Law and Justice
Students work with faculty advisors to devise self-designed majors. Coursework in the major builds upon studentsβ experiences in the general education curriculum while providing students with pathways to deepen their knowledge or further develop their passion in a particular area of study.
Law and Justice
βThe American Bar Association does not recommend any undergraduate majors or group of courses to prepare for a legal education. Students are admitted to law school from almost every academic discipline. You may choose to study subjects that are considered to be traditional preparation for law school, such as history, English, philosophy, political science, economics, or you may focus your undergraduate studies in areas as diverse as anthropology, art, music, or science. Whatever major you select, you are encouraged to pursue an area of study that interests and challenges you, while taking advantage of opportunities to develop your research and writing skills. Taking a broad range of difficult courses from demanding instructors is excellent preparation for legal education. A sound legal education will build upon and further refine the skills, values, and knowledge that you already possess.
— Visit American Bar Association
Designing Your Major
Students interested in preparing for law school are advised to take a wide range of courses and choose Cooperative Education field experiences that would help them to develop their skills, values, knowledge in the areas of problem-solving, critical reading, writing and editing, oral communication and listening, research, organization and management, public service and promotion of justice, relationship-building and collaboration, and exposure to the law.
Some Options in the Curriculum
AnthropologyΒ
- ANTH 110: Culture Conflict
- ANTH 230: Anthropology of Human Rights
English Composition
- ENG 105: English Composition
- ENG 251: Expository Writing IΒ
- ENG 351: Advanced Expository WritingΒ
HistoryΒ Β
- HIST 105: The World Beyond: Cultural Imagination, Exchanges, and History
- HIST 210: African American History, from the Colonial Period to the PresentΒ
- HIST 220: U. S. History I, from the Colonial Period to 1877Β
- HIST 221: U. S. History II, 1877 to the Present
- HIST 225: World History I, to 1500Β
- HIST 226: World History II, from 1500 to the Present
- HIST 250: The Construction of Race and Ethnicity in North America
LiteratureΒ
- LIT 101: Close and CriticalΒ
- LIT 130: Literature and Social Justice:
Philosophy
- PHIL 110: Law and Justice in the Western Tradition
- PHIL 120: Formal Logic
- PHIL 210: Comparative PhilosophyΒ
- PHIL 221: Environmental Ethics and Political Theory
- PHIL 225: Critical Thinking
- PHIL 332: Modern Philosophy
MathematicsΒ
- MATH 102: Explorations in Mathematics and Quantitative Reasoning
- MATH 105: Introduction to StatisticsΒ
- MATH 205: Intermediate Statistics
- MATH 151: PrecalculusΒ
Political Economy
- PECO 105: Foundations of Political EconomyΒ
- PECO 110: Principles of EconomicsΒ
- PECO 175: U. S. Foreign Policy: The American Empire
- PECO 210: U. S. Political System
- PECO 220: Intermediate Micro and Macroeconomic TheoryΒ
- PECO 270: Political Economic Theory
- PECO 280: Capitalism I: Globalization and Development
- PECO 285: Capitalism II: Capital in the Digital Age
- PECO 320: Labor EconomicsΒ
- PECO 350: Public PolicyΒ
- PECO 360: Comparative Political EconomyΒ
- PECO 375: International Relations
- PECO 390: Special Topics in Political Economy: Introduction to American Law
PsychologyΒ
- PSYC 105: General PsychologyΒ
- PSYC 110: Foundations of Social PsychologyΒ
- PSYC 330: Cross-Cultural Psychology
Cooperative Education Field Placements
In the past, students have participated in Co-ops around the country and abroad. Here are a few examples:
- Chris Chavers ’22 worked in communications and development at the Transgender Law Center in Oakland, CA. His work included using TLCβs social media platforms to communicate various messages incorporating their efforts for the survival of trans lives and magnifying the voices of trans people of color.
- As multidisciplinary intern at RAICES (Refugee and Immigrant Center for Education and Legal Services), located in Houston, Texas,Β Kensy Zelaya Sabillon ’22 worked directly with attorneys and legal assistants, as well as engaged in outreach to the Houston community
- Anna Samake ’19 worked as an executive intern for Black Alliance for Just Immigration (BAJI), a nonprofit organization dedicated to the education and engagement of African American and black immigrant communities in order to help them organize and advocate for racial, social. She assisted Opal Tometi, director of BAJI, in meetings and research, working closely on a new project called, βMigration within African countries.βΒ
- For her third Co-op, Michelle Fujii ’18 went to Nagasaki, Japan. She volunteered as a Foreign Affairs Aide at Nagasaki Universityβs Research Center for Nuclear Weapons Abolition (RECNA), is a research center that works toward realizing a world without nuclear weapons, through academic research, policy recommendations, and information dissemination. Her work included translating documents both ways between English and Japanese, helping with other English-related activities, and assisting RECNA in hosting events and conferences.
Faculty
TeΓ³ received both a PhD in Psychology and a MA in Social-Community Psychology from Universidad de Puerto Rico, Recinto de Rio Piedras.Β Before coming to Antioch, TeΓ³ served as an Assistant Professor of Psychology and Research Methods at Xavier University School of Medicine in Aruba.Β Included in TeΓ³'s current research interests are the historical aspects of "animal psychiatry" and evolutionary theory.Β Among the courses TeΓ³ has taught are General Psychology, Human Development, Personality Psychology, and History and Systems of Psychology.
