Results for OSPCPTWN

Relation between conventional histories and different kinds of individual and collective memory that are focused on places and spaces, testing the relation between grand narratives and more particularized pasts. Questions of cultural heritage, in particular its contestations among individual, familial, local, national, and international interests.

History of the Xhosa language; understanding Xhosa culture and way of life. Listening, speaking, reading and writing, combined with the social uses of the language in everyday conversations and interactions. Intercultural communication. Content drawn from the students' experiences in local communities through their service learning/volunteer activities to support the building of the relationships in these communities. How language shapes communication and interaction strategies. Course may be repeated for credit.

Two-quarter sequence for students engaging in Cape Town-sponsored community based research. Introduction to approaches, methods and critical issues of partnership-based, community-engaged research and to the community-based research partners. Qualitative data gathering and analysis methods in community-based research; effective collaboration with community partners and data sources; race and privilege in community-based research. Preparation of research proposals and plans for research carried out during the second quarter through OSPCPTWN 24B.

Two-quarter sequence for students engaging in Cape Town-sponsored community-based research. Substantive community health or development investigations in collaboration with the Stanford Centre's community partners: Western Cape NGOs or government agencies, or community-based organizations or groups. Students' research supported through methods workshops, sharing of progress and problems, and data and findings presentations. Prerequisite: OSPCPTWN 24A.

Community engaged learning course inviting students to think critically about core concepts in community engagement. Specifically focus on issues of identity and diversity. Students are called upon to evaluate (and modulate) their engaged learning practice in terms of these concepts. Examination of models of engaged practice and cultivation of a critical consciousness about the meaning and implications of community engaged practice. Ways in which self and other are positioned within prevailing power structures, when working with so-called "communities". Ethics of engaging diverse communities; existing assumptions and practices. Drawing on their own experiences, identity politics, prescribed reading material, applied reading material and their engaged learning practice, students will interrogate how their identities and those of community partners are produced and reproduced.

Political economy approach to foreign aid. Context of debate on development: differences between developed and less developed countries, concept of poverty, how to measure development. History of foreign aid; main actors and characteristics of official development assistance. Theoretical and empirical impact of aid with regard to economic growth and governance. Benefits and problems associated with aid.

Process by which the region moved from colonialism/apartheid to majority rule through a series of liberation struggles, and the outcomes of those struggles. Cases of Angola and Mozambique, Zimbabwe, Namibia and South Africa. Transitions from apartheid to democracy in Namibia and South Africa through negotiated settlements. Topics include: Truth and Reconciliation Commission; role of the Southern African Development Community; challenges in region today; influence of violent past and legacies of struggle against colonialism and apartheid on present situation.

Archaeology, history and ethnography of the aboriginal hunter gatherers of southern Africa, the San people. Formative development of early modern humans and prehistory of hunters in southern Africa before the advent of herding societies; rock paintings and engravings of the subcontinent as situated in this history. Spread of pastoralism throughout Africa. Problems facing the descendants of recent hunter gatherers and herders in southern Africa, the Khoisan people.

Genocide as a major social and historical phenomenon, contextualized within African history. Time frame ranging from the extermination of indigenous Canary Islanders in the fourteenth and fifteenth centuries to more recent mass killings in Rwanda and Darfur. Emphasis on southern African case studies such Cape San communities and the Herero people in Namibia. Themes include: roles of racism, colonialism and nationalism in the making of African genocides. Relevance of other social phenomena such as modernity, Social Darwinism, ethnicity, warfare and revolution. Comparative perspective to elucidate global dimensions.

Social ecological framework for understanding different types of violence against women; Centre for Diseases' Four Steps approach to understanding and responding to a public health problem. Different types of violence against women in different contexts and settings as seen in international and South African literature and local research findings. Extent and nature of violence against women as a public health issue as seen in its magnitude and health impact on individuals, families and communities. Different prevention strategies including bystander interventions and partnerships with men explored through oral presentations, case study analysis and active participation.

Introduction to concept of public health as compared with clinical medicine. Within a public health context, the broad distribution of health problems in sub-Saharan Africa as compared with U.S. and Europe. In light of South Africa's status as a new democracy, changes that have occurred in health legislation, policy, and service arenas in past 16 years. Topics include: sector health care delivery, current distribution of infectious and chronic diseases, and issues related to sexual and reproductive health in South Africa. Site visits to public sector health services and health related NGOs.

This class will use the idiom of photography to scrutinize the natural history and culture of Cape Town. We will discuss the rhetoric of photography, as well as photographic composition, syntax, grammar and style. We will use individual pictures as the starting point for scholarly investigations of what makes Cape Town unique both in terms of its nature and its culture. Class assignments will consist of a series of weekly presentations by each student, five presentation write-ups, weekly contributions to the class blog and the class Twitter account, active participation both in-class and online including responses to blog posts, a final exam, a class exhibit, and a complete dossier of each student's work. The presentations write-ups will include photographic and written essays, including scholarly references, on specific topics motivated by what the students have observed. Individual classes will explore specific themes such as Table Mountain, Robben Island, the townships, the history of South Africa, the Cape Floristic Region, South African fauna, local markets, food of South Africa, African penguins, and other birds of South Africa. Enrollment is limited.

Independent research and writing on topics related to conservation and resources in Sub-Saharan Africa. Potential topics include climate change and adaption to South Africa, community-based conservation in Sub-Saharan Africa (examining conservation experiments such as the Lewa Conservancy and the Northern Rangeland Trust in Kenya), the provision of energy in South Africa, and citizen rights to healthy environment in African nations.

