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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, WAY-CE
Instructors: ; Jones, T. (PI)

CSRE 51Q: Comparative Fictions of Ethnicity (AMSTUD 51Q, COMPLIT 51Q)

Explorations of how literature can represent in complex and compelling ways issues of difference--how they appear, are debated, or silenced. Specific attention on learning how to read critically in ways that lead one to appreciate the power of literary texts, and learning to formulate your ideas into arguments. Course is a Sophomore Seminar and satisfies Write2. By application only
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
Instructors: ; Palumbo-Liu, D. (PI)

CSRE 55M: MMUF Seminar

This seminar is designed to help MMUF honor students in the following ways: (1) developing and refining research paper topics, (2) learning about the various approaches to research and writing, and (3) connecting to Stanford University resources such as the library and faculty. May be repeat for credit
Terms: Aut, Win, Spr | Units: 1 | Repeatable 6 times (up to 6 units total)
Instructors: ; Selznick, L. (PI)

CSRE 74: History of South Africa (AFRICAAM 47, HISTORY 47)

(Same as HISTORY 147. HISTORY 47 is 3 units; HISTORY 147 is 5 units.) Introduction, focusing particularly on the modern era. Topics include: precolonial African societies; European colonization; the impact of the mineral revolution; the evolution of African and Afrikaner nationalism; the rise and fall of the apartheid state; the politics of post-apartheid transformation; and the AIDS crisis.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI

CSRE 101B: Institutions and Inequities

This course offers frameworks for understanding institutional racism, racial capitalism, and the historical and contemporary ways through which these forces reinforce and maintain racial inequity across a variety of social sectors (e.g., health, media, education, criminal justice, and the environment). At the end of this course, students will be able to identify how race is institutionalized, how racialized institutions are interconnected, and how institutional violence can be combated.
Terms: Spr | Units: 5

CSRE 101C: Resistance and Liberation

This course investigates strategies for racial and economic liberation by analyzing past and present social justice movements. Students will be exposed to theoretical frameworks for liberation (e.g., abolition, resistance, mutual aid, rematriation) and engage with how they are applied. At the end of this course, students will better understand how liberation can be achieved and will be able to apply anti-racist theory to their work at Stanford and beyond.
Terms: Spr | Units: 5 | UG Reqs: WAY-EDP

CSRE 102C: History of World Cinema III: Queer Cinemas around the World (ARTHIST 164, ARTHIST 364, CSRE 302C, FEMGEN 100C, FEMGEN 300C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)

Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinemas around the World, engages with a range of queer cinematic forms and queer spectatorial practices in different parts of the world, as well as BIPOC media from North America. Through film and video from Kenya, Malaysia, India, The Dominican Republic, China, Brazil, Palestine, Japan, Morocco, the US etc., we will examine varied narratives about trans experience, same-sex desire, LGBTQI2S+ rights, censorship, precarity, and hopefulness. This course will attune us to regional cultural specificities in queer expression and representation, prompting us to move away from hegemonic and homogenizing understandings of queer life and media. Notes: Screenings will be held on Fridays at 1:30PM in Oshman Hall. Screening times will vary slightly from week to week.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II | Repeatable 2 times (up to 10 units total)
Instructors: ; Iyer, U. (PI)

CSRE 103S: Indigenous Feminisms (AMSTUD 103, FEMGEN 103S, NATIVEAM 103S)

Indigenous Feminism/s and Queer Indigenous Studies seek to alter major disciplinary questions in Women's, Gender, and Sexuality Studies (WGSS) in order to account for the significant lifeworlds and experiences of Native women and Two-Spirit/Indigiqueer individuals. This course explores how the subdisciplines confront WGSS with significant critiques of settler sexualities and white heteropatriarchy, emphasizing the literary and cultural production of Native women and 2SQ folk. Centered around readings, films, and student contributions, the course also seeks to trouble the colonized classroom by unseating settler authority in education. Students (re)imagine the possibilities of Indigenous liberation oriented toward non-heteropatriarchal ways of knowledge and being in the world.
Terms: Spr | Units: 5 | UG Reqs: GER:EC-Gender, WAY-EDP

