Reading 1: Robbins

You should do this reading for Class 1 (i.e. before Class 1). Just have a look at it as an
introductory (2-page) text to the course. No need to write anything


Reading 2: Brownlow

You should do this reading for Class 2 (i.e. before Class 2). Read the text carefully and then
answer (with maximum 500 words) the following question:

Brownlow (2006) argues that “…the uncontrolled growth of weeds and their emerging dominance in the
landscape do appear to symbolize disorder, decay, and the absence of control that accompany years
of political and fiscal neglect. Socially speaking, the significance of weeds is not what they do
but, rather, what they represent; the same can be said for the abandoned autos, heaps of garbage,
discarded needles, condoms, and drug paraphernalia, and broken glass that are pervasive throughout
the park” (p. 242). Why, according to Brownlow, have disorder and decay fallen upon Cobbs Creek? Do
you know of any other examples where the same thing has happened?


Reading 3: St. Martin

You should do this reading for Class 3 (i.e. before Class 3). Read the text carefully and then
answer (with maximum 500 words) the following question:

St. Martin (2006) explains that “As with past enclosures of common property, the discursive
enclosure clears communities and their associated social/cultural relations from the domain of
economy and produces a resource open to discursive and literal appropriation” (p. 173). How does
that happen? Do you know of any other past or present examples of this same thing happening?


Reading 4: McNeill

You should do this reading for Class 5 (i.e. before Class 5). Read the text carefully and then
answer (with maximum 500 words) the following question:

McNeill argues that although it is probably a rude blow to our species “lowly mosquitoes and
mindless viruses” have the power to shape human international affairs. How did mosquitoes (A.
aegypti) helped the Spanish Empire retain key fortifications in the Caribbean against the attacks
of other European powers (e.g. British, French, Dutch, etc.)?