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CHID 498 B: Special Colloquia

Meeting Time: 
F 1:00pm - 3:50pm
MAR 268
Joint Sections: 
SMEA 550 D
Cleo Woelfle-Erskine Headshot
Cleo Woelfle-Erskine

Syllabus Description:

 Critical and Imaginative Restoration Ecologies

SMEA 550 D / CHID 498, Autumn 2019. Fridays, 1:00p-3:50p Marine Affairs Building rm 268

Instructor: Cleo Woelfle-Erskine, PhD, Assistant Professor, School of Marine and Environmental Affairs Email: Office Hours: Fridays 10:30 am-12 pm and 4-4:30 pm Marine Affairs Building 233. Sign up at


What does it mean to restore nature, and what are practitioners and policy makers doing when they set out to improve degraded ecosystems? Ecological restoration is state and federal policy, tribal strategy for upholding treaty rights, grassroots effort, green jobs initiative, profitable private enterprise, and more. Restoration critics note that it can enable ecosystem destruction and gentrification, as well as reiterate settler ideas of perfecting and controlling natural processes. Ecological restoration can also be a speculative, hopeful action for the continuance of life in the face of anthropogenic damage, and a gesture of inter-species solidarity. To this end, restoration needs to be critically challenged—and re-imagined, in all its relations and perspectives.

This class is for current and future practitioners of ecological restoration, philosophers of the Anthropocene, and interdisciplinary thinkers and writers of all stripes. In addition to the usual suspects, we will read anthropology, geomorphology, political ecology, speculative fiction, and community activists’ critical perspectives on ecological restoration. We’ll work with proven imaginative and experimental practices to foster ecological restoration that is real, not just greenwashing—and propose future modes of earth belonging and earth repair.


Robson, Kelly. Gods, Monsters, and the Lucky Peach. First Edition. New York: Tor Books, 2018.

Shawl, Nisi. Everfair. 1st Edition. New York: Tor Books, 2016.

Hard copy of the course reader, available at Professional Copy N Print, University and 42nd.

Bound notebook (recommended with unlined pages so that you can also draw)

Pen and pencil 


Friday, October 4 – Speculative Writing Workshop with Nisi Shawl

Friday, October 25 – Rob Anderson guest lecture

Friday, November 8 – Cleo Woelfle-Erskine traveling to American Studies Association meeting. Peer review Speculative Work + mid-term reflection.

Friday, November 29th – NO CLASS - Thanksgiving

Friday, December 5th – Student showcase. Prepare a 10 minute presentation on your Critical Documentation and Speculative Work


  1. Readings: Completion of all readings before class meetings.
  2. Reading responses – Students will write weekly responses to the assigned readings in the form of “hundreds.” Hundreds are a tool for bringing focus and precision to a writing practice; they are precisely 100 words long and tightly focused around one idea or question. You should post your response to the class Canvas site in advance of each class meeting in time to give everyone a chance to read one another’s posts and inspire our collaborative thinking for class discussion.
  3. Seminar participation: Contribution of substantive and thoughtful questions and comments in seminar discussion. The work of seminar is shared inquiry into unfamiliar territory. While each class session contains its own discussion, we also sustain our collective conversation across the whole quarter. Attentive reading, clear thought, inspired listening, and generosity of spirit are the lifeblood of the seminar. In part, this means all participants shape the conversation, through response to the guiding questions, but also, crucially, by asking probing questions of other speakers, by incorporating and extending others’ thoughts in your response, by turning to the text for example—and most often by listening carefully as others speak.

4 and 5: Students will choose a local* case of ecological restoration as a site to focus and apply key concepts from course readings and discussions. Your case study may be a site located in saltwater or freshwater, on land, or along an interface. (If appropriate, it may be a site at which you are already working, or have connections with land managers, scientists, or planners working there). Over the course of the quarter, you will be asked to consider this site through various lenses, including examining its impact on politics, economics, local communities, treaty rights, gentrification, environmental justice, and more. *“local” means nearby enough that you can visit it several (minimum 4, the more the better) times over the course of the quarter.