CSRE 108: Introduction to Feminist, Gender, and Sexuality Studies (AMSTUD 107, FEMGEN 101, TAPS 108)

Introduction to interdisciplinary approaches to gender, sexuality, queer, trans, and feminist studies. Topics include social justice and feminist organizing, art and activism, feminist histories, the emergence of gender and sexuality studies in the academy, intersectionality and interdependence, the embodiment and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, disability, and sexuality. Includes guest lectures from faculty across the university and weekly discussion sections.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI

CSRE 112X: Urban Education (AFRICAAM 112, EDUC 112, EDUC 212, SOC 129X, SOC 229X, URBANST 115)

(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-EDP

CSRE 113: Passing: Hidden Identities Onscreen (FEMGEN 112, JEWISHST 112)

Characters who are Jewish, Black, Latinx, women, and LGBTQ often conceal their identities - or "pass" - in Hollywood film. Our course will trace how Hollywood has depicted"passing" from the early 20th century to the present. Just a few of our films will include Gentleman's Agreement (1947), Imitation of Life (1959), School Ties (1992), White Chicks (2004), and Blackkklansman (2018). Through these films, we will explore the overlaps and differences between antisemitism, racism, misogyny, and queerphobia, both onscreen and in real life. In turn, we will also study the ideological role of passing films: how they thrill audiences by challenging social boundaries and hierarchies, only to reestablish familiar boundaries by the end. With this contradiction, passing films often help audiences to feel enlightened without actually challenging the oppressive status quo. Thus, we will not treat films as accurate depictions of real-world passing, but rather as cultural tools that help audiences to manage ideological contradictions about race, gender, sexuality, and class. Students will finish the course by creating their own short films about passing.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: ; Branfman, J. (PI)

CSRE 118E: Heritage, Environment, and Sovereignty in Hawaii (NATIVEAM 118, SUSTAIN 118)

This course explores the cultural, political economic, and environmental status of contemporary Hawaiians. What sorts of sustainable economic and environmental systems did Hawaiians use in prehistory? How was colonization of the Hawaiian Islands informed and shaped by American economic interests and the nascent imperialism of the early 20th century? How was sovereignty and Native Hawaiian identity been shaped by these forces? How has tourism and the leisure industry affected the natural environment? This course uses archaeological methods, ethnohistorical sources, and historical analysis in an exploration of contemporary Hawaiian social economic and political life. Restricted to students accepted into the Wrigley Field Program in Hawaii.
Terms: Spr | Units: 4 | UG Reqs: WAY-EDP

CSRE 124B: German Jews: Thought, Race, and Identity (GERMAN 124, JEWISHST 124)

This course offers an introduction to German Jewish thought from the 18th century to the present day. We will explore the way Jews in the German-speaking world understood their identities in the face of changing cultural and political contexts and the literary and philosophical works they produced in the face of antisemitism, discrimination, and genocide. This course covers the major themes and events in German-Jewish cultural history, including the Haskalah (Jewish Enlightenment), fin de si'cle Vienna, Zionism, exile and migration, the Holocaust, and the modern German Jewish renaissance, with readings from Moses Mendelsohn, Karl Marx, Franz Kafka, Hannah Arendt, Max Czollek, and more. We will pay special attention to the way the German Jewish experience challenges our understanding of identity categories such as race and religion, as well as concepts of whiteness, Europeanness, and the modern nation state.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: ; Hodrick, C. (PI)

CSRE 125E: Shades of Green: Exploring and Expanding Environmental Justice in Practice (EARTHSYS 125, EARTHSYS 225, URBANST 125)

Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 5th at midnight. Application available at https://forms.gle/2kRJFRyfwopWcBeT9
Terms: Spr | Units: 3-4 | UG Reqs: WAY-EDP

CSRE 126: Psychedelics and Social Justice (LIFE 116, PSYC 116, PSYC 216)

