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AFRICAAM 157P: Solidarity and Racial Justice (AMSTUD 157P, CSRE 157P, FEMGEN 157P)

(Co-taught by Dereca Blackmon and Daniel Murray) Is multiracial solidarity necessary to overcome oppression that disproportionately affects people of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. As a community engaged learning course, students will have the option to work with an organization that is explicitly devoted to this kind of multiracial movement-building work around a particular issue. Specific issues are yet to be determined, but may include environmental justice, policing and mass incarceration, and education.
Terms: Spr | Units: 4-5

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

African American, Native American, Mexican American, and Asian American racial and ethnic identity development; the influence of social, political and psychological forces in shaping the experience of people of color in the U.S. The importance of race in relationship to social identity variables including gender, class, and occupational, generational, and regional identifications. Bi- and multiracial identity status, and types of white racial consciousness.
Terms: Win | Units: 3-5
Instructors: ; LaFromboise, T. (PI)

AMSTUD 157P: Solidarity and Racial Justice (AFRICAAM 157P, CSRE 157P, FEMGEN 157P)

(Co-taught by Dereca Blackmon and Daniel Murray) Is multiracial solidarity necessary to overcome oppression that disproportionately affects people of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. As a community engaged learning course, students will have the option to work with an organization that is explicitly devoted to this kind of multiracial movement-building work around a particular issue. Specific issues are yet to be determined, but may include environmental justice, policing and mass incarceration, and education.
Terms: Spr | Units: 4-5

AMSTUD 258: Sexual Violence in America (AFRICAAM 192, CSRE 192E, FEMGEN 258, FEMGEN 358, HISTORY 258, HISTORY 358)

This undergraduate/graduate colloquium explores the history of sexual violence in America, with particular attention to the intersections of gender and race in the construction of rape. We discuss the changing definitions of sexual violence in law and in cultural representations from early settlement through the late-twentieth century, including slavery, wartime and prison rape, the history of lynching and anti-lynching movements, and feminist responses to sexual violence. In addition to introducing students to the literature on sexual violence, the course attempts to teach critical skills in the analysis of secondary and primary historical texts. Students write short weekly reading responses and a final paper; no final exam; fifth unit research or CEL options.nnLimited enrollment, permission of instructor required. Submit application form (available on Coursework) by Dec. 1, 2015 and indicate interest in CEL option. Priority admission to History, FGSS, CSRE, AFRICAAM, and AMSTUD declared majors and minors.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
Instructors: ; Freedman, E. (PI)

ANTHRO 93B: Prefield Research Seminar: Non-Majors

Preparation for anthropological field research in other societies and the U.S. Data collection techniques include participant observation, interviewing, surveys, sampling procedures, life histories, ethnohistory, and the use of documentary materials. Strategies for successful entry into the community, research ethics, interpersonal dynamics, and the reflexive aspects of fieldwork. Service Learning Course (certified by Haas Center).
Terms: Spr | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-SI

ANTHRO 97: Internship in Anthropology

Opportunity for students to pursue their specialization in an institutional setting such as a laboratory, clinic, research institute, or government agency. May be repeated for credit. Service Learning Course (certified by Haas Center).
Terms: Aut, Win, Spr, Sum | Units: 1-10 | Repeatable for credit

CHILATST 183X: Practicum in English-Spanish School & Community Interpreting (EDUC 183, EDUC 257)

This practicum will assist students in developing a set of skills in English-Spanish interpreting that will prepare them to provide interpretation services in school and community settings. The course will build students' abilities to transfer intended meanings between two or more monolingual individuals of who are physically present in a school or community setting and who must communicate with each other for professional (and personal) purposes.
Terms: Aut | Units: 3-4 | Repeatable 3 times (up to 12 units total)
Instructors: ; Valdes, G. (PI)

CHILATST 198: Internship for Public Service (CSRE 198)