This case will be explored through 2 assignments:

  1. Critical restoration field journal: here, you will engage in a practice of reflective writing and observation. You will make at least 4 visits to your site to make observations, as well as writing critical reflections at least twice a week (not necessarily on site). Weekly field prompts will be provided for inspiration, but your creative approaches will also be highly encouraged. Field journals are a standard for field scientists like geologists, botanists, and wildlife biologists—as lab journals have been for laboratory scientists. But similar journals make up a crucial practice for poets, creative writers, artists, and travelers as well. You might find inspiration from any of these traditions.
  2. Speculative Work, accompanied by Critical Documentation:

During the first half of the quarter, you will create a Speculative Work of visual art, speculative writing, sound, video, or performance. During the second half of the quarter, you will write Critical Documentation that grounds your speculative work in current-day ecological, political, and cultural dynamics at your chosen site, and engages theoretical conversations in one or more fields.

Speculative Work (due 11/8[1]): Drawing on your observations and reflections, you will imagine your site at some definite time in the future (10-500 years). You will approach this work by applying a world-building strategy to your site. The world-building strategy must come from from a SF reading—either the long-form work that you read over the first six weeks of the quarter. See the Canvas site for a list of novels and anthologies that engage ecological themes, or propose another work. You must select your book by week 3, and post “100” on the book to the discussion forum for 11/8.

Critical Work (due 12/9): You will write critical documentation in the form of an academic paper, practitioner report, journalistic account, life history of key players, or other nonfiction form. For graduate students, the Critical Documentation will include a brief scholarly literature review, in a format appropriate to your chosen genre, on the problem as posed by practitioners, or a problem you identify.

Taken as a whole, your work must be both critical and imaginative, posing critical challenges to current practices and approaches as well as offering imaginative, affirmative possibilities for improving the effect of the work of restoration at your case study site. You will present your work to the class (and, if possible, to members of the restoration community at your project site) in a final project showcase during the last class.

Additional assignments required for graduate credit (SMEA 550):

Seminar/discussion facilitator: Each graduate student will take the role of co-leading class discussion during one week’s meeting (approx. 30-45 minutes, dates to be determined in first week of class). Your facilitation of the class meeting may take various forms, such as: an opening question on a topic related to your own case study or drawing from previous experience in restoration; leading a discussion on a habitat of interest; reading one of the supplemental readings (or another reading of your choice, relevant to the course content) for the week and presenting a mini-lecture; or facilitating other forms of critical and/or creative engagement with the texts. You must meet with me in office hours in advance of your facilitation date to discuss your ideas.

Sign up for seminar facilitation here:

I expect graduate student writing, seminar contributions, and final projects to reflect their advanced level of study, and will grade accordingly.


Speculative Work: 20%

Critical Documentation: 20%

Presesentation of Speculative Work and Critical Documentation: 5 %

Field Journal: 15%

Reading responses (100s) and other written assignments: 20%

Participation: 20%.


As described above, participation entails thoughtful, consistent, lively engagement with course activities and materials, with writing work, and with one another. (For graduate students, it also includes discussion facilitation.) Please talk, listen, and collaborate with openness and respect. Unless you are physically present for activities and conversation, we will have no evidence of your participation in these crucial parts of the class. If you aren’t sure how to participate strongly and visibly, meet with me in office hours to talk about it.

Late work: It is important to maintain equal opportunity for all students to demonstrate their understanding and engagement with the course material within an amount of time that is standardized across the class. It is also an important academic and professional skill to be able to meet a deadline. For these reasons, late work will not be accepted outside of circumstances such as a documented personal illness or family emergency. Contact me well in advance of the due date if you anticipate being unable to complete an assignment on time.


Your classmates and instructors expect that you will help maintain a productive environment for their learning. We ask all class members to hold space for engaged conversation and focused writing, and to cultivate attention and deliberate presence. Please treat one another with professionalism and respect, both in person and in use of online discussions (i.e., on Canvas page).

One method we will employ to this end is keeping the classroom “longhand”—using notebooks and handwritten notes, and avoiding the use of laptops and other electronic devices. (Unless you need these devices, of course—meet with us if you do, and we will work out an accommodation). 


We welcome the opportunity to work with all students to ensure equal access to the course. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you experience barriers to access due to a temporary health condition or permanent disability (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), and require accommodations, please contact Disability Resources for Students (DRS) at (Links to an external site.)Links to an external site., in person at 011 Mary Gates Hall, or at 206-543-8924. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s), and DRS. If you have already established accommodations with DRS, please communicate your approved accommodations to me as soon as possible so we can discuss your needs in this course.