This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures, facilitated small-group discussions, and creative as well as experiential activities, the course is designed to promote self-inquiry and cultural humility while reflecting on current human practices with consciousness-modifying agents. Students must concurrently attend the PSYC 216L Lecture Series (Wednesdays, 5:30-6:20 PM) as part of this course. Enrollment is limited to 15 students to promote deeper discussion and community.
Terms: Spr | Units: 3 | UG Reqs: WAY-EDP | Repeatable 4 times (up to 12 units total)

CSRE 126C: Ethics and Leadership in Public Service (EDUC 126A, ETHICSOC 79, LEAD 126A, URBANST 126A)

This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Spr | Units: 3-4 | UG Reqs: WAY-ER
Instructors: ; Lobo, K. (PI)

CSRE 131A: Introduction to Queer Theory (FEMGEN 131, FILMEDIA 131A)

What can Queer Theory help us do and undo? Emerging at the intersections of feminist theory, queer activism, and critical race studies in the 1990's, Queer Theory has become a dynamic interdisciplinary field that informs a wide range of cultural and artistic practices. This course will introduce students to the development of queer theory as well as core concepts and controversies in the field. While considering theoretical frames for thinking gender, sexuality, and sex, we will explore the possibilities--and limitations--of queer theory with a focus on doing and undoing identity, knowledge, and power.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, WAY-EDP

CSRE 131B: Jews, Race, and Ethnicity in French Cinema and Literature (FRENCH 102, JEWISHST 131)

How does an officially colorblind country engage with its (in)visible minorities? In a country such as France - which espouses an assimilationist, as opposed to a "melting pot" ideology - one's national belonging is said to transcend their religious, racial, and ethnic particularities. As such, assimilating to a secular, universal model of Frenchness is considered key to the healthy functioning of society. Why might this be so, and has it always been the case? In this class, we will explore this and related questions as they have been articulated in France and the former French Empire from the Revolution through the twenty-first century. Via close study of literature, cinema, and still image, we will (a) examine how the universalist model deals with racial, religious, and ethnic differences, (b) assess how constructions of difference--be they racial, ethnic, or religious--change across time and space, and (c) assess the impact that the colorblind, assimilationist model has on the lived experiences of France's visible and invisible minorities.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: ; Glasberg, R. (PI)

CSRE 133E: Literature and Society in Africa and the Caribbean (AFRICAAM 133, AFRICAST 132, COMPLIT 133, COMPLIT 233A, FRENCH 133, JEWISHST 143)

This course provides students with an introductory survey of literature and cinema from Francophone Africa and the Caribbean in the 20th and 21st centuries. Students will be encouraged to consider the geographical, historical, and political connections between the Maghreb, the Caribbean, and Sub-Saharan Africa. This course will help students improve their ability to speak and write in French by introducing students to linguistic and conceptual tools to conduct literary and visual analysis. While analyzing novels and films, students will be exposed to a diverse number of topics such as national and cultural identity, race and class, gender and sexuality, orality and textuality, transnationalism and migration, colonialism and decolonization, history and memory, and the politics of language. Readings include the works of writers and filmmakers such as Aim¿ C¿saire, Albert Memmi, Ousmane Semb¿ne, Le¿la Sebbar, Mariama B¿, Maryse Cond¿, Dany Laferri¿re, Mati Diop, and special guest L¿onora Miano. Taught in French. Students are encouraged to complete FRENLANG 124 or successfully test above this level through the Language Center. This course fulfills the Writing in the Major (WIM) requirement.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
Instructors: ; Seck, F. (PI); Yu, K. (TA)

CSRE 141: Gentrification (URBANST 141)

Neighborhoods in the Bay Area and around the world are undergoing a transformation known as gentrification. Middle- and upper-income people are moving into what were once low-income areas, and housing costs are on the rise. Tensions between newcomers and old timers, who are often separated by race, ethnicity, or sexual orientation, can erupt; high rents may force long-time residents to leave. In this class we will move beyond simplistic media depictions to explore the complex history, nature, causes and consequences of this process. Students will learn through readings, films, class discussions, and engagement with a local community organization. (Cardinal Course certified by the Haas Center)
Terms: Spr | Units: 5 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Kahan, M. (PI)