Education
Ph.D., Psychology,Β Universidad de Puerto Rico, Recinto de RΓo Piedras
M.A., Social-Community Psychology,Β Universidad de Puerto Rico, Recinto de RΓo Piedras
B.A., Psychogy,Β Magna Cum Laude, Universidad de Puerto Rico, Recinto de RΓo Piedras
Dr.Β JenniferΒ GrubbsΒ is a enviro-feminist anthropologist in the Department of Anthropology at Antioch College. Dr.Β GrubbsΒ earned her doctorate from American University in Washington, D.C., in Anthropology, specializing in Race, Gender, and Social Justice, where her workΒ examined the creative and confrontational ways in which activists co-create identities of resistance within neoliberal capitalism to dismantle ecological and species hierarchies through the spectacle of protest. She comes to Antioch College after serving as the Assistant Director of the Women's Studies Program and Visiting Assistant Professor at East Tennessee State University.Β Β At ETSU, Dr.Β GrubbsΒ developed courses through a transdisicplinary lens that addressed a range of topics including antiracist social justice, popular culture, global feminism, and speciesism. She has published her work in a variety of venues, both academic and public, including two documentary storytelling projects based in the Washington, D.C. area. Dr.Β GrubbsΒ has conducted ethnographic work with environmental and animal advocacy movements based in North America, immigration-support communities in rural Virginia, and with Holocaust survivors residing in Cincinnati, Ohio. Her current research bridges feminist anthropology, environmental communication, and queer studies, both in method and application, through an examination of representations of race, gender, and sexuality as it connects to species in the U.S. Dr.Β GrubbsΒ is interested in deconstructing the interconnected hierarchies that are used to naturalize and perpetuate systems of violence through a critical media lens. Her courses foster a unique experience by incorporating a range of technologies and voices that encourage critical thinking through discussion.
EDUCATION
Ph.D. in Anthropology with Specialization in Race, Gender, and Social Justice, American University
- Dissertation: Queer(ey)ing the Ecoterrorist: Neoliberal Capitalism, Political Repression as Discipline, and the Spectacle of Direct Action. Committee: Dr. Daniel O. Sayers (Chair), Dr. William Leap, Dr. Stephen Depoe
M.A. in Womenβs, Gender, and Sexuality Studies, University of Cincinnati
- MA Thesis: βThe Intersectionality of Oppression: The Inclusion of Speciesism.β Committee: Dr. Lisa Hogeland (Chair), Dr. Adrian Parr, Dr. Jane Anderson, Dr. Elizabeth Farians
M.A. in Communication, University of Cincinnati
- MA Thesis: βFarm Sanctuary: Creating a Space Where Theory Meets Practice.β Committee: Dr. Stephen Depoe (Chair), Dr. James Crocker-Lakness, Dr. Michael J. Woeste
B.A. in Communication, University of Cincinnati
Sean Payne, Assistant Professor of Political Economy, received a Ph.D in the Urban and Public Affairs Program at the University of Louisville in 2013 with a concentration in public administration, public policy, and political economy. Payne previously taught political science as an instructor at the University of Louisville, and also taught courses in economics, international relations, and globalization as a teaching assistant for the University of Louisville and the University of Connecticut. He has been published in the third and fourth editions ofΒ Contemporary Cases in U.S. Foreign Policy: From Terrorism to TradeΒ featuring the following topics: "The Politics of Climate Change: A Consensus for Copenhagen?" and "The Kyoto Protocol and Beyond: The Politics of Climate Change."
EDUCATION
- Ph.D. Urban and Public Affairs, University of Louisville, 2013
- M.A. Political Science, University of Louisville, 2007
- B.A. Photojournalism, Western Kentucky University, 2003
COURSES
- PECO 110 Principles of Economics
- PECO 270 Political Economy Theory
SELECTED PUBLICATIONS
- 2011. The Politics of Climate Change: A Consensus for Copenhagen? In Ralph G. Carter, Contemporary Cases in U.S. Foreign Policy: From Terrorism to Trade, 4th Ed. Co-authored with Rodger A. Payne
- 2008. The Kyoto Protocol and Beyond: The Politics of Climate Change. In Ralph G. Carter, Contemporary Cases in U.S. Foreign Policy: From Terrorism to Trade, 3rd Ed. Co-authored with Rodger A. Payne
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Dean Snyder joined the Antioch College faculty in 2015 as Assistant Professor of Political Economy. He holds a Ph.D. in political science from Syracuse Universityβs Maxwell School of Citizenship and Public Affairs. Snyderβs teaching and research center on global politics, with a specific emphasis on global political economy, international relations, and political ecology.
As a teacher, Snyder draws on democratic educational models to foster deep discussion and self-directed student engagement with the major political issues facing humanity today. Snyder chairs Antioch Collegeβs Social Sciences Division and has played a key role in developing the Collegeβs Self-Designed Major curriculum. Snyderβs teaching has been recognized by the Southwestern Ohio Council for Higher Education, which honored him with its Excellence in Teaching Award in 2018.
EDUCATION
- Ph.D., Political Science, Syracuse University, 2015
- M.A., Political Science, Syracuse University, 2009
- B.A., Political Science, Lehigh University, 2005
COURSES
Dean Snyder offers courses in three major fields: International Relations, Global Political Economy, and Political Ecology.