We require that you know and uphold the university’s high standards for student conduct and academic honesty. Take the time to read them:

What is Academic Misconduct? (Links to an external site.)Links to an external site.

UW Student Conduct Code (Links to an external site.)Links to an external site.

As described in these documents, the consequences of potential violations can be serious. Do not plagiarize! Do not present others’ words or ideas as your own. Do not assist anyone else in doing this. Suspected violations will be referred to the appropriate offices of the university. Anytime you are unsure of your practices, talk to us, or to a writing studio tutor, librarian, or other knowledgeable authority.


Rob Anderson, PhD candidate in Geography at UW Seattle, co-developed and taught the first version of this course in 2018. Thank you, Rob!

I learned about the idea of doing "100s" from Kim TallBear, and first used them as a reading response strategy in Ecopoetics Along Shorelines, co-taught with July Hazard, Spring 2018.


Week 0 - September 27th. A few starting points.

Introduction from Allison, S. K., & Murphy, S. D. (Eds.). (2017). Routledge handbook of ecological and environmental restoration. London; New York: Routledge, Taylor & Francis Group.

Excerpts from Carson, Rachel (1962). Silent Spring. (also available online at (Links to an external site.)Links to an external site.

“Skywoman Falling” excerpt from Kimmerer, R. W. (2015). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants. Minneapolis, Minn: Milkweed Editions.

Leguin, Ursula K. “Deep in Admiration.” in Tsing, A. L., Bubandt, N., Gan, E., & Swanson, H. A. (2017). Arts of Living on a Damaged Planet: Ghosts and Monsters of the Anthropocene. University of Minnesota Press. 

Cairns, John, and John R. Heckman. “Restoration Ecology: The State of an Emerging Field.” Annual Review of Energy and the Environment 21, no. 1 (1996): 167–89. (handout distributed in class—how to read a scientific paper).



Subramaniam, B. (2014). Ghost Stories for Darwin: The Science of Variation and the Politics of Diversity. University of Illinois Press. (Links to an external site.)Links to an external site.

Extended version of Ursula K. Leguin’s essay above: (Links to an external site.)Links to an external site.


Week 1 - October 4th. Speculative pasts and futures

Shawl, Nisi. Everfair. 1st Edition. New York: Tor Books, 2016.


Zoboi, Ibi Aanu. “The People Could Fly: An Interview with Nnedi Okorafor.” Strange Horizons (blog), May 17, 2010., S. (2017, November 9). To Get Ready for Climate Change, Read Octavia Butler.

White, R. (1996) “Are you an environmentalist or do you work for a living?” In Cronon, W. (1995) Uncommon Ground.


Week 2 - October 11th. Origins, foundations, and critiques of ecological thought.

Turn in: discussion board post on case study site on Canvas

In-class activity: Student presentations of case study sites (2 min ea)

“The Round River” by Leopold, A., reprinted in Round River: From the Journals of Aldo Leopold. (L. B. Leopold, Ed.) (1993). Oxford ; New York: Oxford University Press.

Jordan, W. (1990). Restoration: Shaping the Land, Transforming the Spirit (Spring 1990) Whole Earth Review. available at 

Cronon, W. (1995). “The Trouble with Wilderness” from Uncommon ground: toward reinventing nature. New York: W.W. Norton & Co. 

Corlett, R. T. (2016). Restoration, Reintroduction, and Rewilding in a Changing World. Trends in Ecology & Evolution, 31(6), 453–462. 

Tomblin, David C. 2009. “The Ecological Restoration Movement: Diverse Cultures of Practice and Place.” Organization & Environment 22 (2): 185–207. .


Wilson, A. (1991). The culture of nature: North American landscape from Disney to the Exxon Valdez. Toronto: Between the Lines.

Margolin, M. (1995). Earth Manual: How to Work on Wild Land Without Taming It. Berkeley, Calif: Heyday Books.

 “Introduction” “Afterword” and “Of Further Interest” Canavan, Gerry, and Kim Stanley Robinson, eds. 2014. Green Planets: Ecology and Science Fiction. Middletown, Connecticut: Wesleyan.  Annotated bibliography of ecological science fiction.