Students should consult with CCSRE Director of Community Engaged Learning (ddmurray@stanford.edu) to develop or sign-up for a community service internship. Group meetings may be required. May be repeated for credit. Service Learning Course (certified by Haas Center).
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit
Instructors: ; Murray, D. (PI)

CSRE 100: Grassroots Community Organizing: Building Power for Collective Liberation (AFRICAAM 100, FEMGEN 100X, URBANST 108)

This course explores the theory, practice and history of grassroots community organizing as a method for developing community power to promoting social justice. We will develop skills for 1-on-1 relational meetings, media messaging, fundraising strategies, power structure analysis, and strategies organizing across racial/ethnic difference. And we will contextualize these through the theories and practices developed in the racial, gender, queer, environmental, immigrant, housing and economic justice movements to better understand how organizing has been used to engage communities in the process of social change. Through this class, students will gain the hard skills and analytical tools needed to successfully organize campaigns and movements that work to address complex systems of power, privilege, and oppression. As a Community-Engaged Learning course, students will work directly with community organizations on campaigns to address community needs, deepen their knowledge of theory and history through hands-on practice, and develop a critical analysis of inequality at the structural and interpersonal levels. Placements with community organizations are limited. Enrollment will be determined on the first day through a simple application process. Students will have the option to continue the course for a second quarter in the Winter, where they will execute a campaign either on campus or in collaboration with their community partner.
Terms: Aut | Units: 4-5
Instructors: ; Murray, D. (PI)

CSRE 100B: Grassroots Community Organizing Practicum

Continuation of projects and community engagement from CSRE 100. Prerequisite: completion of CSRE 100.
Terms: Win | Units: 1-5
Instructors: ; Murray, D. (PI)

CSRE 103B: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, EDUC 103B, EDUC 337)

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-EDP

CSRE 146: Community Matters: Research and Service with Community Organizations

(Taught in conjunction with URBANST 123B. Students participating in CRSI must enroll in CSRE 146. All others can enroll in either course.) This course focuses on issues of research design and how to select specific methodological strategies to assure ethical and effective partnership-based research. In this course, students will plan for their own participation in a CB(P)R project. Topical themes will include best practice strategies for (a) defining and selecting community problems or issues to be addressed, (b) generating relevant and useful research questions, (c) choosing specific means and methods for data collection [e.g., surveys, interviews, focus groups, etc.], (d) storing, organizing and analyzing data, (e) reflecting on and critiquing research findings, and (f) carrying out dissemination in ways that can be expected to enhance community power and advance community development. Students will be provided with opportunities to workshop their respective projects-in-development, (e.g., developing and sharing research questions, data collection instruments, strategies for engaging community constituents as co-researchers, etc.). Students will leave the course with a plan for participating in a CBPR project.
Terms: Spr | Units: 3-4
Instructors: ; Murray, D. (PI)

CSRE 157P: Solidarity and Racial Justice (AFRICAAM 157P, AMSTUD 157P, FEMGEN 157P)

(Co-taught by Dereca Blackmon and Daniel Murray) Is multiracial solidarity necessary to overcome oppression that disproportionately affects people of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. As a community engaged learning course, students will have the option to work with an organization that is explicitly devoted to this kind of multiracial movement-building work around a particular issue. Specific issues are yet to be determined, but may include environmental justice, policing and mass incarceration, and education.
Terms: Spr | Units: 4-5

CSRE 162A: Spirituality and Nonviolent Urban and Social Transformation (RELIGST 162X, URBANST 126)

A life of engagement in social transformation is often built on a foundation of spiritual and religious commitments. Case studies of nonviolent social change agents including Rosa Parks in the civil rights movement, César Chávez in the labor movement, and WIlliam Sloane Coffin in the peace movement; the religious and spiritual underpinnings of their commitments. Theory and principles of nonviolence. Films and readings. Service learning component includes placements in organizations engaged in social transformation. Service Learning Course (certified by Haas Center).
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-EDP, WAY-SI
Instructors: ; Karlin-Neumann, P. (PI)