- International RelationsΒ
- U.S. Foreign Policy: The American Empire
- International RelationsΒ
- Global Political Economy
- Capitalism I: Globalization and Development
- Capitalism II: Capital in the Digital Age
- Capitalism III: Transnational Corporations
- Political Ecology
- Political Ecology I: The Global Ecological Crisis
- Political Ecology II: Advanced Readings
AWARDS
-
2018 β Southwestern Ohio Council for Higher Education, Excellence in Teaching Award
-
2016 β Mellon Globalization Fellowship, Great Lakes College Association
-
2016 β New Political Science Dissertation Award, American Political Science Association, New Political Science Section
SELECTED PUBLICATIONS
- βThe Capitalist Advertising and Marketing Complex: A Political Materialist Analysis,β New Political Science 39:4 (December 2017) (with Matt Guardino)
- βThe Tea Party and the Crisis of Neoliberalism: Mainstreaming New Right Populism in the Corporate News Media,β in Claire Snyder-Hall & Cynthia Burack, eds., Right-Wing Populism and the Media (New York: Routledge, 2014) (with Matt Guardino)
- Manuscript Above Originally Published As: βThe Tea Party and the Crisis of Neoliberalism: Mainstreaming New Right Populism in the Corporate News Media,β New Political Science 34:4 (December 2012)
SELECTED CONFERENCE PRESENTATIONS
- 2018 β βCommercial Capital, Consumer Culture, and the Infrastructure of Alienationβ American Political Science Association, Annual Meeting
- 2017 β βThe Capitalist Advertising and Marketing Complexβ Caucus for a New Political Science, 50th Anniversary Conference
- 2015 β βCommodity Chains, Class Power, and Logistics: Commercial Capital as Global Circuit Managerβ American Association of Geographers, Annual Meeting
- 2014 β βGlobal Commodity Chains and the Corporate Power of Commercial Capitalβ Institute for Global Law and Policy, Harvard Law School
- 2014 β βCapitalism, Commodity Chains, and the Restructuring of the International Grain Tradeβ International Studies Association, 55th Annual Convention
- 2013 β βThe Rise of Commercial Capital in the Global Political Economyβ Rethinking Marxism, Eighth International Conference
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Prior to joining Antioch College Amy Osborne was the director for the Institute for Learning Differences at Thomas More College. She has also held appointments at the University of Cincinnati, Southern New Hampshire University, and Pikeville College. Amy has had a variety of teaching experiences working with college students in the areas of mathematics, statistics, and quantitative research methods for the education and social sciences. Presently pursing a PhD in Psychology, she is interested in cognitive and affective variables and their relationship to learning, particularly college mathematics. Additionally, she has used her passion for teaching to teach students of all ages interested in areas such as glass-blowing and the ecology of pollinators, such as honey bees. At present she in completing a grant cycle to fund Pollination Stations in and around the south-central Ohio region. When not teaching she can be found spending time with her family, cooking, and working in the apiary.
EDUCATION
- 2012-Present Grand Canyon University, Phoenix, AZ
- Pursuing PhD in Psychology-Cognition & Learning
- 2003-2008 University Of Cincinnati, Cincinnati, OH
- Graduate courses in Education, Mathematics, and Art
- 1994-1996 Eastern Kentucky University
- 1999-2000 Richmond, KY
- MS Mathematics (emphasis in Statistics)
- 1997-1999 Morehead State University
- 2001-2002 Morehead, KY
- Graduate courses in Education and Art
- 1992-1994 Morehead State University, Morehead, KY
- BS Mathematics, Physics
- 1990-1992 Ashland Community College, Ashland, KY
SCHOLARLY ACTIVITIES
Brooke Blackmon BryanΒ is an aesthetic philosopher and oral historian who composes work in narrative, media and textiles. A practitioner of critical and digital pedagogies, she currently chairs the Writing Program and serves as Assistant Professor of Writing & Digital Literacy at Antioch College. Brooke convenes the creativity and story area of practice, teaches a variety of nonfiction writing courses, and supports students in self-design majors that engage philosophy, media, oral history, critical community studies, and contemporary art practice.Β
As director of Oral History in the Liberal Arts for the Great Lakes Colleges Association, Brooke works with GLCA program officers to fund, train, and support more than 60 Mellon-funded research projects employing interview methodology and digital tools for community-based learning. In its 5th year, the program has grown into a partnership with the Global Liberal Arts Alliance to support transnational interview projects. She travels regularly, offering workshops in critical pedagogy and oral history. Her recent convenings have been held at Antioch College, GLCA colleges, and other small liberal arts institutions throughout the Midwest while transnational oral history gatherings have been piloted in Morocco (Al Akhawayn University in Ifrane), Bulgaria (American University in Bulgaria in Blagoevgrad), and Ecuador (UniversidadΒ San Francisco deΒ Quito, planned for June 2020).Β
Brooke has studied with Howard Caygill, Franco (Bifo) Berardi, Santiago Zabala, Giovanni Tusa, Jean-Luc Nancy, Silvia Mazzini, Drew Dalton, Chris Yates, and Simonetta Moro in courses and topological field studies in Rome, Florence, Venice, Berlin, Paris, Athens, and NYC (2016-2019). Her current research focuses broadly on process and activist philosophy and takes two main tracks. The first is an object-focused exploration of new materialisms that locates the American quilt within a feminist Deleuzian aesthetic, exploring its praxis and conservation through virtuality, multiplicity, and event. This research focuses on the βbroken patternβ collection of African American quilts recently donated to the Berkeley Museum of Art by late collector Eli Leon, specifically exploring how vernacular art praxis engages iteration and alterationβ qualities reflected in the form of the quilt and in contemporary quiltmaking communities. Her second line of research engages radical pedagogies at the intersection of Deleuze and Guattariβs philosophy and community-based research models in an attempt to rethink and reconfigure practices in higher education today. This work generates primary sources through interview, specifically engaging questions of collaborative and co-constructed knowledge production, how we might explode the canon of western theorists in our research and curricula, and how institutions of higher education must scaffold epistemological access for allβ not just an offer of admission.Β
Brooke often refers to herself as a radical phenomenologist with an audio recorder. She can usually be found in the Writing Institute building digital interview exhibits and working with students on their writing craft, in the midst of an interview with a person who is working in the trenches with these connected questions, or in her studio stitching.