CSRE 142C: Challenging the Status Quo: Social Entrepreneurs, Democracy, Development and Environmental Justice (AFRICAST 142, AFRICAST 242, EARTHSYS 135, INTNLREL 142, URBANST 135)

This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, systemic inequities, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling, and policy advocacy with the Distinguished Visitors providing practical examples from their work on how this theory plays out in practice. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning. Graduate and undergraduate students may enroll.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-SI
Instructors: ; Janus, K. (PI)

CSRE 146B: Community Engaged Research - Principles, Ethics, and Design (CSRE 346B, URBANST 123B)

This course is designed to support students planning to participate in community engaged research experiences during the summer 2023 term. Course materials and discussions will promote deep engagement with, and reflection on, the principles, practices, and ethics of community engaged research as a unique orientation to scholarly inquiry and social action that centers the interests and assets of the communities with whom researchers partner. On a practical level, the course will help students develop or clarify a collaborative research design process and build professional and project-specific skills in consultation with their mentors and community collaborators. This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students. We particularly encourage the involvement of students who will be participating in partnership-based research activities over the summer.
Terms: Spr | Units: 3 | UG Reqs: WAY-SI
Instructors: ; Hurd, C. (PI)

CSRE 146S: Sound Tracks: Music, Memory, Migration (MUSIC 146S)

Music records racial and ethnic histories. How can critically listening to the musics of diasporic and migratory peoples attune us to the processes of identity formation, racialization, and self-understanding? In this course will gain deeper insights into how communities have used music to respond to the challenges of migration and minoritization under ever-changing nationalist frames. As we listen to musics from the Romani, Jewish, African, and Latinx diasporas, we explore how race, ethnicity, identity, heritage, nationalism, minoritization, hybridity, and diversity are refracted through sound. WIM at 4 units only.
Terms: Spr | Units: 3-4 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: ; Costache, I. (PI)

CSRE 147A: Race and Ethnicity Around the World (SOC 147, SOC 247)

(Graduate students register for 247.) How have the definitions, categories, and consequences of race and ethnicity differed across time and place? This course offers a historical and sociological survey of racialized divisions around the globe. Case studies include: affirmative action policies, policies of segregation and ghettoization, countries with genocidal pasts, invisible minorities, and countries that refuse to count their citizens by race at all.
Terms: Spr | Units: 4 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Saperstein, A. (PI)

CSRE 149A: The Urban Underclass (SOC 149, SOC 249, URBANST 112)

(Graduate students register for 249.) We explore the history of residential segregation, urban policy, race, discrimination, policing and mass incarceration in the US. What are the various causes and consequences of poverty? How do institutions that serve the poor work and sometimes fail? We will read deeply into the social, political, and the legal causes of today¿s conflicts.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
Instructors: ; Rosenfeld, M. (PI)

CSRE 154D: Black Magic: Ethnicity, Race, and Identity in Performance Cultures (AFRICAAM 154G, AFRICAAM 254G, FEMGEN 154G, TAPS 154G, TAPS 354G)

In 2013, CaShawn Thompson devised a Twitter hashtag, #blackgirlmagic, to celebrate the beauty and intelligence of black women. Twitter users quickly adopted the slogan, using the hashtag to celebrate everyday moments of beauty, accomplishment, and magic. The slogan offered a contemporary iteration of an historical alignment: namely, the concept of "magic" with both Black people as well as "blackness." This course explores the legacy of Black magic--and black magic--through performance texts including plays, poetry, films, and novels. We will investigate the creation of magical worlds, the discursive alignment of magic with blackness, and the contemporary manifestation of a historical phenomenon. We will cover, through lecture and discussion, the history of black magic representation as well as the relationship between magic and religion. Our goal will be to understand the impact and history of discursive alignments: what relationship does "black magic" have to and for "black bodies"? How do we understand a history of performance practice as being caught up in complicated legacies of suspicion, celebration, self-definition? The course will give participants a grounding in black performance texts, plays, and theoretical writings. *This course will also satisfy the TAPS department WIM requirement.*
Terms: Spr | Units: 3-4 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: ; Robinson, A. (PI)

CSRE 154T: The Politics of Algorithms (COMM 154, COMM 254, SOC 154, SOC 254C)