CSRE 196C: Introduction to Comparative Studies in Race and Ethnicity (COMPLIT 195, ENGLISH 172D, PSYCH 155, SOC 146, TAPS 165)

How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI

CSRE 198: Internship for Public Service (CHILATST 198)

Students should consult with CCSRE Director of Community Engaged Learning (ddmurray@stanford.edu) to develop or sign-up for a community service internship. Group meetings may be required. May be repeated for credit. Service Learning Course (certified by Haas Center).
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit
Instructors: ; Murray, D. (PI)

CSRE 203A: The Changing Face of America: Building Leaders for Civil Rights and Education

For students with leadership potential who have studied these topics in lecture format. Race discrimination strategies, their relation to education reform initiatives, and the role of media in shaping racial attitudes in the U.S. A service-learning component will be offered as an option in this course in partnership with East Palo Alto organizations.nnApplication Required by March 20th! Please submit a 1 page statement with "CSRE 203A" in the subject line that details your reasons for applying and what leadership skills, experience, and perspectives you would contribute to the course, to: nnProf. Jim Steyer: jim@commonsense.orgnDr. Anna Waring: drannalwaring@yahoo.com
Terms: Spr | Units: 5
Instructors: ; Steyer, J. (PI)

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

African American, Native American, Mexican American, and Asian American racial and ethnic identity development; the influence of social, political and psychological forces in shaping the experience of people of color in the U.S. The importance of race in relationship to social identity variables including gender, class, and occupational, generational, and regional identifications. Bi- and multiracial identity status, and types of white racial consciousness.
Terms: Win | Units: 3-5
Instructors: ; LaFromboise, T. (PI)

CSRE 260: California's Minority-Majority Cities (HISTORY 260, URBANST 169)

Historical development and the social, cultural, and political issues that characterize large cities and suburbs where communities of color make up majority populations. Case studies include cities in Los Angeles, Santa Clara, and Monterey counties. Comparisons to minority-majority cities elsewhere in the U.S. Service Learning Course (certified by Haas Center).
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
Instructors: ; McKibben, C. (PI)

EDUC 183: Practicum in English-Spanish School & Community Interpreting (CHILATST 183X, EDUC 257)

This practicum will assist students in developing a set of skills in English-Spanish interpreting that will prepare them to provide interpretation services in school and community settings. The course will build students' abilities to transfer intended meanings between two or more monolingual individuals of who are physically present in a school or community setting and who must communicate with each other for professional (and personal) purposes.
Terms: Aut | Units: 3-4 | Repeatable 3 times (up to 12 units total)
Instructors: ; Valdes, G. (PI)

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

African American, Native American, Mexican American, and Asian American racial and ethnic identity development; the influence of social, political and psychological forces in shaping the experience of people of color in the U.S. The importance of race in relationship to social identity variables including gender, class, and occupational, generational, and regional identifications. Bi- and multiracial identity status, and types of white racial consciousness.
Terms: Win | Units: 3-5

FEMGEN 5C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, EMED 5C, HISTORY 5C, HUMBIO 178T)

(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution and labor exploitation, 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. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut, Spr | Units: 3 | UG Reqs: WAY-SI

FEMGEN 6W: Service-Learning Workshop on Human Trafficking Part I (HISTORY 6W)

Two-quarter service-learning workshop to accompany course, "Human Trafficking: Historical, Legal, and Medical Perspectives." Considers purpose and practice of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis.
Terms: Aut, Win | Units: 3
Instructors: ; Jolluck, K. (PI)

FEMGEN 105C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, EMED 105C, HISTORY 105C, INTNLREL 105C)

(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution and labor exploitation, 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. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut, Spr | Units: 5 | UG Reqs: WAY-SI