EDUCATION
- Ph.D., Philosophy, Aesthetics, and Art Theory, Institute for Doctoral Studies in the Visual Arts, ABD 2020
- M.A., Humanitiesβ Oral History Methodology & Sound Studies, Antioch University, 2013
- B.A., Humanitiesβ World Classics, Antioch University, 2009
SELECTED PUBLICATIONS
- Invited Review, Classics Revisited: A Shared Authority: Essays on the Craft and Meaning of Oral and Public History, by Michael Frisch. The Oral History Review, Volume 44, Issue 2, Summer/Fall 2017, Pages 380β382, https://doi.org/10.1093/ohr/ohx054.Β
- A Closer Look at Community Partnerships, Oral History Review (2013) 40(1): 75-82 https://doi:10.1093/ohr/oht023Β
- Why here/why now: using websites to power community projects. In D. Boyd, S. Cohen, B.Β Rakerd, & D.Β RehbergerΒ (Eds.),Β Oral history in the digital age. Institute of Library and Museum Services.Β
- Interview Project. Oral History Review (2010) 37 (1):71-73. https://doi: 10.1093/ohr/ohq035Β
- Oral History in the Liberal Arts: A community-based teaching & learning program using tools for digital scholarship & storytelling. Consortium for Teaching and Learning, 2018.
- Interviewing 101: A few resources for teaching undergrads how to interview for Public-facing Digital Projects. Within One Term. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016.
- After the Interview: On Workflow & Choosing a Digital Tool to Visualize, Organize, and Publish InterviewΒ Collections. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016.
COURSES TAUGHT
GS 210: Global Seminar on Water
GS 210: Global Seminar Continuing Studies: Borderlands
ENG 351: Advanced Expository Writing: Long-form Creative Nonfiction
CLCN 145: Community ReportingΒ
ENG 251: Expository Writing: Personal Scholarly Narrative
ARTS 395: Visual and Critical Studies Seminar
ARTS 494: Senior Seminar: Studio Practice & Critique
LIT 299: Professional & Technical Writing
ENG 251: Expository Writing: Formal, Phenomenological, Hermeneutic Accounts
ENG 251: Expository Writing: Genre
ENG 101/105 English Composition: Content and Form
WORK 150: Work Portfolio Iβ On WorkingΒ
WORK 331: Sound, Sight, Sentiment: Phenomenologies of Place
WORK 425: Humanities Fieldwork: Oral History & Digital Scholarship
WORK 475: Extended Field Experience
INSTITUTES, WORKSHOPS & SCHOLARLY ACTIVITIES
NEWS & FEATURES
- Brooke Bryan of Antioch College Unanimous Choice for Post Secondary Teaching Award of the Oral History Association https://www.facebook.com/oralhistoryassociation/posts/this-years-oha-postsecondary-teaching-award-was-awarded-tobrooke-bryan-from-anti/1262188363822834/ and https://co-op.antiochcollege.edu/faculty-spotlight-brooke-bryan-2/
- Brooke Bryan of Antioch College curates GLCA oral history research projects across Consortium http://glcateachlearn.org/oral-history-in-the-liberal-arts-a-community-based-teaching-learning-program-using-tools-for-digital-scholarship-storytelling/
- Brooke Bryan of Antioch College receives prestigious grant with Kenyon co-director https://co-op.antiochcollege.edu/antioch-college-co-op-faculty-awarded-prestigious-glca-grant/
- Oral History in the Digital Age Essays, Written by Noted Experts in the Field https://www.oralhistory.org/ohda-essays/
- Best Review from Brooke Bryan of Antioch College (from Concordia Universityβs Oral Historianβs Toolbox) http://oralhistorianstoolbox.cohds.ca/pop_up_pages/1many_eyes_pop_up.html
- Antioch College Retains Ideals Amid New Goals https://www.dispatch.com/article/20160515/NEWS/305159921
- Antioch alum wins Vermont council seat
- https://www.daytondailynews.com/news/local/antioch-alum-wins-vermont-council-seat/UYWUPctPCbr9UomxTsYPxO/
- Global Seminar on Water catalyzes conversations in the community https://ysnews.com/news/2014/09/a-multi-lens-look-at-water-needs
Mary Ann Davis (pronouns she/her) is a poet, lyrical theorist, and scholar with varied interests across the disciplines of literary, feminist, sexuality, and queer studies. She earned an M.F.A. in Poetry from the University of Michigan β where she was awarded a prestigious Hopwood Award β before completing a Ph.D. in Literature and Gender Studies at the University of Southern California.
Her scholarship explores literary, cultural, and theoretical engagements with erotic power in Great Britain and the United States from the mid-nineteenth century through the present, especially in the forms of sadomasochism, kink, and BDSM. Her monograph in-progress,Β Between the Monstrous and the Mundane, is a hybrid work of lyric theory. Offering a genealogy of sadomasochism that moves beyond stereotypes of extremity, focusing rather on the banal and the everyday, this project engages a range of texts: literature and art (Charlotte BrontΓ«, Swinburne, Sacher-Masoch, Rice, Flanagan and Rose); culture and subculture (50 Shades, Samois, Society of Janus, BDSM handbooks); and theorists and practitioners (Deleuze, Foucault, MacKendrick, Rubin, Barthes, contemporary BDSM players), alongside the authorβs reflections on her experiences in queer BDSM and leather subcultures.
