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1 - 8 of 8 results for: CHILATST ; Currently searching autumn courses. You can expand your search to include all quarters

CHILATST 1SI: English Language Learner Tutoring and Curriculum Development

The principal purpose of this course is to support Habla tutors in developing lesson plans and strategies to implement during their tutoring sessions with English language learners. The course equips students with a foundational understanding of English as a second language, practical experience with developing educational materials for language learning, and a collaborative space to reflect on the tutoring experience.
Terms: Aut | Units: 1 | Grading: Satisfactory/No Credit
Instructors: Valdes, G. (PI)

CHILATST 125S: Chicano/Latino Politics (POLISCI 125S)

The political position of Latinos and Latinas in the U.S.. Focus is on Mexican Americans, with attention to Cuban Americans, Puerto Ricans, and other groups. The history of each group in the American polity; their political circumstances with respect to the electoral process, the policy process, and government; the extent to which the demographic category Latino is meaningful; and group identity and solidarity among Americans of Latin American ancestry. Topics include immigration, education, affirmative action, language policy, and environmental justice.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit

CHILATST 131: Raza Youth in Urban Schools: Mis-educating Chicana/o/x and Latina/o/x Communities

This course focuses on the experiences of Chicana/o/x and Latina/o/x youth in U.S. public schools. We will connect historical patterns with contemporary issues in some of this nation¿s largest urban school districts. By examining discourses, ideologies, policies, legislation, curricular content, and patterns of classroom interaction, we will uncover the ways in which urban schools both reflect and reproduce structural inequalities that marginalize Chicana/o/x and Latina/o/x youth. As we consider the origins and persistence of educational inequalities in relation to longstanding forms of violence, domination, and subordination, we will also highlight histories of activism and resistance, including organized struggles for educational justice in Chicana/o/x and Latina/o/x communities. Issues to be addressed include school (de)segregation, standardized testing, educational tracking, unequal opportunities to learn, deficit perspectives, bilingualism and bilingual education, immigration and undocumented students, ethnic studies curricula, and culturally relevant/responsive/sustaining approaches to pedagogy. This course will invite students to visit and observe in urban school settings, interview key stakeholders (students, parents, teachers, and/or policy makers), and reflect on their own K-12 schooling experiences in relation to course themes.
Terms: Aut | Units: 5 | Grading: Letter or Credit/No Credit
Instructors: Martinez, R. (PI)

CHILATST 140: Migration in 21st Century Latin American Film (ILAC 140)

Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an evergrowing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: El niño pez, Bolivia, Ulises, Faustino Mayta visita a su prima, Copacabana, Chico y Rita, Sin nombre, Los que se quedan, Amador, and En la puta calle. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

CHILATST 177A: Well-Being in Immigrant Children & Youth: A Service Learning Course (CSRE 177E, EDUC 177A, HUMBIO 29A)

This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course.
Terms: Aut | Units: 4 | Grading: Letter or Credit/No Credit
Instructors: Padilla, A. (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 gain approval for an internship that addresses race/ethnicity, public service, and social justice. Students will read a selection of short readings relevant to their placement, write bi-weekly reflections, and meet bi-weekly with the Director of Community Engaged Learning. Units are determined by the number of hours per week at the internship (2 hours/week = 1 unit; 5 hours/week = 2 units; 8 hours/week = 3 units; etc.) Group meetings may be required. May be repeated for credit.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit | Grading: Satisfactory/No Credit

CHILATST 200R: Directed Research

Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit | Grading: Letter or Credit/No Credit

CHILATST 200W: Directed Reading

(Staff)
Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Saldivar, J. (PI)
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