Results for CSRE

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.

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.

What is Islamophobia? How has it shown up historically and what does it look like today? In this seminar, we will investigate the conceptual roots and contemporary manifestations of Islamophobia in America, followed by inquiries into counter efforts. Our goal will be to interrogate the meanings, function, and impact of Islamophobia within the United States, so that together we can enhance the prevalent discourse around it.

Where does the food you eat come from? How does it get to your plate? Where does it go when you don't finish it? And why are those particular items on your plate in the first place? How and what we eat is a vastly overlooked part of everyday life, and yet comes with huge personal, societal, and environmental effects, both positive and (quite often) negative. But this isn't indicative of personal moral failings or ignorance - rather, the food system was designed this way. And it leaves many of us without choice or consent around what we put into our bodies and how our actions impact those around us, thereby exacerbating social and health inequities. This class will uncover the secret workings of the global food system and introduce students to movements and efforts towards creating a more just food future for all. We will center on the concept of 'food justice,' which includes all ideas and practices that strive to eliminate exploitation and oppression within and beyond the food system. This trajectory will take us through understandings of economic, political, cultural, social, and ecological life, both now and in the past, providing students with a unique opportunity to gain interdisciplinary knowledge of food systems. For instance, we will learn about how historical and modern-day activists and scholars draw on movements for economic, gender, racial, climate, and environmental justice, and explore the possibilities for both reformative and transformative food politics. Finally, because food production, consumption, and activism are all highly tangible practices, the class will engage in field trips to the Stanford O'Donohue Family Farm, Stanford Food Institute's Teaching Kitchen, and a local Bay Area farm to get hands-on experience with what it means to eat more ethically.

How and why is land use a contested issue? How can we understand land injustice in light of the Anthropocene, that is, human-induced climate change? How do African knowledges, practices, and experiences inform global debates about environmental, political, and socio-economic well-being? This course considers how racial and colonial thinking and processes compounded discourses about land and examines examples of resistance, legacies of struggle, and possible futures. Centering African perspectives in a global context, we will examine how individual, institutional, and societal conceptions of land are revealed in narratives, practices, and policies created and circulated by Africans as well as outsiders in the continent. We will also analyze how these dynamics have had and continue to have repercussions across the globe. We will engage with diverse written, oral, audio-visual, and digital sources and associated methodologies to explore perceptions of land and land ownership, and discuss various forms of land use including agriculture, pastoralism, conservation, mining, and urbanization, and potential futures.

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

This seminar concerns the design and analysis of imaginary (or constructed) worlds for narratives and media such as films, comics, and literary texts. The seminar's primary goal is to help participants understand the creation of better imaginary worlds - ultimately all our efforts should serve that higher purpose. Some of the things we will consider when taking on the analysis of a new world include: What are its primary features - spatial, cultural, biological, fantastic, cosmological? What is the world's ethos (the guiding beliefs or ideals that characterize the world)? What are the precise strategies that are used by the artist to convey the world to us and us to the world? How are our characters connected to the world? And how are we - the viewer or reader or player - connected to the world? Note: This course must be taken for a letter grade to be eligible for WAYS credit.

In this project-based course, we will explore ethnofuturism, a rhetorical movement to imagine the future of race relations in our society. We will engage with and analyze various narrative forms (such as films, stories, comics, virtual reality projects, and science writing) produced by authors, artists, and creatives like W. E. B. Du Bois, Derrick Bell, Octavia Butler, Ken Liu, Bao Phi, Wenuri Kahiu, Lisa Jackson, Grace Dillon, Marjorie Liu, and Sana Takeda. Our goal will be to explore how these narratives envision the future consequences of existing racial systems and imagine alternative possibilities for societal race relations. For a full course description visit https://pwrcourses.stanford.edu/pwr-91rw-ethnofuturist-rhetorics-imagining-future-race

Are you interested in strengthening your skills as a facilitator or section leader? Interested in opening up dialogue around identity within your community or among friends? This course will provide you with facilitation tools and practice, but an equal part of the heart of this class will come from your own reflection on the particular strengths and challenges you may bring to facilitation and how to craft a personal style that works best for you. This reflection process is ongoing, for the instructors as well as the students.

Comparative focus on the demographic, political, social and economic histories of American Indians & Alaska Natives, African Americans, Chinese Americans and Japanese Americans during late 18th and early 20th century California. Topics: relationships with Spanish, Mexican, U.S. Federal, State and local governments; intragroup and intergroup relationships; and differences such as religion, class and gender.

From street names to monuments, the material sediments of colonial time can be seen, heard, and felt in the diverse cultural archives of ancient and contemporary Africa. This seminar aims to examine the role of ethnographic practice in the political agendas of past and present African nations. In the quest to reconstruct an imaginary of Africa in space and time, students will explore these social constructs in light of the rise of archaeology during the height of European empire and colonization. Particularly in the last 50 years, revived interest in African cultural heritage and preservation raises complex questions about the problematic tensions between European, American, and African theories of archaeological and ethnographic practice.

How do I translate my interests and skills into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, education, nonprofits, social enterprises, and arts/media. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate in a hands-on weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is intended for all students and all majors. Course content will be relevant to students soon entering the job market as well as those facing choices about courses of study and internships. Class sessions will be 60 minutes. This course is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government. Students taking the course for one unit (Tuesday lecture) must enroll in the -01 course option, and students taking the course for two units (Tuesday lecture and Thursday seminar) must enroll in the -02 course option. IR approved.