Mary Annβs poems have appeared inΒ In Posse ReviewΒ andΒ Crab Orchard Review, and won the 2011Β Prism ReviewΒ Poetry Prize and the 2016 Robin Becker Chapbook competition forΒ Portrait of a Voice. An essay published inΒ OCHO: A Journal of Queer ArtsΒ explores her interest in bridging the divide between critical and lyrical thinking, especially as a process of healing. A poetry manuscript in-progress,Β Sublunary, returns to metaphysical questions and forms to sing through queer erotic intimacy and growing up queer.
Born and raised in Louisville, Kentucky, she also considers herself to be a Californian at heart. When not teaching or writing, she is reading long fantasy novels, practicing kundalini yoga, traveling in search of sublime crema (espresso), building queer and kink community, and ruminating on erotic ethics.
EDUCATION
- Ph.D. in English Literature and Gender Studies, University of Southern California, 2012
- M.F.A. in Poetry Writing, University of Michigan, Ann Arbor, 2003
- B.A. in English and Creative Writing, Denison University, 2000
COURSES
- Literature 130, Literature and Social Justice: LGBTQ Lives
- Literature 246, The Harlem Renaissance
- Literature 250, Intermediate Creative Writing: Lyric Poetry and Lyric Essays
- Literature 331, Literary Moments and Movements after 1850: Literature Under Totalitarianism
- Literature 325, Literature and Power: Women Write the Erotic
- Literature 350, Advanced Creative Writing: Serial Poems and Story Cycles
- Literature 370, Special Topics: Queer Reading
- Humanities 494, Senior Seminar in the Humanities
- Humanities 495, Senior Project in the Humanities
SELECTED PUBLICATIONS
In-Process
- Between the Monstrous and the Mundane. Hybrid work of lyric theory.
- Sublunary: Poems. Full-length poetry manuscript.
Articles/Essays
- βOatmeal and Shit: Some Notes on Mundanityβ Rated RX: Sheree Rose with and after Bob Flanagan. Ed. Yetta Howard. Under contract with Ohio State University Press. Forthcoming in 2020
- ββOn the Extreme Brinkβ with Charlotte BrontΓ«: Revisiting Jane Eyreβs Erotics of Power.βΒ Papers on Language and LiteratureΒ 52.2 (Spring 2016): 115-148. Print.
- βA Certain Simultaneity: On Lyricism, Criticism, and Healing Divides Between and Within.βΒ OCHO: A Journal of Queer Arts. Issue 33 (Sept. 2014): 78-82. Print.
- ββNew Elemental Forceβ: The Necessity of an Engaged Poetry.βΒ Denison Journal of Religion. Volume I (2001). Print.
Poems
- Portrait of a Voice: Poems. Winner of Robin Becker Poetry Series (chapbook). Seven Kitchens Press. October 2017.Β https://sevenkitchenspress.
com/robin-becker-chapbook- series/mary-ann-davis- portrait-of-a-voice/ - βCity of Ends.βΒ Crab Orchard Review, 20.1 (May 2015): 62-3. Print.
- βFirst Place in Poetry: βFrom the Sublunary Year.ββΒ Prism ReviewΒ 13 (May 2011): 131-7. Print. Judgeβs comments:Β https://craigsantosperez.wordpress.com/2011/05/31/on-judging-my-first-poetry-contest-for-the-prism-review/
- βPhantasia.βΒ In Posse ReviewΒ 13 (2002): n. pag. Web.Β https://webdelsol.com/InPosse/davis13.htm
AWARDS
- 2018 : Southwestern Ohio Council for Higher Ed., Faculty Excellence Award for Service
- 2018: Martin Luther King, Jr. Drum Major Award for Faculty, Coretta Scott King Center, Antioch College
- 2017: Research Award, Antioch College Faculty Fund, Antioch College
- 2016: Winner of Robin Becker Poetry series, Seven Kitchens Press
- 2015: LGBTQ Faculty Award for Leadership and Mentoring, The Claremont Colleges
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Kevin McGruderβs interest in community formation led to a career in community development, and now as an academic, to research interests that include African American institutions, urban history, and gay and lesbian history. He has a B.A. in Economics from Harvard University and an M.B.A. in Real Estate Finance from Columbia University. Before pursuing doctoral studies at City University of New York, McGruder worked for many years in the field of nonprofit community development. Positions included Program Director at Local Initiatives Support Corporation, Director of Real Estate Development with the Abyssinian Development Corporation, and Executive Director of Gay Men of African Descent (in New York City).
McGruderβs interest in Harlemβs history led to two entrepreneurial ventures. From 1990 to 1991 he was owner/manager of Home to Harlem gift shop, and from 2000 to 2008 he was co-owner of Harlemade Style Shop, a store providing Harlem-themed tee shirts, books and other items celebrating Harlem.
During the 2011-2012 academic year McGruder was a Scholar in Residence at the Schomburg Center for Research in Black Culture, of the New York Public Library, where he conducted additional research and revised his doctoral dissertation for publication as a book. The result isΒ Race and Real Estate: Conflict and Cooperation in Harlem, 1890-1920Β (Columbia University Press, June 2015).
