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1 - 10 of 281 results for: CSRE

CSRE 1A: My Journey: Conversations on Race and Ethnicity

This course meets once a week for one hour, over lunch (provided). Students will meet with CSRE faculty who will share their work, their life stories, their reasons for believing that race and ethnicity are of central concern to all members of our society. Diverse fields will be represented: sociology, history, literature, psychology and others.
Last offered: Winter 2021

CSRE 1SI: Bayan ko (My Country): Introduction to Anti-Martial Law History and the Third World Liberation Front (ASNAMST 1SI)

This course aims to provide students with an opportunity to not only learn about current issues in the local Filipino American community, but also develop their own plans to take action on social justice issues. Through mediums of creative expression and reflection, we will explore themes of diaspora and liberation by focusing on the Filipino experience, specifically the birth of Filipino collegiate student organizations during the Third World Liberation Front and Anti-Martial law transnational activism. We will be connecting local Bay Area histories to the current global narrative while also connecting our past to our own identity formation as activists and community leaders. In doing so, we hope to explore the implications of local activism within the greater context of global organizing. The course will expose students to local community leaders and ways in which they can support local initiatives. This course will be hosted in EAST house.
Terms: Aut | Units: 1-2
Instructors: Antonio, A. (PI)

CSRE 1V: A History of Race

This course will survey the idea of race and its history. We will focus our attention on the construction of the idea of race, and we will trace the ways in which this concept has changed over time. The course will start with a panel discussion on definitions of race in history, and as presented in different academic disciplines today. This discussion will be followed by two lectures tracing histories of race from Antiquity until the twentieth century. The last session will be a roundtable on the continuing role of race in the United States today. Covered topics will include explicit and implicit bias, institutionalized racism, race and criminal justice, equal justice initiatives and protests, racial stratification. The roles of politics, economics, science, religion, and nationalism, as well as the relationships between race, gender, and class will also be discussed. Course must be taken for 3 units to count toward WAYS requirement. This course will meet 5 times, starting MONDAY January 14th, and ending the last day of class Monday, February 25th.
Last offered: Spring 2020 | UG Reqs: WAY-EDP

CSRE 2SI: Ancestors & Money: The Reparations Work Required of People with Racial & Class Privilege

We need to talk about our collective histories, which include: European colonial expansion, extractivism, and a supremacist worldview that enables widespread destruction of peoples, lifeways, and ecosystems. This class is responding to a call from the global climate justice movements for people with class and/or racial privilege to understand intergenerational responsibility for the intergenerational trauma, economic injury and ecological devastation of our times. This understanding does not involve disowning those ancestors who may have caused harm, but telling a fuller truth, committing to transform and transmute the trauma, standing in solidarity with those most impacted, and not letting wealth inequality, racial violence, or climate chaos be the final chapter of their story. This participatory, immersive course draws in insights derived from whiteness studies, liberation psychology, solidarity economics, and critical family history, and methodologies drawn from restorative justice, more »
We need to talk about our collective histories, which include: European colonial expansion, extractivism, and a supremacist worldview that enables widespread destruction of peoples, lifeways, and ecosystems. This class is responding to a call from the global climate justice movements for people with class and/or racial privilege to understand intergenerational responsibility for the intergenerational trauma, economic injury and ecological devastation of our times. This understanding does not involve disowning those ancestors who may have caused harm, but telling a fuller truth, committing to transform and transmute the trauma, standing in solidarity with those most impacted, and not letting wealth inequality, racial violence, or climate chaos be the final chapter of their story. This participatory, immersive course draws in insights derived from whiteness studies, liberation psychology, solidarity economics, and critical family history, and methodologies drawn from restorative justice, storytelling, the Work That Reconnects, and social justice philanthropy. The focus is on critically examining the role of the privileged individual to organize in active solidarity with movements for justice working for reparations and systemic change. Any interested student, with any personal or academic background, is welcome. You will be learning from one another, your own families and ancestors, guest facilitators Morgan Curtis and Justine Epstein, and an incredible group of guest speakers, including Black and Indigenous leaders in the movements for reparations, environmental justice, and Landback. Please fill out this Google form to be considered for the cohort: ( https://forms.gle/HQFaRYUVFDCgaCsw5)
Terms: Win | Units: 2

CSRE 3P: America: Unequal (PUBLPOL 113, SOC 3)

The U.S. is in the midst of an inequality explosion. The upper class has become unimaginably rich. Extreme racial discrimination and animus remain at the center of the American story. Abject poverty persists amidst so much wealth. A de facto caste system ¿ in which opportunities to get ahead depend on a birth lottery ¿ is firmly in place. The historic decline in gender inequality, which many had thought would continue on until full equality was achieved, has stalled out across many labor market indicators. Why is this happening? And what should be done about it? A no-holds-barred exploration of America¿s inequality problem.
Terms: Aut | Units: 4 | UG Reqs: WAY-EDP, WAY-SI

CSRE 4: The Sociology of Music (AMSTUD 4, SOC 4)