FEMGEN 108: Internship in Feminist Studies

Supervised field, community, or lab experience in law offices, medical research and labs, social service agencies, legislative and other public offices, or local and national organizations that address issues related to gender and/or sexuality. One unit represents approximately three hours work per week. Required paper. May be repeated for credit. Service Learning Course (certified by Haas Center). Feminist, Gender, and Sexuality Majors may not receive 108 credit for their required practicum, as they are to sign up for FEMGEN 104 A & B instead. Prerequisites: Course work in Feminist, Gender, and Sexuality Studies, written proposal and application form submitted for approval by program office, written consent of faculty sponsor. Course may be taken 3 times total, for a max of 15 units.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable 3 times (up to 15 units total)

FEMGEN 138: Violence Against Women: Theory, Issues, and Prevention (FEMGEN 238)

[Technical error is capping enrollment prematurely; come to first day of class] Course offers an interdisciplinary feminist perspective on the causes of gender violence, addresses the multi-leveled approaches to ending gender violence, and explores the relationship between violence against women and other forms of oppression: racism, economic exploitation, heterosexism and social class. Framework examines institutional barriers maintaining gender violence in our culture and considers multi-dimensional solutions. Students from every discipline, women and men, apply theoretical perspectives to professional goals and an optional service-learning project. Service Learning Course (certified by Haas Center)
Terms: Aut | Units: 3-4 | UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI

FEMGEN 157P: Solidarity and Racial Justice (AFRICAAM 157P, AMSTUD 157P, CSRE 157P)

(Co-taught by Dereca Blackmon and Daniel Murray) Is multiracial solidarity necessary to overcome oppression that disproportionately affects people of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. As a community engaged learning course, students will have the option to work with an organization that is explicitly devoted to this kind of multiracial movement-building work around a particular issue. Specific issues are yet to be determined, but may include environmental justice, policing and mass incarceration, and education.
Terms: Spr | Units: 4-5

FEMGEN 238: Violence Against Women: Theory, Issues, and Prevention (FEMGEN 138)

[Technical error is capping enrollment prematurely; come to first day of class] Course offers an interdisciplinary feminist perspective on the causes of gender violence, addresses the multi-leveled approaches to ending gender violence, and explores the relationship between violence against women and other forms of oppression: racism, economic exploitation, heterosexism and social class. Framework examines institutional barriers maintaining gender violence in our culture and considers multi-dimensional solutions. Students from every discipline, women and men, apply theoretical perspectives to professional goals and an optional service-learning project. Service Learning Course (certified by Haas Center)
Terms: Aut | Units: 3-4

HISTORY 5C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, EMED 5C, FEMGEN 5C, HUMBIO 178T)

(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution and labor exploitation, 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. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut, Spr | Units: 3 | UG Reqs: WAY-SI

HISTORY 6W: Service-Learning Workshop on Human Trafficking Part I (FEMGEN 6W)

Two-quarter service-learning workshop to accompany course, "Human Trafficking: Historical, Legal, and Medical Perspectives." Considers purpose and practice of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis.
Terms: Aut, Win | Units: 3
Instructors: ; Jolluck, K. (PI)

HISTORY 7W: Service-Learning Workshop on Human Trafficking Part II (FEMGEN 7W)

Prerequisite: History 6W. Two-quarter service-learning workshop to accompany course, "Human Trafficking: Historical, Legal, and Medical Perspectives." Considers purpose and practice of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C ((FEMGEN 5C/105C, HUMBIO 178T, SOMGEN 205, INTNLREL 105C).
Terms: Spr | Units: 3
Instructors: ; Jolluck, K. (PI)

HISTORY 105C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, EMED 105C, FEMGEN 105C, INTNLREL 105C)

(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution and labor exploitation, 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. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut, Spr | Units: 5 | UG Reqs: WAY-SI

HISTORY 258: Sexual Violence in America (AFRICAAM 192, AMSTUD 258, CSRE 192E, FEMGEN 258, FEMGEN 358, HISTORY 358)

