion internet.

    • wk 2 - Bill Rolston - Drawing Support 4 (+questions) URL

      A small book about political murals in Belfast. Short link: https://tinyurl.com/peacewalls

      Read the intro, choose one for the next class, and print it if possible or have it available on your phone/ computer.
      Choose one of the political murals that you like, or find striking/ interesting. Where is it? (type the address in a map app)
      Prepare a description: what does it represent?
      What (political and cultural) references does it make? Graphical style?
      What effect could the mural have on the public space, or on a tourist/ local observer?

    • Week 3/4 - slides du 5/12 octobre File 385KB

      Questions sur l'article "Do Walls Change How We Think?" et sur la fresque suivante

    • "Alternative Ulster" article+ questions (for 19 oct/ 3 nov) File 675.8KB

      “‘Alternative Ulster’: punk and the construction of everyday life in 1970s Northern Ireland”

      • Pages 1-4: What was the political context in mid-1970s NI?
      • What was the music scene like at the time? What did "Alternative Ulster" represent?
      • pp5-8: How did punk music escape sectarianism?

      (reading the rest of the article is optional, but could be interesting for the film Good Vibrations, which I will ask you to watch during the holidays)

    • Slides from 19 october File 712.3KB

      Essay topic for 03/11: In your experience and based on what you read and hear about in class and outside, what consequences can walls and “hard borders” have on people? Use examples from one (or several) places in the world, such as the ones in the New Yorker article.
      1000 Words. Written English: 50%
      Structure of your argument+ pertinence of your ideas: 50%

    • Good Vibrations (2013 film - Youtube - English without subtitles) URL

      Questions to prepare for class discussion on 2 November/ 9 november: 

      How has Terri's life changed since the onset of the violence in the early 1970s?
      Is the record store a success? In what ways?
      Who is John Peel and what is his role?
      Would you say this is a film aimed at Northern Irish people, or anyone around the world?


    • Apollo House: Shelter Me documentary (2018) - 3 minute trailer URL

      “housing activists, well-known public figures, including Film Director Jim Sheridan, Musicians Glen Hansard , Hozier and others came together and took the law into their own hands.” (IMDB)
      Interviews with three participants:
      Who are the people interviewed?
      What was Apollo House? What issue did it raise? What did it accomplish?
      What solutions fo the interviewees offer to the problem?
      Are you aware of other similar situations? What happened there?

    • Should the police be abolished? (for nov 9th) File 82KB

      Comprehension (30-45 mins max in the class)(prepare in advance):

      - What is Mariame Kaba’s historical argument against American police?
      - What does “defunding the police” mean? Is it the same as abolishing?
      - What “myths” does Kaba denounce and where might they come from?
      - What “best practices” have been proposed over the years (in 1967, 1991, in the 2010s, etc) to try to mitigate the problem?
      - For Kaba, what could happen if the police didn’t exist?

      Debate (45 mins hopefully)

      -small groups of 4 will be organised in Zoom “breakout rooms” (hopefully we will be able to use this feature for high quality small group discussions instead of full class discussions, which can be unwieldly).
      -Each group will use a Framapad to try to summarize your group’s discussions.
      -prepare your arguments in advance for the class. Try to consider all aspects of the issue, from French and American perspectives if possible:

      Should the police be defunded/abolished?


    • " On the Phenomenon of Bullshit Jobs" - David Graeber URL

      Questions on the text, helped by your own readings, experiences, and what you hear from other people:

      1. Which jobs are accused of being “bullshit jobs”, and why? Would you agree with the description?

      2. Why did Keynes' promised utopia—still being eagerly awaited in the '60s—never materialise? Would it be possible today?

      3. Why is “ intense work discipline for most of [our] waking hours” "a moral value in itself" in today's society?

      4. What aspects of work make people happier?


      Collective discussion in small groups (prepare ideas for the next class on 30 november):

      1. What is your experience of “bullshit jobs”? Or, inversely, do you feel that there is no such thing as “bullshit jobs”?

      OR:

      1. Do you agree with the statement “A happy and productive population with free time on their hands is a mortal danger”? What could the potential of such free time be?

      A PDF version of the article can be downloaded here: https://drive.google.com/file/d/1nZmyabs9qyt7WNbh_Ku__ttkiT76HbZX/view

    • Recorded presentations for November 30th: signup sheet + details URL

      TD 12h30-14h: https://docs.google.com/spreadsheets/d/12GNv8cpSREVFuhzfPd89QCwT6nk5BZtx9mG2P9PkxFI/edit#gid=0

      TD 14h-15h30: https://docs.google.com/spreadsheets/d/12GNv8cpSREVFuhzfPd89QCwT6nk5BZtx9mG2P9PkxFI/edit#gid=74627415

      Short research project for a recorded presentation (for November 30th) (7-8 minutes/ person, 15 min for 2 students, powerpoint possible)

      -Present the action: date, location, objectives, etc =>What did the activists do? What symbolic actions did they carry out?
      -What underlying problems are they denouncing?
      -What political support did they get? What opposition did they face? Which American groups work on this issue in general?
      -How did they use the media?
      -Was their action a success in any way? Is satire a useful medium of protest? If not, what other methods might work? 

      NB: the ENT can't receive large video files over 20MB. If you have recorded a video, please send me a Google Drive link, use the university file sender service (https://filex-ng.univ-paris1.fr/ ) or similar (not WeTransfer as it expires in one week and I might miss it)


    • 7 december - Organizing Against Gentrification and Displacement URL

      Watch the video carefully (twice) and take notes (I recommend using pen+paper)

      -Who are the people featured in the video? What districts of what city do they live in?
      -What issues do they have with their city? How has it changed, in their eyes?
      -One of the organisations mentioned at the end is called "Decolonize this place". What do they mean by framing gentrification as a dynamic of "colonisation/ decolonisation"?

      Discussion topic: How has the place you grew up in changed over the years? Do people have the right to stay for ever?

  • Topic 2

    • Espace de dépôt TD 60 - Lundis 12h30-14h

      • Espace de dépôt TD 61 - Lundis 14h-15h30

        • Topic 5