Week 3 - October 18th. Reference states, process, and historical ecology

Each student will select 1-2 key documents related to their case study site (see assignments) to read this week, in addition to the following.

Jackson, S. T., & Hobbs, R. J. (2009). Ecological Restoration in the Light of Ecological History. Science, 325(5940), 567–569. 

Bjornerud, M. (2018). Geology Makes You Time-Literate. Nautilus, (64), 5. 

Vaughn, K. J., Porensky, L. M., Wilkerson, M. L., Balachowski, J., Peffer, E., Riginos, C. & Young, T. P. “Restoration Ecology.” The Nature Education Knowledge Project, 2010.

Chapter 1 “Northwest Environmental Geography and History” in Apostol, D., Sinclair, M., & Society for Ecological Restoration International. (2006). Restoring the Pacific Northwest: the art and science of ecological restoration in Cascadia. Washington, DC: Island Press. 

 “Plight” in Simpson, Leanne Betasamosake. 2017. This Accident of Being Lost: Songs and Stories. Toronto, ON: House of Anansi Press.


Hall, M. (2005). Earth repair: a transatlantic history of environmental restoration. Charlottesville: University of Virginia Press.

Jordan, W. R. (2011). Making nature whole: a history of ecological restoration. Washington, DC: Island Press. Retrieved from 

Hourdequin, M., & Havlick, D. (Eds.). (2015). Restoring Layered Landscapes: History, Ecology, and Culture. Oxford, New York: Oxford University Press.

Chapter 2 in Apostol et. al (and the whole book too).


Week 4 - October 25th. Human values of nonhuman belonging // Vegetation restoration—Rob Anderson guest lecture

Kull, C. (2018). Critical invasion science:  weeds, pests, and aliens. In R. Lave, C. Biermann, & S. Lane (Eds.), The Palgrave Handbook of Critical Physical Geography. 

Subramaniam, Banu. “The Aliens Have Landed! Reflections on the Rhetoric of Biological Invasions.” Meridians 2, no. 1 (September 1, 2001): 26–40.

Cockburn, A. (2015). Weed Whackers. Harper’s Magazine. Retrieved from 

Hertog, I. M., & Turnhout, E. (2018). Ideals and pragmatism in the justification of ecological restoration. Restoration Ecology, n/a-n/a. 

Reo, N. J., & Ogden, L. A. (2018). Anishnaabe Aki: an indigenous perspective on the global threat of invasive species. Sustainability Science.

Bacigalupi, P. (2006). The Tamarisk Hunter. 


Warren, C. R. (2007). Perspectives on the `alien’ versus `native’ species debate: a critique of concepts, language and practice. Progress in Human Geography, 31(4), 427–446.

Atchison, J. (2019). Thriving in the Anthropocene: Understanding Human-Weed Relations and Invasive Plant Management Using Theories of Practice. In Social Practices and Dynamic Non-Humans (pp. 25–46). Palgrave Macmillan, Cham. 


Week 5 - November 1st. River and watershed restoration.

Singh, Vandana. Widdam. In Hannah, Dehlia, ed. 2018. A Year Without a Winter. Columbia Books on Architecture and the City.

Beechie, T. J., Sear, D. A., Olden, J. D., Pess, G. R., Buffington, J. M., Moir, H., … Pollock, M. M. (2010). Process-based Principles for Restoring River Ecosystems. BioScience, 60(3), 209–222.

Montgomery, D. R. (2008). Dreams of Natural Streams. Science, 319, 291-292.

Excerpt from Ashmore, P. (2015). Towards a sociogeomorphology of rivers. Geomorphology, 251, 149–156. (Links to an external site.)Links to an external site.

Fox, C. A., Magilligan, F. J., & Sneddon, C. S. (2016). “You kill the dam, you are killing a part of me”: Dam removal and the environmental politics of river restoration. Geoforum, 70, 93–104.


Lave, R., Biermann, C., & Lane, S. (Eds.). (2018). Introduction. The Palgrave Handbook of Critical Physical Geography. Retrieved from //

Palmer, M. A. (2009). Reforming Watershed Restoration: Science in Need of Application and Applications in Need of Science. Estuaries and Coasts, 32(1), 1–17. (Links to an external site.)Links to an external site.