(Graduate students enroll in 254. COMM 154 is offered for 5 units, COMM 254 is offered for 4 units.) Algorithms have become central actors in today's digital world. In areas as diverse as social media, journalism, education, healthcare, and policing, computing technologies increasingly mediate communication processes. This course will provide an introduction to the social and cultural forces shaping the construction, institutionalization, and uses of algorithms. In so doing, we will explore how algorithms relate to political issues of modernization, power, and inequality. Readings will range from social scientific analyses to media coverage of ongoing controversies relating to Big Data. Students will leave the course with a better appreciation of the broader challenges associated with researching, building, and using algorithms.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-SI

CSRE 161P: Entrepreneurship for Social and Racial Equity (NATIVEAM 161)

This course is designed for students of all backgrounds and provides an introduction to business ownership and an entrepreneurial mindset with a focus on operating businesses with racial equity as a core principle and/or within diverse communities with an aim to create social impact for future generations as well as profitability and sustainability models. The course will introduce the beginning elements of creating a business concept (formation, product, business strategy) as well as the additional overlay of social impact and cultural considerations. Types of financing as well as effective pitching will also be covered. Course materials will include instructor presentations, case studies, homework assignments, creation of students own business concept plan and guest interviews with successful professionals working within social impact and diverse communities. Business considerations related to culture, finance, policy and advocacy will also be covered.
Terms: Spr | Units: 3
Instructors: ; RED-HORSE MOHL, V. (PI)

CSRE 164: Solidarity - Histories, Literatures, Rationales (COMPLIT 164, COMPLIT 364)

How do we come to care about causes not related to our lives directly? During the Spanish Civil War, people from around the world joined the International Brigade to fight fascism. In our own age, hundreds of thousands of people around the world urge a ceasefire in Gaza. We study moments in history where immediate political interest gives way to a more capacious sense of obligation and commitment.
Terms: Spr | Units: 3-5
Instructors: ; Palumbo-Liu, D. (PI)

CSRE 164A: Race and Performance (AFRICAAM 164A, CSRE 364A, TAPS 164)

How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quickly move toward an advanced conversation about effective discourse and activism through art, performance, and cultural production. In this class, we assume that colonialism, slavery, white supremacy, and oppressive contemporary state apparatuses are real, undeniable, and manifest. Since our starting point is clear, our central question is not about recognizing or delineating the issues, but rather, it is a debate about how to identify the target of our criticism in order to counter oppression effectively and dismantle long-standing structures.n nNot all BIPOC communities are represented in this syllabus, as such claim of inclusion in a single quarter would be tokenistic and disingenuous. Instead, we will aspire to understand and negotiate some of the complexities related to race in several communities locally in the U.S. and beyond.
Terms: Spr | Units: 3-5
Instructors: ; Al-Saber, S. (PI)

CSRE 174: History of South Africa (AFRICAAM 147, HISTORY 147)

(Same as HISTORY 47. HISTORY 147 is 5 units; HISTORY 47 is 3 units) Introduction, focusing particularly on the modern era. Topics include: precolonial African societies; European colonization; the impact of the mineral revolution; the evolution of African and Afrikaner nationalism; the rise and fall of the apartheid state; the politics of post-apartheid transformation; and the AIDS crisis.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI

CSRE 181: Diversity and Equity Issues in Higher Education (EDUC 181, EDUC 381)

American higher education has had to continually struggle with issues of difference, particularly racial and ethnic cultural difference, throughout its history. While the civil rights and student protest era of the 1960s are easily recognized as moments of cultural struggle, they evolve and take new forms, extending and re-framing ideological and material conflict in the academy. These include battles over: the content of the curriculum; access to college and admissions; and the domains of legitimate knowledge. In this course, we will critically examine and discuss the research and discourse concerning issues of diversity and equity in the current era. We will examine the political, cultural, and social contours of these issues and as well as the efficacy of campus responses to them such as race-conscious admissions policies, identity-based offices, ethnic studies programs, and other DEI (diversity, equity, and inclusion) initiatives.
Terms: Spr | Units: 3 | UG Reqs: WAY-EDP
Instructors: ; Antonio, A. (PI)