This undergraduate/graduate colloquium explores the history of sexual violence in America, with particular attention to the intersections of gender and race in the construction of rape. We discuss the changing definitions of sexual violence in law and in cultural representations from early settlement through the late-twentieth century, including slavery, wartime and prison rape, the history of lynching and anti-lynching movements, and feminist responses to sexual violence. In addition to introducing students to the literature on sexual violence, the course attempts to teach critical skills in the analysis of secondary and primary historical texts. Students write short weekly reading responses and a final paper; no final exam; fifth unit research or CEL options.nnLimited enrollment, permission of instructor required. Submit application form (available on Coursework) by Dec. 1, 2015 and indicate interest in CEL option. Priority admission to History, FGSS, CSRE, AFRICAAM, and AMSTUD declared majors and minors.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
Instructors: ; Freedman, E. (PI)

HISTORY 260: California's Minority-Majority Cities (CSRE 260, URBANST 169)

Historical development and the social, cultural, and political issues that characterize large cities and suburbs where communities of color make up majority populations. Case studies include cities in Los Angeles, Santa Clara, and Monterey counties. Comparisons to minority-majority cities elsewhere in the U.S. Service Learning Course (certified by Haas Center).
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
Instructors: ; McKibben, C. (PI)

INTNLREL 105C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, EMED 105C, FEMGEN 105C, HISTORY 105C)

(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution and labor exploitation, 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. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut, Spr | Units: 5 | UG Reqs: WAY-SI

INTNLREL 142: Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice (AFRICAST 142, AFRICAST 242)

This seminar is part of a broader program on Social Entrepreneurship at CDDRL in partnership with the Haas Center for Public Service. It will use practice to better inform theory. Working with three visiting social entrepreneurs from developing and developed country contexts students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, gender, democracy, development and justice. It interrogates current definitions of democracy and development and explores how they can become more inclusive of marginalized populations. This is a service 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.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-SI
Instructors: ; Janus, K. (PI)

LINGUIST 65: African American Vernacular English (AFRICAAM 21, CSRE 21)

The English vernacular spoken by African Americans in big city settings, and its relation to Creole English dialects spoken on the S. Carolina Sea Islands (Gullah), in the Caribbean, and in W. Africa. The history of expressive uses of African American English (in soundin' and rappin'), and its educational implications. Service Learning Course (certified by Haas Center).
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP

MED 149: Medical Interpreting at the Cardinal Free Clinics: The Qualified Bilingual Student Program

The quality of health care often depends as much on the interpreter as the provider. This foundation courses prepares bilingual students to work as medical interpreters in hospital and clinic settings. Students learn basic interpreting skills; ethics; communication techniques; medical vocabulary; key healthcare information; communication skills for advocacy; how to draft practical, working solutions, and professional development. By application only; must be an accepted Cardinal Free Clinic (CFC) interpreter volunteer. Applications accepted in Fall for Winter quarter and in Winter for Spring quarter. Students registering for this 2-unit course are required to interpret at the clinic a minimum of 2 weekend sessions; upon completion of this course, students can continue to volunteer at CFC for academic credit.
Terms: Win | Units: 2

MUSIC 146J: Studies in Ethnomusicology: Listening to the Local: Music Ethnography of the Bay Area (CSRE 146J, MUSIC 246J)

An introduction to music ethnography through student research on musical life in the Bay Area. Focus is on the intersections of music, social life, and cultural practice by engaging with people as they perform music and culture in situ. Techniques taught include participant-observation, interviewing and oral history, writing fieldnotes, recording, transcription, analysis, and ethnographic writing. Pre-/corequisite (for music majors): MUSIC 22. (WIM at 4 units only.)
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP
Instructors: ; Schultz, A. (PI)

MUSIC 246J: Studies in Ethnomusicology: Listening to the Local: Music Ethnography of the Bay Area (CSRE 146J, MUSIC 146J)

An introduction to music ethnography through student research on musical life in the Bay Area. Focus is on the intersections of music, social life, and cultural practice by engaging with people as they perform music and culture in situ. Techniques taught include participant-observation, interviewing and oral history, writing fieldnotes, recording, transcription, analysis, and ethnographic writing. Pre-/corequisite (for music majors): MUSIC 22. (WIM at 4 units only.)
Terms: Spr | Units: 3-5
Instructors: ; Schultz, A. (PI)

