The field of Comparative American Studies (CAS) often draws questions, particularly regarding the meaning and relevance of “comparative” in its name. This exploration delves into Oberlin College’s CAS department, examining its curriculum, goals, and student experiences to understand the role comparison plays within this interdisciplinary field.
Deconstructing “Comparative” in American Studies
At first glance, the term “comparative” in Comparative American Studies might seem ambiguous. What exactly is being compared? Is it different cultural identities within the United States? A juxtaposition of oppressive and liberatory ideologies? Or perhaps an analysis of social movements across diverse historical and geographical contexts?
Within Oberlin’s CAS department, “comparative” appears to signify a more politically engaged approach to American Studies. It suggests a commitment to examining power dynamics, social inequalities, and the historical forces that have shaped American society. However, the precise connection between “comparative” and an anti-oppressive framework remains somewhat elusive, even to those immersed in the field. Some students have expressed feeling a disconnect between the theoretical emphasis on comparison and the practical application of dismantling oppressive systems.
Rethinking “American” in a Global Context
The term “American” itself presents another layer of complexity. In much of the world, “America” refers to the entire American continent, not solely the United States. This distinction is particularly significant for students from Latin America or other regions, where the use of “America” to denote the U.S. can carry connotations of imperialism and cultural erasure.
Oberlin’s CAS department acknowledges this loaded terminology and actively challenges the narrow definition of “America.” The department engages with the concept of “America” as a social construct, dissecting its historical narratives, cultural ideals, and geopolitical implications. This critical approach aims to uncover underlying truths about the United States and its role in the world.
CAS: Beyond Traditional Academia
CAS distinguishes itself from traditional academic disciplines through its explicit commitment to social justice. The department’s mission extends beyond knowledge production to encompass a moral imperative towards liberation and societal transformation. This commitment manifests in various ways, including:
- Reciprocal Research: Emphasizing mutually beneficial relationships with research participants, rather than extractive practices.
- Inclusive Classroom Environments: Rejecting harmful “devil’s advocate” arguments that can perpetuate oppression.
- Validation of Lived Experience: Recognizing and valuing diverse ways of knowing, beyond traditional academic frameworks.
The Power of “Studies”
The inclusion of “studies” in the department’s name signifies a departure from conventional academic structures. It acknowledges the dynamic and evolving nature of the field, reflecting its interdisciplinary approach and its integration of activism and scholarship. This framework positions CAS as a site of critical inquiry, social engagement, and collaborative learning.
Conclusion: Is Comparative Central to CAS?
While the term “comparative” may not always be explicitly evident in every aspect of the curriculum, it underpins the department’s commitment to challenging dominant narratives, examining power structures, and fostering social change. Ultimately, Oberlin’s CAS department embodies a unique approach to American Studies, one that prioritizes social justice, community engagement, and the pursuit of collective liberation. Whether or not “comparative” is the defining characteristic of CAS, the department’s dedication to critical inquiry and transformative action remains undeniable.