This course examines music - its production, its consumption, and it contested role in society - from a distinctly sociological lens. Why do we prefer certain songs, artists, and musical genres over others? How do we 'use' music to signal group membership and create social categories like class, race, ethnicity, and gender? How does music perpetuate, but also challenge, broader inequalities? Why do some songs become hits? What effects are technology and digital media having on the ways we experience and think about music? Course readings and lectures will explore the various answers to these questions by introducing students to key sociological concepts and ideas. Class time will be spent moving between core theories, listening sessions, discussion of current musical events, and an interrogation of students - own musical experiences. Students will undertake a number of short research and writing assignments that call on them to make sociological sense of music in their own lives, in the lives of others, and in society at large.
Last offered: Winter 2022 | UG Reqs: WAY-A-II, WAY-SI

CSRE 5C: Human Trafficking: Historical, Legal, and Medical Perspectives (FEMGEN 5C, HISTORY 5C, INTNLREL 5C)

(Same as History 105C. 5C is 3 units; 105C is 5 units.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Last offered: Autumn 2022 | UG Reqs: WAY-SI

CSRE 11: Introduction to Dance Studies (DANCE 11, FEMGEN 11, TAPS 11)

This class is an introduction to dance studies and the complex meanings bodily performances carry both onstage and off. Using critical frames drawn from dance criticism, history and ethnography and performance studies, and readings from cultural studies, dance, theater and critical theory, the class explores how performing bodies make meanings. We will read theoretical and historical texts and recorded dance as a means of developing tools for viewing and analyzing dance and understanding its place in larger social, cultural, and political structures. Special attention will be given to new turns in queer and feminist dance studies. This course blends theory and embodied practice. This means as we read, research, and analyze, we will also dance. Students enrolled should expect to move throughout the quarter and complete a two-part choreographic research project. TAPS 11 has been certified to fulfill the Writing in the Major (WIM) requirement.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-A-II
Instructors: Jones, T. (PI)

CSRE 11SC: Who Belongs at Stanford? Discussions of a Different Sort of Education (COMPLIT 15SC)

You've finished your first year of university. You have taken the required first year courses, you hope you have explored enough, you are anxious about choosing a major. You know the campus fairly well, you have perhaps made some friends, you have some sort of routine. But you have the nagging feeling that so much of this is simply an illusion. The question then becomes, do you throw your faith, mind, and your body into that illusion (everyone else seems to), or do you risk the chance of missing a step by spending some time in Sophomore College reflecting on the immediate past and the future, with others who have similar questions. You may feel that the generalizations you heard in Year 1 about liberal education seem remote from your life experiences; you may have wished you could have engaged in more in-depth discussions, but that there was not time or interest in approaching the subject matter as you would have wanted to. We are then faced with the very important question: What happe more »
You've finished your first year of university. You have taken the required first year courses, you hope you have explored enough, you are anxious about choosing a major. You know the campus fairly well, you have perhaps made some friends, you have some sort of routine. But you have the nagging feeling that so much of this is simply an illusion. The question then becomes, do you throw your faith, mind, and your body into that illusion (everyone else seems to), or do you risk the chance of missing a step by spending some time in Sophomore College reflecting on the immediate past and the future, with others who have similar questions. You may feel that the generalizations you heard in Year 1 about liberal education seem remote from your life experiences; you may have wished you could have engaged in more in-depth discussions, but that there was not time or interest in approaching the subject matter as you would have wanted to. We are then faced with the very important question: What happens when 'diverse' populations are recruited to places like Stanford, and then asked to constrain or reshape their diversity for the sake of belonging? We will discuss how this small-scale exercise in intellectual exploration can be read as a correlate for how individuals and societies work. What kinds of identities, values, stories count, and which do not? Liberal ideologies and principles may sound nice, but liberalism tends to flounder when presented with practical real-world issues like employment, health care, police brutality, pandemics, environmental degradation, and yes, education. There are two required texts for the course, first, Brazilian educator Paolo Freire's Pedagogy of the Oppressed. What Freire proposes is a way of teaching and learning that is the antithesis of what he calls the 'banking model of education.' The banking model works this way, schools deposit learning into your account, and you withdraw it when you need it. Little, if any thought, is placed upon what exactly that currency is, and why it's of any value. Freire's pedagogy is exactly the opposite-people act together to determine their learning goals - what they want to accomplish in the world--negotiate how best to arrive at those goals. They belong to the community because they are the creators of that community. The second texts are essays by the seminal Black feminist scholar, bell hooks. Author of more than 30 books, hooks started life in poverty in rural Kentucky, then won admission to Stanford, and went on to be a prolific writer, educator, and activist. She was deeply influenced by Freire. Ultimately, the task that both Freire and hooks addressed was to alter the condition of oppression through approaching the idea of education in a radically different manner. All remaining readings, activities, speakers, will be the product of our collective discussions come to the first day of class with your ideas, thoughts, and music (see below). This summer we will aim to do the following: Get to know and trust each other, and to support each other's explorations, questions, tentative answers. Pause and reflect on things that we feel we have not been able to really grapple with yet. Learn how others have challenged normative ideas about what an educational community might look like. Think of ways of sustaining our support for each other into the sophomore year.
Last offered: Summer 2022

CSRE 12: Community Organizing: People, Power, and Change

Mobilizing communities for positive social change requires educated leaders equipped with the skills to organize people and power. Organizing can make a difference in addressing major public challenges that demand full engagement of the citizenry, especially those whose voices are not heard unless they organize. Leadership is accepting responsibility to enable others to achieve shared purpose in the face of uncertainty. Organizing is a way to lead by identifying, recruiting and developing more leadership; building community around that leadership; and building power from the resources of that community.
Last offered: Autumn 2021
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