Directed study projects focusing on some aspect of health systems and policy in the Southern African context. Example topics include analysis of: local HIV control policies; the South African health care system; health care delivery patterns; investments in health infrastructure as an enabler of health care delivery; health systems strengthening and concomitant improvements in population health; and social networks and influences in disease risk. Students will be expected to write an in-depth term paper that carefully analyzes the problem under consideration. Analyses that include the development of mathematical or analytical models are encouraged.

Introduction to the social and historical phenomenon of genocide, contextualized within the contours of world history as well as the histories of European colonialism and Western racist thought from the start of European colonial expansion in the fifteenth century to the twentieth century. Global comparative perspective focusing on southern African, North American and Australian case studies. Theoretical engagement with the concept of genocide and approaches to the subject. In addition to racism and colonialism, themes include: roles of settler regimes; development of the global economy; nationalism in the making of these genocides.

This course examines Issues surrounding mediation and implementation of peace agreements, peacekeeping, refugee management, and justice and accountability in Africa's recent civil wars. This course uses several case studies of wars and peace processes to examine what is needed to end wars and build peace in Africa. The course will examine successful and failed mediation of wars by African diplomats, American and European diplomats, and international organizations. It will compare and contrast peace processes that successfully brought wars to an end with those that failed to bring peace, and in some cases brought dramatic escalation.

Politics of multilingualism, diversity and hip-hop identity performances and practices in a transforming South Africa. How far has social change been realized given that South Africa's citizens still grapple with racial, ethnic, cultural and cultural marginalization and exploitation?

Independent study in community health. Topics may include major health issues in sub-saharan Africa; social and behavioral determinants of health; stress and health. Topics addressed through guided readings and interviews with relevant local stakeholders. Weekly meetings to discuss issues and progress.

Possible topics include: South Africa's Democratic Performance, 1994-2016; Evaluating the Truth and Reconciliation Process; Nelson Mandela and the Art of Leadership; South African Politics and Society through Literature

The global dynamics of biodiversity and ecosystem resilience using the mountains, farmlands and informal settlements as a living classroom. Critical ecosystem services that underpin the well-being of all societal groups and how these ecosystem services can be managed or restored to build resilience and support transitions in complex, interconnected social-ecological systems. Scientific focus on humanity¿s dependence on biodiversity and ecosystems as the third leg of sustainability science research, in addition to climate change and resource depletion. Deep ecology perspectives that value all life irrespective of its human utility as well as consideration of the non-quantifiable benefits of humanity's connection to nature. Limited enrollment.

South Africa suffers high rates of morbidity and mortality from illnesses and injuries that could be prevented or managed through behavior change. This class will bring psychological theory and research to bear on the question of why people do not engage in health-promoting behaviors, even when they have the knowledge and resources for performing the behavior. Once potential answers to this question have been explored, strategies for effectively bringing about health-promoting behavior change will be addressed. Strategies will be developed in collaboration with local public agencies and community health organizations.

Use of information and communication technologies (ICTs) in developing countries, highlighting new ways that the technologies are being used. Use of techniques such as context mapping; how new uses of technology can be applied in other contexts. Design and prototype a technology (website, mobi-site, app) in a previously disadvantaged community in South Africa.

South Africa's transition to democracy, its past, its current political and human rights situation, and what the future might hold. Progress South Africa has made in the areas of constitutional and democratic development, human rights and issues of truth, justice, and reconciliation. Also South African experience from a comparative perspective with the experiences of other countries, including Bangladesh, Bosnia-Herzegovina, Chile, Kenya, Namibia, Peru, Rwanda, Sierra Leone, Sri Lanka, Timor-Leste, Uganda, and Zimbabwe.

Critical thinking about core concepts in community engagement such as community, self, and identity. The course aims to cultivate a critical consciousness about the meaning of charity, caring, social justice and the aims of engagement with communities to enhance self awareness, awareness of others who are different, awareness of social issues, and an ethic of care where students can be change agents. The meaning of youth citizenship as it relates to engagement with communities will be explored.

How to make sense of present-day South Africa, its various forms of cultural expression, and what its common project might be. Through analysis of literature and film, explore the pluralities, intersections and crossings that come together to make up the complex state of being one inhabits in South Africa. Imagining spatial structures (cities, campuses) as imagined forms invested with meaning by the people who occupy them. How spaces (and South Africa itself may be thought of as a space) are affected by people, and vice versa.

Introduction to the complexities and contradictions of 'modernity' and 'modernism(s)' in postcolonial Africa. With a focus on ideology-driven interdisciplinary artistic movements in Senegal, Nigeria, Sudan, Congo, Egypt, Ethiopia and South Africa, examine various schools of thought that were part of modern consciousness that characterised the independence decades. Role that art centres, workshops, collectives and mission schools played in histories of European expansion and colonialism. Debates regarding notions of 'appropriation,' 'natural synthesis' and 'assimilation' interpreted in the context of postcolonial theory. Different modes of production and methodological approaches.

Critical exploration of culture-led urban development in postapartheid Cape Town and beyond. Introduction to the rise of the creative economy in South Africa and Cape Town; current local development of Woodstock. Ways and forms of conflict but also new social interfaces between the new creative tenants and the old established community, on the one hand pointing to problematic issues like lingering gentrification, sociospatial polarisation and lopsided cultural representation while also trying to flesh out some of the opportunities for finding the right frequency of engagement between creative industries and spaces of vernacular creativity within Cape Town's post-apartheid urban realm.

Course may be repeated for credit.

Course may be repeated for credit.