Western Australian Government, D. of W. (n.d.). River Restoration Manual. Retrieved August 20, 2018, from

Lave, R., Doyle, M., & Robertson, M. (2010). Privatizing stream restoration in the US. Social Studies of Science, 40(5), 677–703.

Walter, R. C., & Merritts, D. J. (2008). Natural Streams and the Legacy of Water-Powered Mills. Science, 319(5861), 299–304. 


Week 6 - November 8. Peer review of Speculative Work.

Turn in: Bring two copies of Speculative Work to class.

Note: Cleo is away at the ASA meeting and will provide a handout to guide peer review. Turn in speculative midterm to Canvas and Cleo’s SMEA mailbox by 11/12

Also start reading Robson, Gods, Monsters and the Lucky Peach for next week.

Robinson, Kim Stanley. 1999. “Enough is As Good as a Feast” in The Martians. Bantam Spectra

Walkowicz, L. (2018, September 13). The Problem with Terraforming Mars. Retrieved September 25, 2018, from 



Manaugh, Geoff   “Comparative Planetology: An Interview with Kim Stanley Robinson” BLDG BLOG December 19, 2007  Also of note is the that term ‘ecopoiesis’, which KSR used to designate the process of gardening with high-altitude plants and lichens in a terraforming mars, has been taken up by NASA  as the Mars Ecopoesis Test Bed . 


Week 7 - November 15th. Restoration for Profit or ?? – economic / class critique

In-class activity: Student presentations on speculative readings and updates on final projects

Turn in (bring to class): outline of Critical Documentation (on Canvas)

Turn in: field journal for mid-quarter check (hard copy). You can pick them up from the box on top of the SMEA mailboxes by the following Wednesday.

Weng, Y.-C. (2015). Contrasting visions of science in ecological restoration: Expert-lay dynamics between professional practitioners and volunteers. Geoforum, 65, 134–145. .

Yonavjak, Logan. (2014). “Now THIS Is What We Call Green Jobs: The Restoration Industry ‘Restores’ The Environment And The Economy.” Forbes.  

Barron, Elizabeth S. (2018) Who Values What Nature? Constructing Conservation Value with Fungi in Lave, R., Biermann, C., & Lane, S. (Eds.). The Palgrave Handbook of Critical Physical Geography. Retrieved from //

Garvey, M. (2016) Novel Ecosystems, Familiar Injustices: The Promise of Justice-Oriented Ecological Restoration 

Robbins, P., & Moore, S. A. (2013). Ecological anxiety disorder: diagnosing the politics of the Anthropocene. Cultural Geographies, 20(1), 3–19.

Almassi, B. (2017). “Ecological Restorations as Practices of Moral Repair.” Ethics and the Environment, 22(1), 19. 

Robson, Kelly. Gods, Monsters, and the Lucky Peach. First Edition. New York:, 2018.


Otto, E. (2003). Kim Stanley Robinson’s Mars Trilogy and the Leopoldian Land Ethic, Utopian Studies, vol 14, 118-135.

Younts Design, Inc. n.d. “Coastal Habitat Restoration / Socioeconomic Benefits of Coastal Habitat Restoration.” Biohabitats. 

Biermann, C. (2016). Securing forests from the scourge of chestnut blight: The biopolitics of nature and nation. Geoforum, 75, 210–219. 


Week 8 - November 22nd - Environmental justice and Racialized and Queer Ecologies.

Norgaard, Kari Marie, and Ron Reed. “Emotional Impacts of Environmental Decline: What Can Native Cosmologies Teach Sociology about Emotions and Environmental Justice?” Theory and Society 46, no. 6 (December 1, 2017): 463–95.


Carter, J. Kameron, and Sarah Jane Cervenak. “The Black Outdoors: Humanities Futures After Property and Possession.” Text. Franklin Humanities Institute (blog), November 17, 2017.


Woelfle-Erskine, Cleo in prep. “With and For the Multitude: Cruising a waterfront with José Esteban Muñoz”


Muñoz, José Esteban. “Preface: Fragment from the Sense of Brown Manuscript.” GLQ: A Journal of Lesbian and Gay Studies 24, no. 4 (October 25, 2018): 395–97.