EDUCATION
- Ph.D., History, City University of New York, Graduate Center
- M.B.A., Real Estate Finance, Columbia University
- B.A., Economics, Harvard University
COURSES
- CLCNΒ 210: Community Engagement
- HISTΒ 210: African American History from the Colonial Period to the Present
- HISTΒ 331: The HistoryΒ of the American City
SELECTED PUBLICATIONS
- The Emancipation Proclamation: Forever FreeΒ (Urban Ministries, Inc., 2013).
- Witness: Two Hundred Years of African-American Faith and Practice in the Abyssinian Baptist Church of HarlemΒ (W.B.Β Eerdmans, 2013)
- Race and Real Estate: Conflict and Cooperation in Harlem, 1890-1920Β (Columbia University Press, 2015)
- βA Fair and Open Field: The Responses of Black New Yorkers to the New York City Draft Riotsβ,Β Afro-Americans in New York Life and History, July, 2013
- βPathologizingΒ Sexuality: The U.S. Experience,β inΒ BlackΒ Sexualities: Powers, Passions, Practices, and Policies, edited by Sandra L. Barnes and Juan Battle, Rutgers University Press, 2010
- βBlack Sexuality in the U.S.: Presentations as Non-normative,βΒ Journal of African American Studies, Vol. 13, No. 3 (2009)
- βTo Be Heard in Print: Black Gay Writers inΒ 1980sΒ New York,βΒ Obsidian III: Literature in the African Diaspora, Spring/Summer 2005, Volume 6, Number 1 (North Carolina State University)
- βJane Ryder FisherβΒ The Black Scholar, Spring/Summer 1993
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Lara Marie Mitias currently serves as an Associate Professor of Philosophy at Antioch College where she teaches Asian philosophies, along with various courses in Western Philosophy. She completed her doctorate at the University of Hawaii specializing in Asian and Comparative philosophy. She has taught over 35 different courses in Western and non-Western philosophy, including Logic, Metaphysics, Social and Political Philosophy, Philosophy for Children (P4C) and courses on Death, along with many independent study courses, including On Happiness, and Indian Philosophy of Language. She has published in a range of areas from Indian philosophy of Mind to Japanese and Continental Philosophy to Philosophy for Children.
Education
Ph.D., Philosophy, University of Hawaiβi
M.A., Philosophy, Ohio University
B.A., Philosophy, Ohio University
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Favorite Courses
Existentialism
In this class we will study the writings of the some of the most interesting and influential philosophers of the 19th and 20th century, including Kierkegaard, Nietzsche, Heidegger, and Sartre.Β These philosophers bring our attention back to fundamental aspects of our own existence and experience and so have been classified together as 'existentialist'.Β Existentialist philosophers donβt offer us a philosophical movement, or any set of philosophical claims, or even methods. These philosophers aimed to lead us to our own point of view by giving us access to their singular points of view.Β They bring our attention to essential aspects of being an existing individual, and as both subject and object. Turning our focus back to the experience of being 'the existing individual', and recognizing the reality or 'truth' of our own subjectivity, has been a significant movement in the history of philosophy. This revival of the real (experiencing) subject has been pivotal for philosophical and social and political developments in the 20-21st century.Β
Indian and Buddhist Philosophy
This course is an introduction to Indian philosophical traditions including Buddhism.Β Β
We begin with the Vedas and Upanisads, at the beginning of written history and with some of the earliest writing we have.Β In these ancient Sanskrit texts we find the seeds of a complex and analytical philosophical tradition, giving rise to a detailed development through theoretical debate with opposing schools lasting over a millennia.Β Β
From these early profound expressions of Indian philosophy, we turn to the seminal text of Indian culture and thought, the Bhagavad Gita, or Song of God.Β We will explore the ethics of the Gita with the study of Yoga philosophy, including parts of the Yoga Sutras, and will discuss the pervasion of the philosophy of yoga in the Indian philosophical and religious traditions, as well as its appropriation of this tradition and these ideas in the West. Β This text has been said to give the distillation of Indian philosophy offering its essence. In this text we also find the presentation of the views of two central strains of Indian philosophical thought: Advaita-Vedanta and Samkhya-Yoga. We will read from these schools most significant and most expressive texts, as well as secondary sources clarifying these philosophies.Β
After establishing this background in Classical Indian philosophies we will turn to Buddhist Philosophical developments.Β The Buddha lived relatively early in the development of Indian philosophies and the schools developed in argument with one another.Β In this enduring conversation, Buddhism is often involved and its traditions often hold views antithetical to central views held in common by other schools, and we will explore these important differences.Β We will also look at what is shared in these Indian traditions and its significance and in relation to more familiar Western philosophical ideas. There are also many divergences among and between these traditions on many issues and ideas.Β We will read excerpts from the Theravada and Mahayana traditions, including the words of Buddha and important Buddhist texts. We will end with a short introduction to the development Chan Buddhism in China and then Zen in Japan.
Philosophy for Children (P4C)Β
P4C stands for βPhilosophy for Children,β and is an innovative international pedagogical movement meant to foster inquiry and critical thinking skills in a shared community.Β Β
When we do philosophy with children (P4C), we donβt teach philosophy.Β Instead, we facilitate group discussion among students.Β P4C is most often at the elementary level, but can be done with any grade or group and the methods of P4C and their practice are useful far beyond the classroom.