This capstone course will support students in the completion of a public-facing research project or research paper that draws upon disciplinary expertise and training in race studies. A public-facing research project will translate social sciences and/or humanities research on race and ethnicity into genres that reach diverse audiences. After developing a research question and consulting with a faculty project mentor, students will conduct research, identify their audience, design a public-facing research project, and compose a substantial writer¿s memo that includes a literature review, an analysis of genre and audience, a discussion of stakes, and a plan for distribution. The process will require students to explore and justify the parameters of their projects, including their methodologies and academic interlocutors. Note that this course is required for CCSRE majors in their final year of study who are not enrolled in CSRE 201X, including those who opt to write honors theses in departments or programs outside of CSRE.

The CCSRE Honors Thesis Seminar is a research- and writing-intensive course designed to help students reflect on CCSRE coursework and to apply their skills, knowledge, and political commitments to the investigation of a focused research question. Comparative Studies of Race and Ethnicity at Stanford¿and the field of ethnic studies broadly¿has always worked to ground academic research in political practice, embodied experience, and community, and it systematically challenges disciplinary boundaries in the academy. Our weekly meetings and assignments are designed to scaffold your ongoing work with a faculty advisor and to facilitate our coming together as a community of writers, researchers, artists, and activists. Together, we will build a trusting, supportive community of scholars and work to gain clarity about the stakes of our methodologies and research projects. Required for CSRE Honors writers.

Gesturing toward adrienne maree brown's notion of 'emergent strategy,' this course asks us to think in the most radical and imaginative ways possible about two systemic failures that animate what Achille Mbembe has called 'necropolitics' decisions on who lives, and who dies: the police, and climate change. We will look at both the material aspects of police and prison abolition, and climate change and environmental justice, and theoretical approaches to the same. Using works by Ruth Wilson Gilmore, Angela Davis, Alex Vitale, Dino Gilio-Whittaker, Candace Fukijane, Ben Ehrenreich, Amitav Ghosh, Ursula LeGuin and Octavia Butler, our texts put the imagination and the political will to work. This seminar course will be capped at 25 enrollments. I expect to offer this course annually.

What does it mean for a decision-making process to be discriminatory? How do we quantify inequality? What steps can be taken to mitigate potential bias? This hands-on course explores legal and statistical conceptions of discrimination using examples from public policy, healthcare, economics, technology, and education. Each session will consist of an interactive lecture, a live coding session where we implement techniques from the lecture, and a research paper discussion. The course also features occasional guest speakers from industry and academia. Prerequisites: An introductory statistics course (e.g., 120, 125, 226, or CS 109) and an introductory programming course (e.g., CS 106A). Graduate students may enroll for 1 unit.

The Fall Phd Minor Workshop will explore theory and methods in anti-racist pedagogy through guest lecturers by professors at Stanford, Brown, and Yale. We will attend to practical aspects of teaching such as navigating difficult moments in the classroom, balancing teaching with research, and designing a syllabus. This course is required for PhD Minors in Comparative Studies in Race and Ethnicity (CSRE) and will be run in tandem with a Teaching Race series sponsored by the Centering Race Consortium (CRC). Sessions will be held in person and over Zoom.

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.

This is a course about gaining a deep understanding of the levers of systems change in K-12 education focusing especially on (re)mediating systems in ways that center inclusion, equity, and justice. This course is concerned with systems change processes: why we need them; what they look like; and what theories can be called upon to guide them. We will examine the role of educational reform processes. We will examine various conceptions how reform efforts bear on systems change efforts at all levels of education: the classroom, the school, the district, and the state and federal levels of educational policy. In this course, we will examine contemporary theories of educational systems change that pay close attention to Disability, Language, and Difference. We will consider some examples of how these change processes interact to improve academic and social outcomes for all students, especially those who have been historically marginalized. We will consider urban, suburban, and rural applications of these processes, as major sources of evidence for what works and what fails. We will consider the "big picture" of our society, its values, and its economic position in a global economy to better understand why the need for systems change, which may seem obvious, is so difficult to achieve in practice.

This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.

This course will investigate representations of black people in ancient Greek and Roman antiquity. In addition to interrogating the conflation of the terms "race" and "blackness" as it applies to this time period, students will learn how to critique the interference of racial ideologies in modern scholarship, and they will cross-examine the role that race and cultural imperialism have played in the formation of the current discipline of Classics. Students will be invited to incorporate materials that they deem crucial into this discussion of skin color in Greco-Roman antiquity. Therefore, this course will benefit greatly from those with a broad spectrum of interests related to this topic.

Language, as a cultural resource for shaping our identities, is central to the concepts of race and ethnicity. This seminar explores the linguistic construction of race and ethnicity across a wide variety of contexts and communities. We begin with an examination of the concepts of race and ethnicity and what it means to be "doing race," both as scholarship and as part of our everyday lives. Throughout the course, we will take a comparative perspective and highlight how different racial/ethnic formations (Asian, Black, Latino, Native American, White, etc.) participate in similar, yet different, ways of drawing racial and ethnic distinctions. The seminar will draw heavily on scholarship in (linguistic) anthropology, sociolinguistics and education. We will explore how we talk and don't talk about race, how we both position ourselves and are positioned by others, how the way we talk can have real consequences on the trajectory of our lives, and how, despite this, we all participate in maintaining racial and ethnic hierarchies and inequality more generally, particularly in schools.