CSRE 189: Race and Immigration (SOC 189, SOC 289)

In the contemporary United States, supposedly race-neutral immigration laws have racially-unequal consequences. Immigrants from Mexico, Central America, and the Middle East are central to ongoing debates about who's includable, and who's excludable, from American society. These present-day dynamics mirror the historical forms of exclusion imposed on immigrants from places as diverse as China, Eastern Europe, Ireland, Italy, Japan, and much of Africa. These groups' varied experiences of exclusion underscore the long-time encoding of race into U.S. immigration policy and practice. Readings and discussions center on how immigration law has become racialized in its construction and in its enforcement over the last 150 years.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Asad, A. (PI)

CSRE 194: Black Brazil: Afro-Brazilian Music, Literature, and Art (AFRICAAM 294, ILAC 194G)

More enslaved people from Africa were forced to Brazil than any other country and Brazil was the last country to abolish the practice of slavery in the Americas. How do these two facts impact the cultural history of Brazil? How and why was the country mythologized as a 'racial democracy' in the twentieth century? This class engages these questions to explore the origins, development, and centrality of Afro-Brazilian culture. We will immerse ourselves in the cities of Salvador and Rio de Janeiro, explore samba and Carnaval, take a dive into syncretic religious practices such as Candomblé, observe dances like capoeira, and study literary and artistic expressions from an anti-racist perspective to gain a fuller picture of Brazilian society today. Taught in English.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, WAY-EDP

CSRE 199: Community Engaged Research Practicum (SOC 199)

This course is designed for 2024 CCSRE undergraduate summer fellows and students approaching CCSRE capstone projects in 2024-25. Our communal objective is to provide scaffolding, support, and space for critical reflection as students develop an outline and timeline for their summer or capstone project; build a foundation of knowledge, skills, and strategies to facilitate their project's success; and invest in relationships with their community partners, mentors, and peers. Rooted in critical race studies, this course is also meant to support students in learning about the varieties, limits, and possibilities of racial justice work in and beyond the academy. CCSRE undergraduate summer fellows need to sign up for the second part of this class, CSRE 199B, in the following fall quarter.
Terms: Spr | Units: 3
Instructors: ; Allen, S. (PI)

CSRE 200W: Directed Reading

Terms: Spr | Units: 1-5 | Repeatable for credit
Instructors: ; Wang, Y. (PI)

CSRE 201Z: CCSRE Honors Seminar

Supports the research and writing of the CCSRE honors thesis with the support of a faculty project advisor and a secondary reader. Required for all admitted students completing an honors project in CCSRE, regardless of major.
Terms: Spr | Units: 5

CSRE 245: Understanding Racial and Ethnic Identity Development (AFRICAAM 245, EDUC 245, PSYCH 245A)

This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)
Terms: Spr | Units: 3-5

CSRE 248: Racial and Gender Inequalities in Latin America (LATINAM 248)

This course explores the intersection between racial and gender inequalities in Latin America focusing on the historical pattern of racism, sexism and discrimination, and on the political and social changes that have enabled Afro-descendants and women to achieve social rights in some countries of the region such as Brazil, Colombia, Ecuador, and Uruguay. The first part of this course introduces the struggle of political movements taking into consideration the historical process of race and gender discrimination. It will address not only the history of blacks¿ and women's movements in the 20th century, but also racism and sexism as cultural and institutional elements that configure inequality in those countries. Socio-economic indicators, race and gender-based violence, and political participation will be analyzed. The second part of this course examines the most recent discourses about women and afro-descendant rights, and their political framework. It evaluates how they have changed public opinion, laws and the social, institutional and political environment of Latin America. Finally, this course discusses the ability of Afro-descendants and women movements to navigate in the current political climate and advance their rights.Course will be taught in Portuguese.
Terms: Spr | Units: 3-5
Instructors: ; Cavalleiro, E. (PI)

CSRE 255D: Racial Identity in the American Imagination (AFRICAAM 255, AMSTUD 255D, HISTORY 255D, HISTORY 355D)