With the Philosophers Toolkit for understanding one another in hand, and the rules and practices of doing P4C in shared community, together we discuss issues concerning the students and explore ideas that they are interested in.Β Through the practices of inquiry and critical thinking skills, students consider their own thinking and that of others on interesting and important questions. These may be questions that we often don't take time to explore. βWhy does someone become homeless and why do we treat them badly?β a fearless group of students in Hawaii asked after one of them had thrown stones at a man living on a beach the day before. Children have innumerable ideas and questions; things they think and wonder about and want to talk about, and practicing P4C in the classroom gives us the opportunity.Β
The idea of P4C, and the P4C program was created by Matthew Lipman at Montclair State University but the ideals of P4C, and the importance of developing the thinking skills and practice of community inquiry can be traced to John Dewey and the requirements for genuinely democratic societies.Β And P4C has been called βphilosophy for everyone,β and its use and benefits extend far beyond the classroom. The methods of P4C enable us to engage and discuss critical issues together in a critical and productive way without being critical of others or being criticized by others. These methods of engagement and inquiry and this model of pedagogy are essential to productive dialogue and understanding.Β Β
The experiences we have doing P4C in the classroom are exciting and unique. It is very fun, often enlightening, and always interesting!
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Β All Special Topics Courses in Philosophy
(These courses are student-interest driven)
Recent Special Topics:Β
- Philosophy of TimeΒ
- PhenomenologyΒ
- Yoga Philosophy: Patanjaliβs Yoga Sutras
Recent Independent Studies:
- Metaphysics
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Recent Papers
βDe and Yin: Can Daoist philosophy offer us a new feminism?β Society for Asian and Comparative Philosophy (SACP) Conference, Beijing China 6/2017
βGoing without-going: Going without-going: Conclusions on present time from a NyΔya-Buddhist debate,β American Philosophical Association Pacific meeting, March 2017
βPhenomenologies of Placeβ Philosopherβs Roundtable, Antioch College, October 2016
βThe Place of the Body in Nishida Kitaroβs Phenomenology of Place,β Philosopherβs Roundtable, Antioch College, January 2017
βLiving Places,β 11th international Philosophers East-West Conference on βPlace,β East-West Center, University of Hawaiβi at MΔnoa, May 23-June 12016
βThe Conversion of Opposites: Speculative Metaphysis and the Appreciation of Beauty in Whiteheadβs Philosophy and Daoist Thought,β Society for the Advancement of American Philosophy (SAAP) 43rd Annual Convention, University of Oregon and Oregon State University, March 3-6 2016
βThe Transitivity of External Good-ness and Itβs Significance,β response paper to M. Cashen βAristotle on External Goods: Applying the Politics to the Nichomachean Ethics,β Indiana Philosophical Association (IPA) Conference Response Paper, November 12-14 2015Β Β
Selected Publications
βThe Logic of Daoβ submitted to Frontiers in Chinese Philosophy (FPC), Brill Publishing, Submitted 6/2016, in third and final review 3/2017.
βThe Place of the Body in the Phenomenology of Place: Edward Casey and Nishida Kitaro.β In Place. Edited by Peter D. Hershock and Roger T. Ames. Honolulu: University of Hawai'i Press, forthcoming.
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Rahul Nair is an Assistant Professor of World History at Antioch College. Previously he has served as an Assistant Professor at Georgia Gwinnett College in Lawrenceville, Georgia (2012-13) and at the University of Denver in Denver, Colorado (2005-12). He received his doctoral degree in History with a specialization on South Asia, from the University of Pennsylvania in 2006, after graduating with an M.A. in Modern Indian History from Jawaharlal Nehru University in New Delhi, India. His areas of specialization include South Asia, imperialism, and world history. He is currently working on a book titled,Β The Rise and Decline of Indiaβs Population Problem in the Twentieth Century. He is fluent in Malayalam, French, Bengali, and Hindi.
EDUCATION
- Ph.D., History, University of Pennsylvania, 2006
- M.A., History, Jawaharlal Nehru University in New Delhi, India, 1998
- M.A., Economics, University of Delhi in Delhi, India, 1996
- B.A., Economics, University of Kerala, 1993
COURSES
- HIST 105: The World Beyond: Cultural Imagination, Exchanges and HistoryΒ In this foundation-level course, students will study how people in various parts of the world imagined what was beyond their everyday experiences, particularly across the oceans, and how these imaginings often motivated them to venture out to make contact with these other worlds for purposes of trade, resettlement, and conquest. The course will use early texts of various cultures, travelogues, diaries, ship captainsβ accounts, newspaper articles, and other sources to reveal the voices of the participants in historical events.
- HIST 226: World History II, from 1500 CE to presentΒ This course provides students with an understanding of the changes experienced by peoples in Asia, Africa, Europe, and the Americas as the interaction between these peoples increased as a result of exploration, trade, and conquest. Topics to be covered will include the global impact of the Trans-Atlantic slave trade, the establishment of colonies by European nations, the growth and expansion of militarism, the development of foreign policies to manage the interaction between nations, the decolonization movement, and the growth of the global economy.
- HIST 334: The History of a Person: GandhiΒ Gandhiβs iconic status both in India and abroad owes much to his leadership role in the struggle for Indian independence from British rule. His own life was roughly coterminus with the Indian national movement, which in 1947 resulted in the creation of two nations, India and Pakistan. Gandhiβs philosophy of non-violence, political morality, and critique of western modernity were developed in the context of and are inextricably linked to the history of the Indian nationalist movement.Β In the first part of this course we look at the origins and trace the development of an Indian national movement that was already half a century old when Gandhi came onto the scene. We then examine how under Gandhiβs leadership the nationalist movement becomes a mass movement that culminated in both the tragedy of partition and the triumph of independence.