RELIGST 188A: Issues in Liberation: Central America

Within the context of US intervention in Latin America the course investigates the history of liberation movements in El Salvador and Nicaragua (including liberation theology), as well as ethical questions relating economic, social, and political issues in those countries. This class will likely include immersion travel to El Salvador or Nicaragua over spring break and consequently the size of this course is limited. Students will be given an application by email. All applications will be reviewed to determine final class enrollment.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-EDP, WAY-SI
Instructors: ; Sheehan, T. (PI)

SPANLANG 11SL: Second-Year Spanish: Emphasis on Service Learning, First Quarter

Continuation of SPANLANG 3 or SPANLANG 2A. Identity and community. Sequence integrating community engagement, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and academic contexts. SL content focuses on artistic projects with Spanish-speaking youth organizations in the local community. Requires one evening off campus per week in addition to four hours of regular class time. Projects may vary from quarter to quarter (e.g., mural art, print-making, digital storytelling, etc.) but focus on themes surrounding community and youth identity. Cardinal Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 3 or SPANLANG 2A.
Terms: Spr | Units: 4 | UG Reqs: WAY-EDP
Instructors: ; Del Carpio, C. (PI)

SPANLANG 12C: Second-Year Spanish: Cultural Emphasis, Second Quarter

Continuation of SPANLANG 11C. Sequence integrating culture and language, with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. `C' content focuses on societal and cultural components of the Spanish-speaking world. Prerequisite: Placement Test, SPANLANG 11Ror 11SL
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: Language

SPANLANG 13SL: Second-Year Spanish: Emphasis on Service Learning, Third Quarter

Continuation of SPANLANG 12. Integration of community engagement and language, with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and professional contexts. SL content focuses on immersion in civics-based reciprocity and service learning in the Spanish-speaking local community. Service Learning Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 12C, 12R, 12M or 12S. Fulfills the IR major Language Requirement.
Terms: Aut, Win, Spr | Units: 4-5 | UG Reqs: WAY-EDP
Instructors: ; Brates, V. (PI)

STS 200A: Food and Society: Politics, Culture and Technology

This course will examine how politics, culture, and technology intersect in our food practices. Through a survey of academic, journalistic, and artistic works on food and eating, the course will explore a set of key analytical frameworks and conceptual tools in STS, such as the politics of technology, classification and identity, and nature/culture boundaries. The topics covered include: the industrialization of agriculture; technology and the modes of eating (e.g., the rise of restaurants); food taboos; globalization and local foodways; food and environmentalism; and new technologies in production (e.g., genetically modified food). Through food as a window, the course intends to achieve two broad intellectual goals. First, students will explore various theoretical and methodological approaches in STS. In particular, they will pay particular attention to the ways in which politics, culture, and technology intersect in food practices. Second, student will develop a set of basic skills and tools for their own critical thinking and empirical research, and design and conduct independent research on a topic related to food. First class attendance mandatory. STS majors must have Senior status to enroll in this Senior Capstone course.
Terms: Aut | Units: 5 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Sato, K. (PI); Pope, S. (TA)

URBANST 126: Spirituality and Nonviolent Urban and Social Transformation (CSRE 162A, RELIGST 162X)

A life of engagement in social transformation is often built on a foundation of spiritual and religious commitments. Case studies of nonviolent social change agents including Rosa Parks in the civil rights movement, César Chávez in the labor movement, and WIlliam Sloane Coffin in the peace movement; the religious and spiritual underpinnings of their commitments. Theory and principles of nonviolence. Films and readings. Service learning component includes placements in organizations engaged in social transformation. Service Learning Course (certified by Haas Center).
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, WAY-EDP, WAY-SI
Instructors: ; Karlin-Neumann, P. (PI)
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