From Sally Hemings to Michelle Obama and Beyonce, this course explores the ways that racial identity has been experienced, represented, and contested throughout American history. Engaging historical, legal, and literary texts and films, this course examines major historical transformations that have shaped our understanding of racial identity. This course also draws on other imaginative modes including autobiography, memoir, photography, and music to consider the ways that racial identity has been represented in American culture.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP
Instructors: ; Hobbs, A. (PI)

CSRE 258: Black Feminist Theater and Theory (AFRICAAM 258, FEMGEN 258X, TAPS 258)

From the rave reviews garnered by Angelina Weld Grimke's lynching play, Rachel to recent work by Lynn Nottage on Rwanda, black women playwrights have addressed key issues in modern culture and politics. We will analyze and perform work written by black women in the U.S., Britain and the Caribbean in the 20th and 21st centuries. Topics include: sexuality, surrealism, colonialism, freedom, violence, colorism, love, history, community and more. Playwrights include: Angelina Grimke, Lorriane Hansberry, Winsome Pinnock, Adrienne Kennedy, Suzan- Lori Parks, Ntozake Shange, Pearl Cleage, Sarah Jones, Anna DeVeare Smith, Alice Childress, Lydia Diamond and Zora Neale Hurston.)
Terms: Spr | Units: 4 | UG Reqs: WAY-A-II, WAY-EDP

CSRE 260: Race, Ethnicity, and Water in Urban California (AFRICAAM 169A, AMSTUD 169, URBANST 169)

Is water a human right or an entitlement? Who controls the water, and who should control the water, in California? Private companies? Nonprofits? Local residents? Federal, state, or local governments? This course will explore these questions in the context of urban California more generally, the players and the politics to make sense of a complex problem with deep historical roots; one that defines the new century in California urban life. The required readings and discussions cover cities from Oakland to Los Angeles, providing a platform for students to explore important environmental issues, past and present, affecting California municipalities undergoing rapid population change. In addition, our research focus will be on the cities located on the Central Coast of California: agricultural Salinas, Watsonville, and Castroville and towns along the Salinas Valley; tourist based Monterey, Pebble Beach, Carmel, Pacific Grove; the bedroom community of Prunedale to the north, and former military towns, Marina and Seaside, as all of these ethnically, socioeconomically diverse communities engage in political struggles over precious, and ever scarcer water resources, contend with catastrophic events such as droughts and floods, and fight battles over rights to clean water, entitlement, environmental racism, and equity. Cardinal Course certified by the Haas Center.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
Instructors: ; McKibben, C. (PI)

CSRE 300: Theories and Methods in Comparative Studies in Race and Ethnicity (ENGLISH 300A)

This course examines the concept of race, processes of racial formation, and theory and methods for the interdisciplinary study of race and ethnicity. The course will focus on expressions and representations of race and racialization through comparative analyses and conceptualizations, and will feature guest lecturers drawn from within and beyond Stanford.
Terms: Spr | Units: 3-5
Instructors: ; Moya, P. (PI)

CSRE 301C: Graduate Workshop: Comparative Studies in Race and Ethnicity

Required for PhD Minors in Comparative Studies in Race and Ethnicity (CSRE) and Feminist, Gender, and Sexuality Studies (FGSS).
Terms: Spr | Units: 1-3 | Repeatable 3 times (up to 9 units total)
Instructors: ; Wilcox, M. (PI)

CSRE 302C: History of World Cinema III: Queer Cinemas around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, FEMGEN 100C, FEMGEN 300C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)

Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinemas around the World, engages with a range of queer cinematic forms and queer spectatorial practices in different parts of the world, as well as BIPOC media from North America. Through film and video from Kenya, Malaysia, India, The Dominican Republic, China, Brazil, Palestine, Japan, Morocco, the US etc., we will examine varied narratives about trans experience, same-sex desire, LGBTQI2S+ rights, censorship, precarity, and hopefulness. This course will attune us to regional cultural specificities in queer expression and representation, prompting us to move away from hegemonic and homogenizing understandings of queer life and media. Notes: Screenings will be held on Fridays at 1:30PM in Oshman Hall. Screening times will vary slightly from week to week.
Terms: Spr | Units: 3-5 | Repeatable 2 times (up to 10 units total)
Instructors: ; Iyer, U. (PI)

