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Nov 26, 2024
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ENG 2320 - Literature and Social Justice
Students explore the relationship between literary texts–including poetry, drama, fiction and non-fiction prose, and film–and issues of social justice. Students consider how literature helps readers to recognize and confront oppressive power structures, including institutional and systemic discrimination and bias based on race, sex/gender, sexuality, religion, and economic status, as well as to imagine and pursue more just modes of social organization.
Credit Hours: 3
OHIO BRICKS Arch: Constructed World
General Education Code (students who entered prior to Fall 2021-22): 2HL
Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts.
Lecture/Lab Hours: 3.0 lecture
Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I
Course Transferability: OTM course: TMAH Arts & Humanities
College Credit Plus: Level 1
Learning Outcomes: - Students will be able to employ appropriate literary terminology to describe and discuss texts related to social justice, oppression, discrimination, inequality, and privilege.
- Students will be able to use appropriate evidence in analyzing, interpreting, and evaluating literary texts related to social justice, oppression, discrimination, inequality, and privilege.
- Students will be able to explain the relationship between literary texts and issues of social justice in the cultures or historical periods being depicted or in which the literary text was produced.
- Students will be able to critically state, describe, and consider issues of social justice, oppression, discrimination, inequality, and privilege as they are depicted in literary texts.
- Students will be able to systematically and methodically analyze and evaluate the assumptions of authors, texts, or characters about social justice.
- Students will be able to a formulate a clear thesis and draw conclusions about the relationship between literature and issues of social justice that addresses form, content, and cultural/historical context.
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