Type of Credit: Partially Required
Credit(s)
Number of Students
What does it mean to resist existing structures of oppression? What strategies and tactics are possible? What forms of solidarity emerge through moments of resistance?
This course explores resistance primarily through literature, social theory, and law. It defines resistance in the broadest sense, examining how activists, artists, lawyers, and protesters have used cultural, political, social, and economic strategies to challenge existing legal structures.
能力項目說明
級分說明 Score Description:
1關聯性最弱，2關聯性稍弱，3關聯性中等，4關聯性稍強，5關聯性最強。(1-5非百分比，而是Rank)1 indicates weakest relevance, 2 indicates slightly weaker relevance, 3 indicates moderate relevance, 4 indicates slightly stronger relevance, and 5 indicates strongest relevance. (1-5 does not represent a certain percentage but indicates the rank).
| 課程屬性項目Course Characteristics Items | 級分(1~5)Ranking | 說明Description |
|---|---|---|
| 課程教學內容涉及學生人文關懷素養與態度之培養。 The course contents include the development of students' abilities and appreciation for humanistic care. | ||
| 課程教學包含不同學門、領域之內容。 The courses include contents from different disciplines and fields. | ||
| 課程教學內容涉及社會參與、服務等。 The course contents include social engagement and services. | ||
| 係統整與深化學生歷年所學，並運用於實務操作與討論，藉以檢視和評估學生的整體學習成效。 The courses are designed to integrate and intensify students' academic results from previous years and apply them in practice and discussions for the purpose of reviewing and evaluating the overall effectiveness of students' learning. | ||
| 課程主軸明確探討永續性之統整概念及/或聯合國永續發展目標及/或「生態」與「社會/文化/經濟」系統之間的相互依賴性。關聯度級分請點選連結說明。 A unit of instruction that has a primary and explicit focus on the integrated concept of sustainability, and/or UN Sustainable Development Goals, and/or the interdependence of ecological and social/cultural/economic systems. Please refer to the link of relevance score. | ||
| 課程內容旨在教授媒體、網路相關專業資訊之真偽辨別與判讀能力。 The course would provide skills to evaluate the quality of information found on the media and the Internet. | ||
| 將 AI 知能運用融入課程，引導師生與 AI 共學、協作，多元培養學生 AI 素養。 Integrate the application of AI knowledge into the curriculum, lead teachers and students to learn and collaborate with AI, and cultivate students' AI literacy. |
|
Week |
Topic |
Content & Reading Assignment |
Teaching Activities & Homework |
|
1 9/7/26 |
Introduction: What Is Resistance? |
|
What counts as resistance? Who defines it? |
|
2
9/14/26 |
Introduction to Resistance |
James C. Scott, Domination and the Arts of Resistance
|
Reading response |
|
3
9/21/26 |
Civil Disobedience & Nonviolent Resistance |
Gandhi, Hind Swaraj Martin Luther King, Letter from Birmingham Jail
In-class quiz over reading |
Reading response
|
|
4 9/28/26 |
No class—Teachers Day |
|
|
|
5
10/5/26 |
Animals and Resistance |
Elizabeth Barber, Standing Trial |
Project: Imagine the Life of an Animal |
|
6
10/12/26 |
Political Resistance |
In-class film Blue Island
In-class quiz over reading |
|
|
7
10/19/26 |
Migrants and Resistance |
Violaine Schwartz Papers Asylum Decisions This film has been added to the syllabus. |
Asylum Mock Trials: Prepare |
|
8
10/26 |
No class—Holiday |
|
|
|
9
11/2/26 |
Migrants and Resistance |
Violaine Schwartz, Papers Film showing: Io Capitano Pietro Bartolo, Tears of Salt
|
Prepare for asylum mock trial |
|
10
11/9/26 |
Migrants and Resistance |
In-class Asylum Mock Trials |
|
|
11
11/16/26 |
Prisoner Resistance |
Foucault, Discipline and Punish
|
|
|
12
11/23/26 |
Punishment and Resistance |
Asylum Mock Trials |
|
|
13
11/30/26 |
Punishment and Resistance |
Workshop: Writing Dialogue and Monologue (Preparation for Final Plays)
|
|
|
14
12/7/26 |
Transitional Justice |
Film Showing: I’m Still Here |
|
|
15
12/14/26 |
Women, Gender, and Resistance |
June Jordan, essays Adrienne Rich, Of Woman Born |
|
|
16
12/21 |
Final Projects |
Final Theater Presentation |
|
Students are evaluated according to their participation with in-class activities, attendance, quizzes on reading, and a final creative project. Students who feel anxious about their English ability should not be afraid, as mistakes related to fluency will not be punished, and effort will be rewarded.
Participation (Attendance, Participation) 50%
Students are expected to participate in interactive activities, court hearings, role plays.
Reading Quizzes – 10%
Students will be quizzed on basic comprehension of readings. One quiz grade will be dropped.
Midterm Project (asylum mock trial) 15%
Students will participate in a mock asylum hearing. Students will be given time to prepare for this hearing.
Final Theater Project 25%
Students will complete a final theater project on the theme of resistance for the semester. Students will be given time to prepare for this project.
Some themes that students can choose from:
級分說明 Score Description:
0：無關聯，課程內容、活動及評量均未涉及。| 課程AI能力項目Course–AI Competency Items | 級分(0~5)Ranking | 說明Description |
|---|---|---|
| 本課程培養學生依專業或學習需求，理解、選用及運用AI工具，進行資訊整理、資料產出、提問與自主學習的程度。 This course develops students'ability to understand, select, and use AI tools according to their disciplinary or learning needs for information organization, data or content generation, inquiry, and self-directed learning. | ||
| 本課程培養學生遵循學術誠信、智慧財產權、個人資料及相關倫理規範，並辨識AI偏誤、錯誤資訊與資安風險的程度。 This course develops students’ ability to comply with academic integrity, intellectual property, personal data protection, and relevant ethical requirements, as well as to identify AI bias, misinformation, and cybersecurity risks. | ||
| 本課程培養學生運用AI分析問題、整合專業知識、優化流程，並透過人機協作提出、驗證及修正解決方案的程度。 This course develops students’ ability to use AI to analyze problems, integrate disciplinary knowledge, optimize processes, and propose, validate, and refine solutions through human–AI collaboration. | ||
| 本課程培養學生自主判斷、承擔責任、溝通協作、同理關懷、多元思考及創意實踐等以人為本能力的程度。 This course develops students’ human-centered competencies, including independent judgment, accountability, communication and collaboration, empathy and care, diverse perspectives, and creative practice. |