Classes

The course was an introduction to understanding the structure of film and moving images. After understanding the critical tools, techniques and language that enabled creation of films, we focused primarily on analyzing how themes and messages were communicated effectively. A significant part of the course was about understanding the choices that directors make in editing, light, cinematography, sound, and narrative. This was mixed with a close analysis of 14 movies and documentaries. The carefully curated movies were chosen not only for their exceptional artistic quality but also for their interpretation of different political and social struggles. These range from animated movies like Persepolis where we learned about how the freeing and exaggerated qualities of animation compliment a rebellious Iranian teenager's imagination amidst tensions in the 70s or documentaries like The Square where character-driven storylines humanize a very pivotal moment in the Arab Spring. One of the key takeaways from this course is how influential and intentional filmmaking and media is. With the constant emphasis that every decision, frame, and sound is usually paired with a direction to a particular message, I was introduced to new ways these messages can be embedded in media platforms. 

A theme that comes to mind when taking the course was thus mediums of political resistance. Most of the films we ended up watching had themes that touched on revolution. In Wadjda and Persepolis, these themes were resistance to gendered expectations. Infernal Affairs and The Square are about citizens taking charge against autocratic and corrupt systems. In some ways, the idea of challenging societal authority and class can extend to It Happened One Night and Gabbeh as well. In each of the movies, there is an entrenched social order (highlighted with different mis-en-scenes) that protagonists usually resist or sometimes succumb to.

 

 

 

IN CLASS SUBMISSION: FINAL ESSAY

This course was an in-depth look at inequality in America. It managed to tackle the question of some individuals and groups getting benefits and rights, how, when and where they gain them as well. The class consistently contrasted the promise of equality (one of the founding principles of democratic philosophy) with the reality of inequality in America. This was first done by first creating a framework that managed to examine the social construction of differences (such as race, class, and gender). We then managed to make connections about the social construct's effects on public policies and access to social, economic, and political systems of power. Specific issues, such as income and wealth, education, housing, employment, immigration, criminal justice, and health, were explored through a comparative and critical perspective, and the prospects of social change were assessed. Although the primary focus was on America, relevant comparisons to Qatar and the Gulf were introduced to investigate how these concepts travel across contexts and raise awareness of global forms of inequality. 

The key theme in this course is then analyzing the promise of meritocracy. What are the entrenched understandings that get countries like the US to take inequality more seriously, but maintain an ever-increasing aristocratic class comparable to the pre-independence era? How do people accept conferred dominance? How difficult is upward social mobility? What does effective participation look like and how can it be achieved? Whose views get heard and whose views get suppressed? What is the role of government in mediating or perhaps maintaining equality? How about interest groups and lobbyists?  What are the decisions made when setting up taxation systems? How does one circumvent them? What are conversations around the creation of progressive taxation? How does redlining, gerrymandering, and school-to-prison pipeline affect different social classes? 

​

INCLASS SUBMISSION: FINAL ESSAY

This course was designed to understand the politico economic situation of Africa after independence. We learned ways in which the initial post-colonial Africa asserted itself in the global scene. We learned how influential colonial debt and trade networks were even after independence. We learned about efforts of neo-colonization through restructuring under the gaze of the Bretton Woods institutions and continued international organizations like the IMF. We learned about intra and inter trade networks, associations and treaties within Africa that are managing to curb incredibly high debt-to-GDP ratios. We also learned about the post-neo-liberal evolutions of some successful states like Botswana.  

The key themes of this class were the enduring effect of colonialism in African societies. Our discussion of aid, CFA Franc Africa, Oil and Land grab, conflict and industrialization all centered on the difficulties of building a better Africa. 

The course was an introductory course on the effect of media in American Politics. While the instruction was generally about the nature of American democracy, there was a concurrent weekly exercise where each student followed the campaign of different candidates through news sources amidst the 2020 midterm elections. We learned about American political philosophy, foreign affairs policy, critically looked at late-stage capitalism. But for the most part, we were still focused on how politicians win elections and what role the media plays. We discussed the role of campaign funds, the role of media framing and the decision politicians make with positioning. The key race I was looking into was the Florida senate race. The candidate I was looking at (Rick  Scott) campaigned by casting himself as an “outsider ready to upend the status quo” and one of the key reasons he defeated an incumbent senator was the ways he gained visibility and mobilization. We learned how politicians use opportunistic extremism (far-right or otherwise) to garner followers. We explored the use of money as speech and the role of campaign donors in influencing election promises. We also explored the role of advertising, attack ads and platforming (including social media). 

I guess the key theme then is the construction of political voice and representation. How are election campaigns formed? What is the role of money in them? Who gets their views represented? What kind of views get represented? How do you win elections? How do you position yourself? What societal and economic policies do you choose to highlight? Which ones do you ignore? How accepting are you of different classes? Who do you choose to include or exclude? What is your media messaging? What values would you highlight in your platforms? When do you choose to lie? When and how do you attack your opponent?

 

 

IN CLASS SUBMISSION: FINAL ESSAY 

This course was concerned with the academic literature concerning the politics of the Persian/Arabian Gulf region. We looked at topics such as the durability of the Gulf monarchies, Great Power relations, the Iraq wars and regional tensions between Iran, KSA, and Israel. But the focus remained on Qatar, its history, its foreign policy, and its governmental structure. We looked at the quality and bond of tribalism, the expression of identity of different clans, and derived socio-economic benefits from monarchies. We looked at the formal and informal institutions that Gulf governments use to maintain order. We discussed the notion of extreme and middling rentier states and oil as a tool in foreign relations. We also discussed the settlement and history of different Bedouin tribes as well as 20th trade and relations with South Asian communities. 

The key themes of this class are the nature of power and social contracts. Our focus on Qatar has allowed for a very interesting discussion of reinterism, a concept about citizens choice to forgo some of their political rights for economic benefits like welfare. We managed to critically analyze the degree of reinterism in different gulf states and move to a slightly post-modern take, where one is considerate of the changing dynamics of power relations in the past few years. Especially in Qatar, we looked at case studies of the Mullah tribes’ relation with the Al Thanis as well as the 2021 Shura council elections to reach a conclusion that governments understand that their resources are finite, and citizens understand that they can push for more power. 

The course is about the development of different intelligence gathering tehcniques (OSMINT, Espionage, HUMINT, GEOINT) and the international laws governing them.  We discuss the role of intelligence agencies and their input and influence on policy.  Concurrently, we followed the ethical debate on intelligence in 21st centuries wars. 

The key theme of this class is ways in which government maintains power (peace and security). What is the balance between privacy and security that governments should have? How do new technologies allow for unfettered access?