Muñoz, José Esteban. “Theorizing Queer Inhumanisms: The Sense of Brownness.” GLQ: A Journal of Lesbian and Gay Studies 21, no. 2 (May 9, 2015): 209–10.

“Akiden Boreal” Simpson, Leanne Betasamosake. 2017. This Accident of Being Lost: Songs and Stories. Toronto, ON: Astoria.


Duwamish Blueprint. (n.d.). (Links to an external site.)Links to an external site.

Norgaard, Kari Marie. 2014. “The Politics of Fire and the Social Impacts of Fire Exclusion on the Klamath.” Humboldt Journal of Social Relations, no. 36: 25.

Biermann, C., & Mansfield, B. (2014). Biodiversity, purity, and death: conservation biology as biopolitics. Environment and Planning D: Society and Space, 32(2), 257–273. (Links to an external site.)Links to an external site.


Week 9 - November 29th. NO CLASS  - Thanksgiving holiday

Excerpt from Midnight Robber. Hopkinson, Nalo (2016). Grand Central Station.

Week 10 - December 6th. Multispecies restoration/rewilding.

Turn in field journals for grading.

Turn in by 12/9: Critical Documentation, including annotated bibliography (hard copy and post to Canvas), and optional revision of Speculative Work.

Final presentations of student work.

Choose one reading from the Supplemental list to read as well as these four short pieces.

Mansfield, B., Biermann, C., McSweeney, K., Law, J., Gallemore, C., Horner, L., & Munroe, D. K. (2015). Environmental politics after nature: conflicting socioecological futures. Annals of the Association of American Geographers, 105(2), 284–293.

Collard, R.-C., Dempsey, J., & Sundberg, J. (2015). A Manifesto for Abundant Futures. Annals of the Association of American Geographers, 105(2), 322–330. (Links to an external site.)Links to an external site.

excerpt from brown, adrienne maree.

(2017). Emergent Strategy: Shaping Change, Changing Worlds. Chico, CA: AK Press.


"Big Water" Simpson, Leanne Betasamosake. 2017. This Accident of Being Lost: Songs and Stories. Toronto, ON: Astoria.


Akhtar-Khavari, A., & Richardson, B. J. (2017). Ecological restoration and the law: recovering nature’s past for the future. Griffith Law Review, 26(2), 147–153. 

Hall, M. (2010). Restoration and history: the search for a usable environmental past. New York: Routledge.

Lorimer, J., & Driessen, C. (2016). From “Nazi Cows” to Cosmopolitan “Ecological Engineers”: Specifying Rewilding Through a History of Heck Cattle. Annals of the American Association of Geographers, 106(3), 631–652. (Links to an external site.)Links to an external site.

Why more than human participatory research? (n.d.). Retrieved August 20, 2018, from (Links to an external site.)Links to an external site.

Haraway, D. J. (2003). The companion species manifesto: dogs, people, and significant otherness. Chicago: Prickly Paradigm Press.

Bruno Latour. Love Your Monsters — Why We Must Care for Our Technologies As We Do Our Children. (n.d.). Retrieved August 22, 2018, from 

Imre Szeman and Maria Whiteman, Future Politics: An Interview with Kim Stanley Robinson Science Fiction Studies # 94, 

Singh, N. (2018). Introduction: Affective Ecologies and Conservation. Conservation and Society, 16(1), 1.

Srinivasan, K. (2014). Caring for the collective: biopower and agential subjectification in wildlife conservation. Environment and Planning D: Society and Space, 32(3), 501–517. 

Svenning, J-C. “Future Megafaunas: A Historical Perspective On The Potential For A Wilder Anthropocene”  In Tsing, A. L., Bubandt, N., Gan, E., & Swanson, H. A. (2017). Arts of Living on a Damaged Planet: Ghosts and Monsters of the Anthropocene. University of Minnesota Press. Retrieved from  

Whale, H., & Ginn, F. (2017). In the absence of sparrows. Environment and/as Mourning: On Landscapes, Mindscapes, and Healthscapes. ed. / Ashlee Consulo Willox; Karen Landman. McGill-Queen's University Press, 2014.






Catalog Description: 
Each colloquium examines a different subject or problem from a comparative framework.
GE Requirements: 
Individuals and Societies (I&S)
Last updated: 
September 17, 2019 - 9:01pm