CSRE 303: CSRE Graduate Student Workshop Series

This workshop is designed for Graduate Fellows in the Center for Comparative Studies in Race and Ethnicity. The workshop meets in the CCSRE (Building 360) Conference Room on Wednesday's from 12:00 pm - 1:30 pm for Spring 2024.
Terms: Win, Spr | Units: 1-2 | Repeatable 3 times (up to 6 units total)
Instructors: ; Artiles, A. (PI)

CSRE 314: Funkentelechy: Technologies, Social Justice and Black Vernacular Cultures (AFRICAAM 200N, EDUC 314, STS 200N)

From texts to techne, from artifacts to discourses on science and technology, this course is an examination of how Black people in this society have engaged with the mutually consitutive relationships that endure between humans and technologies. We will focus on these engagements in vernacular cultural spaces, from storytelling traditions to music and move to ways academic and aesthetic movements have imagined these relationships. Finally, we will consider the implications for work with technologies in both school and community contexts for work in the pursuit of social and racial justice.
Terms: Spr | Units: 4-5

CSRE 316: Scholarship and Activism for Justice (COMPLIT 316)

A collective-based course where participants determine readings on scholarship and activism, invite guest speakers, plan activities to put into action our ideas, values, philosophies.
Terms: Aut, Win, Spr | Units: 1 | Repeatable 24 times (up to 24 units total)
Instructors: ; Palumbo-Liu, D. (PI)

CSRE 346B: Community Engaged Research - Principles, Ethics, and Design (CSRE 146B, URBANST 123B)

This course is designed to support students planning to participate in community engaged research experiences during the summer 2023 term. Course materials and discussions will promote deep engagement with, and reflection on, the principles, practices, and ethics of community engaged research as a unique orientation to scholarly inquiry and social action that centers the interests and assets of the communities with whom researchers partner. On a practical level, the course will help students develop or clarify a collaborative research design process and build professional and project-specific skills in consultation with their mentors and community collaborators. This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students. We particularly encourage the involvement of students who will be participating in partnership-based research activities over the summer.
Terms: Spr | Units: 3
Instructors: ; Hurd, C. (PI)

CSRE 364A: Race and Performance (AFRICAAM 164A, CSRE 164A, TAPS 164)

How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quickly move toward an advanced conversation about effective discourse and activism through art, performance, and cultural production. In this class, we assume that colonialism, slavery, white supremacy, and oppressive contemporary state apparatuses are real, undeniable, and manifest. Since our starting point is clear, our central question is not about recognizing or delineating the issues, but rather, it is a debate about how to identify the target of our criticism in order to counter oppression effectively and dismantle long-standing structures.n nNot all BIPOC communities are represented in this syllabus, as such claim of inclusion in a single quarter would be tokenistic and disingenuous. Instead, we will aspire to understand and negotiate some of the complexities related to race in several communities locally in the U.S. and beyond.
Terms: Spr | Units: 3-5
Instructors: ; Al-Saber, S. (PI)

CSRE 194DS9: Star Trek Deep Space Nine, Alternative Futurisms and Radical Worldbuilding (AFRICAAM 197, PWR 194DS9)

Presented by IDA, the Institute for Diversity in the Arts. In this course we will explore science fiction and speculative fiction as readers, writers, creators, and organizers to learn how artists engage with futurist thinking to reimagine and build better worlds in the present. Together we will draw from scholarship across Indigenous, Latinx, Pasifika, Arab, African and Afro futurisms; as well as science fiction and other creative traditions to imagine and build better worlds rooted in liberation and solidarity. Students will explore the groundbreaking television series Star Trek: Deep Space Nine as one example of alternative futurisms and will be joined by a special visiting artist and actor from the show's original cast. Visits by guest artists from across genres will round out this year's IDA Spring Class. Does not fulfill the WR1 or WR2 requirement.
Terms: Spr | Units: 1-4
Instructors: ; Banks, A. (PI)
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