We support innovative work that crosses disciplinary boundaries. Our graduate students frequently enroll in courses in other programs such as Comparative Literature, Film Studies, the Institute for Liberal Arts (including American Studies), and Women’s Studies. Our graduate students are also active in the Psychoanalytic Institute. Several of these programs offer organized sequences of courses that lead to a graduate certificate in the field.
Professor of Comparative Literature, English, Literature and Critical Theory, and the Institute of Women and Gender Studies.
My early studies were in Philosophy and French Literature. My thesis, Le mythe d’Orphee dans la litterature francaise contemporaine. was already comparative without my realizing it! and led to studies on classical mythology in modern literature and reflection on the aesthetics, anthropology, and the semiotics of myth. Then came books and studies on French Canadian poets, and anthologies of Quebec poetry for
translation into other languages and this became an opportunity for comparative studies of English and French Canadian poetry, and for attempting to theorize the literatures of Canada in all their multiple
and changing dimensions and interrelationships. Since 1969, I have been involved in the “Comparative History of Literatures in European Languages” series, directing its Renaissance sub-series. I have been organizer of the VIIth congress of the International Comparative Literature Association (Montreal and Ottawa, 1973), editor of its proceedings and those of the Paris (1985) congress. President of the I.C.L.A. (1979-82) and of the International Federation for Modern Languages and Literatures (1996-99). Studies on the Renaissance dialogue; critical editing of the works of XVIth century poet and philosopher Pontus de Tyard. Tracking the historical and theoretical complexities of the development of Comparative Literature in the XXth and now XXIst century in the hope that it continues to play a fruitful and perhaps a leading role among the human sciences.
It includes faculty and graduate students from a wide variety of disciplines, among them anthropology, history, education, landscape architecture, sociology, political science, Spanish & Portuguese, ethnic studies, city planning, gender studies, and many others.
Students will leave this course with new skills in qualitative and quantitative research methods, media production skills, and a rich understanding of how the social sciences, humanities, and big data contribute an interdisciplinary and multi-faceted perspective on the loss of language diversity. Furthermore, students will be challenged to identify and develop evidence-based strategies to advance global language justice in the digital sphere.
I teach and research critical and cultural theory, critical writing, gender studies, ethics, new media, film, psychoanalysis and cognition, literature, and visual art. I have written extensively on Latin American culture, and continue to work in that area, mostly in contemporary visual art, cinema, and literature, but I consider myself to be a true comparatist, constantly seeking to understand interactions and influences that are not limited by national boundaries. My driving interest is in experiments in form and communication, and I have chosen to write my next book, There for the Taking: Girls and Sex in the 21st Century, as a series of lyric essays examining gender representations and violence, ethics and relationality in new media, selections of which are available on . With my students and readers and in my work at the Banff Research in Culture residency, I investigate community, relationship, and politics, what it means to give and take, to hold and to reject. Thus in my graduate seminars I engage in a variety of critical engagements and exercises in order to formulate a praxis that is less hampered by the urge to interpret than it is driven by an attention to form and possibility. I urge myself and my students to experiment with our critical practices of reading and writing so as to begin to understand the productive anxieties around voice, critical form, and desire in language. I am also engaged in thinking about the future of the university and the humanities. Because of my particular focus on the brain and mental health I am particularly focused on opening up a dialogue between medical disciplines and the humanities, as I think there are possibilities for mutual exchange and learning that touch upon a growing field of enquiry.
The graduate program in Physics offers a comprehensive education in physics and opportunities to engage in experimental and theoretical research with internationally-recognized groups using state of-the-art techniques and instrumentation. We also offer a collegial, supportive atmosphere, with close interactions among students, faculty and staff that are unique to a “research-1 university.”
Emory’s doctoral program in Neuroscience provides broad interdisciplinary doctoral training in the study of the nervous system, ranging from the molecular and cellular level to systems neurobiology covering developmental, behavioral and cognitive levels of organization.
The broad spectrum of research expertise provides our students a unique environment in which to pursue their graduate education.
This course tackles the issue of the rise of journalism understood as a distinct set of practices and interests. Journalism emerged in the late 19th century in various western countries (France, the US and more marginally UK will be used as examples in the run of the course). But to understand this historical turning-point it is necessary to take a step back and to present the rise of a culture of printing and reading in western societies starting in the 15th century. Parallel to that major cultural shift a rise of a culture of news emerged and little by little "the world came to know about itself" (Pettegree, 2014). The (short) presentation of this long history will constitute the first part. Thus news production and news consumption did not for a long time mean "journalism" (even if the word existed). The second part of the course will focus on the changes that occurred in the 19th century on both sides of the Atlantic that gave birth to what we know as "journalism": the monopoly of a group of professional actors over the production of information. As a conclusion we will rise the open question of the future of that monopoly that dominated the 20th century.
The MD/PhD Program (Medical Scientist Training Program) provides the initial, pre-doctoral training for a career in academic medicine. It is designed to provide highly qualified students with the in-depth, high-caliber research training and medical education needed by biomedical academicians of the future.
Her recent representative publications appear in the International Journal of Contemporary Hospitality Management (“A Taxonomy of Value Co-creation on Weibo – A Communication Perspective”), Journal of Information Technology and Tourism (“Humour in Soliciting Social Media Conversations”), and two book chapters in Advances in Social Media for Travel, Tourism and Hospitality: New Perspectives, Practice and Cases.
He is currently at work on a comparative study of the history of Mexican and Cuban tourism.
Representative publication: "The Selling of Mexico: Tourism and the State, 1929–1952." In Gilbert Joseph, Anne Rubenstein, and Eric Zolov, eds., (Durham: Duke University Press, 2001), pp.