SCHOLARLY ACTIVITIES
SELECTED PUBLICATIONS
- Book Manuscript:Β The Rise and Decline of Indiaβs Population Problem in the Twentieth CenturyΒ (under contract with Routledge)
- βThe Planning of Birth in the Birth of Planning: Medicalized Birth Control as Population Control in India, 1919-1952,β under review in South Asian History and Culture.
- The Population Problem in Inter-war India and China, Panel Organizer, 2017 American Historical Association Conference, Denver, 5-8 January 2017.
- The Planning of Birth and the Birth of Planning: Medicalized Birth Control as Population Control in India, 1919-1952, 2017 American Historical Association Conference, Denver, 6 January 2017.
- The Pitfalls and Potential of Teaching Gandhi to American Undergraduates, Presenter, Roundtable on Teaching South Asia in the U.S. and the Midwest: Strategies, Challenges Possibilities. 2016,Ohio Academy of History Annual Meeting and Conference, 1-2 April 2016.
- Sex and the Nation: A Tale of Two American Visitors to India, 2013, International Conference on South Asian Studies, Leiden, 6-7 December 2013.
- βThe Construction of a βPopulation Problemβ in Colonial India 1919-1947,β inΒ Journal of Imperial and Commonwealth HistoryΒ (2011), 39:2, 227-47.
Associate Professor of Philosophy Lewis Trelawny-Cassityβs areas of teaching interest are the history of philosophy, political philosophy, and environmental ethics. As an undergraduate, Lew majored in English Literature and Environmental Policy at Warren Wilson College. After a few years of working in a plumbing warehouse in Kendall Square, Massachusetts and volunteering at Gould Farm, a community for adults with mental illness in Monterey, Massachusetts, Lew completed a Masterβs Degree in Political Science at Boston College, where he was awarded a Bradley Fellowship. After Boston College, Lew went on to get his PhD at Binghamton Universityβs philosophy department, where he wrote his dissertation on PlatoβsΒ Laws.
At Antioch, Lew enjoys teaching classes, playing basketball and ping pong with community members, and serving on the Farm Committee and the Community Council. Currently, Lew is part of a three-year grant from the Great Lakes Colleges Association that seeks to develop undergraduate research in ancient philosophy through multi-campus student-faculty collaboration and yearly student conferences. Lew also teaches classes that combine philosophy with cooking and farming.
EDUCATION
- M.A., Ph.D., Philosophy, Binghamton University
- M.A., Political Science, Boston College
- B.A., English Literature, Environmental Policy, Warren Wilson College
COURSES
- GSC 210: Continued Studies in Global Seminar: On Eating, Cooking, and ThinkingΒ This course is intended to explore the nature of eating, cooking, and cuisine through a combination of experiential, practical, ethical, cultural, and philosophical approaches. Students in this course will: 1) develop their cooking skills to prepare them for co-op and life after graduation; 2) investigate eating through the practice of mindfulness; 3) investigate the ontological and philosophical aspects of eating; 4) reflect critically on the concepts of diet and cuisine; 5) study the ethics of the eating of animals; 6) explore the connections between eating and ecology; and 7) explore the social, cultural, and religious dimensions of eating with others.
- PHIL 440: Selected Topics in Contemporary Philosophy: HeideggerβsΒ Being and TimeΒ This iteration of PHIL 440 will be focused on a close reading of the Introduction and Division One of HeideggerβsΒ Being and Time. Students are expected to readΒ Being and TimeΒ carefully, with an aim to understanding the key terms, concepts, and overall structure of this challenging text.
- PHIL 299: Independent Study: AristotleβsΒ PoliticsΒ This independent study will be a seminar focused on a close reading of AristotleβsΒ Politics. Students are expected to read all of theΒ Politics, investigate secondary sources, and actively participate in class discussions. This course is part of a Great Lakes Colleges Association collaborative undergraduate teaching and research project. As part of this course, students are expected to present or comment on a paper at a conference held at Antioch College. This course will meet for approximately 22.5 hours during the quarter, not including the mandatory conference at Antioch or the optional conference at Earlham. In order to meet the credit requirement for this course and to fulfill its learning objectives, students are expected to spend at least 45 hours outside of class on theΒ Politics.
SCHOLARLY ACTIVITIES
SELECTED PUBLICATIONS
Selected Articles
- βOn the Foundation of Theology in Platoβs Laws,βΒ EpochΓ©: A Journal for the History of Philosophy, Vol. 18, No. 2 (SpringΒ 2014).
- βtΔn tou aristou doxanΒ On the Theory and Practice of Punishment in Plato'sΒ Laws,βΒ Polis:Β The Journal of the Society for Greek Political Thought, Vol. 27, No. 2Β (2010).
Selected Presentations
- βOn Eating, Thinking, and Cooking,β with Isaac DeLamatre, 2016 Food Systems Workshop: Teaching About Food Systems: Creating a Community of Practice,β Columbia University, Institute of Human Nutrition, New York, 27 July 2016.
- βRemarks onΒ LawsΒ 623e3-4 and its Context,β Society for Ancient Greek Philosophy, New York, 24 October 2015.
- Β βComments on Kevin Milesβ βAnimal Allegory and the Politics of Zeus in HesiodβsΒ Theogony,β GLCA Ancient Philosophy Workshop, Wabash College, 24 September 2015.
- βUncovering the Athenian Strangerβs Debts to Tyrtaeus and Theognis,β Society for Greek Political Thought Panel, American Political Science Association Annual Meeting, San Francisco, 9 September 2015.
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