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91 - 100 of 110 results for: CARDCOURSES::identity

PWR 91HK: Farmer, Scientist, Activist, Chef: Communicating for Food Security and Food Justice

How can you contribute to efforts to foster a healthy and equitable food system? In this project-based course, you will be matched with a Bay Area community partner working on sustainability or food justice. You will develop public-facing communications to support their mission. Multiple genres are possible: you might create a podcast, a policy brief, video explainer, or a social media campaign. During this process, you will develop a range of writing and oral communication skills. You will practice project management, collaborative group work, and expressing yourself through new genres. Cardinal Course certified by the Haas Center. For a full course description visit https://pwrcourses.stanford.edu/advancedpwr/pwr91hk This course does not fulfill the Write 1 or the Write 2 writing requirement.
Terms: Spr | Units: 3 | UG Reqs: WAY-SI
Instructors: Kantor, H. (PI)

PWR 194AJB: Race, Ethnicity, and Language: Black Digital Cultures from BlackPlanet to AI (AFRICAAM 389C, CSRE 385, EDUC 389C)

This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win | Units: 3-4 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: Banks, A. (PI)

SOC 146: Introduction to Comparative Studies in Race and Ethnicity (CSRE 100, EDUC 166C, ENGLISH 172D, PSYCH 155, TAPS 165)

Race and ethnicity are often taken for granted as naturally occurring, self-evident phenomena that must be navigated or overcome to understand and eradicate the (re)production of societal hierarchies across historical, geopolitical, and institutional contexts. In contrast, this transdisciplinary course seeks to track and trouble the historical and contemporary creation, dissolution, experiences, and stakes of various ethnoracial borders. Key topics include: empire, colonialism, capital/ism, im/migration, diaspora, ideology, identity, subjectivity, scientism, intersectionality, solidarity, resistance, reproduction, and transformation. Cardinal Course certified by the Haas Center for Public Service . (Formerly CSRE 196C)
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI | Repeatable 2 times (up to 10 units total)
Instructors: Rosa, J. (PI)

SOC 169B: Race and Ethnicity in Urban California: Research Seminar (AMSTUD 169B, CSRE 260B, URBANST 169B)

This course is part of an ongoing research project that examines the consequences of social, demographic, economic, and political changes in ethnic and race relations in in urban California. Students taking this course will construct will investigate a particular issue, place, policy, or event of special interest and write a 15-20-page paper. Through individualized research projects, our aim is to understand how and why policies and practices developed that isolated and marginalized communities of color leading to environmental racism, housing inequality, public health crises, socioeconomic (im)mobility, over-policing, and underserving, and (un)fair representation in city politics and governments. We will also focus on solutions. We look at the creative, challenging, and diverse ways grassroots organizers, academics, and governments at every level can work in partnership to reshape policy and rectify injustice in a variety of urban and suburban environments in California. Each paper sh more »
This course is part of an ongoing research project that examines the consequences of social, demographic, economic, and political changes in ethnic and race relations in in urban California. Students taking this course will construct will investigate a particular issue, place, policy, or event of special interest and write a 15-20-page paper. Through individualized research projects, our aim is to understand how and why policies and practices developed that isolated and marginalized communities of color leading to environmental racism, housing inequality, public health crises, socioeconomic (im)mobility, over-policing, and underserving, and (un)fair representation in city politics and governments. We will also focus on solutions. We look at the creative, challenging, and diverse ways grassroots organizers, academics, and governments at every level can work in partnership to reshape policy and rectify injustice in a variety of urban and suburban environments in California. Each paper should conclude with ideas about how to make constructive change. This course has been designated as a Cardinal Course by the Haas Center for Public Service. Cardinal Courses apply classroom knowledge to pressing social and environmental problems through reciprocal community partnerships. The units received through this course can be used towards the 12-unit requirement for the Cardinal Service transcript notation.
Last offered: Winter 2022 | UG Reqs: WAY-EDP, WAY-SI

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

Continuation of SPANLANG 3 or SPANLANG 2A. Identity and community. Sequence integrating community engaged learning, 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 community projects with Spanish-speaking youth or adult organizations in the local community. May require 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 identity. Cardinal Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 3 or SPANLANG 2A.
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: WAY-EDP
Instructors: Miano, A. (PI)

SPANLANG 12SL: Second-Year Spanish: Emphasis on Service Learning, Second Quarter

Continuation of SPANLANG 11. Identity and community. Sequence integrating community engaged learning, 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. May require additional hours off campus immediately before and after class, in addition to regular class time. Projects may vary from quarter to quarter (e.g., drama and video production, environmental projects, poetry, etc.) but focus on themes surrounding community and youth identity. Cardinal Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 11C, 11R, 11SL, or 21B.
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: WAY-EDP

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

Continuation of SPANLANG 12. Immigration & Citizenship. Sequence integrating community engaged learning, 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 professional contexts. SL content focuses on immersion in civics-based service learning in the Spanish-speaking local community. Requires two hours weekly off campus in addition to three hours of regular class time. Service Learning Course (Cardinal Course certified by Haas Center). Prerequisite: Placement Test, SPANLANG 12C, 12R, 12SL,12M or 12S. You will be required to have a tuberculosis test and a background check. Once enrolled you will be sent a 3 min preparation form. Please see Spanlang website for more information on the course Fulfills the IR major language requirement.
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: WAY-EDP
Instructors: Brates, V. (PI)

SPANLANG 108SL: Advanced Spanish Service-Learning: Migration, Asylum & Human Rights at the Border

Students develop advanced Spanish language proficiency through examination of issues surrounding current immigration and refugee crises. There will be class discussions of Central American contexts, international treaties, human rights, and U.S. immigration law. Class will include expert commentary from legal and mental health professionals, human rights specialists, migrants, and refugees. Legal, medical, and psychological implications of migration will be examined. Students should enroll in the companion course HUMRTS 108 to receive units for volunteer hours performed throughout the quarter, concurrent with class meetings and assignments. Service-learning opportunities will entail working directly with Spanish-speaking immigrant and asylum seekers in detention in the U.S. Due to COVID-19, all service-learning hours will be performed remotely. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher. SPANLANG 108SL is a requirement for HUMRTS 108.
Terms: Aut | Units: 3 | UG Reqs: WAY-ER, WAY-SI
Instructors: Brates, V. (PI)

SPANLANG 110SL: Advanced Spanish Service-Learning: Campus Workers' Health and Empowerment Outreach

Students will develop advanced Spanish language proficiency through the examination of various topics, including women's health, parent child relationships, mental health, and more. The class will include expert commentary from doctors, mental health professionals, human rights specialists, migrants, and campus workers. Medical, psychological, and social implications of migration will be examined. To fulfill service-learning requirements, and earn units for volunteer hours outside class time, students will enroll concurrently in the companion course HUMRTS 110. Service-learning opportunities will involve direct engagement with Spanish-speaking campus workers, focusing on basic topics related to women's health, healthy family relations, and self-care. Additionally, students may collaborate with the teaching team to coordinate with Stanford's maintenance & janitorial services, UG2, to negotiate schedules and develop partnerships. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher.
Terms: Spr | Units: 3
Instructors: Brates, V. (PI)

SPANLANG 199SL: Directed Service Learning

Students collaborate with native Spanish-speaking workers on a mutually agreed project of benefit to the workers. Past projects have included: digital storytelling¿creating podcasts using testimonials, advice, or remembrances that workers wish to share¿and Spanish-English language exchanges. Cardinal Course (certified by Haas Center). Prerequisite: Completion of SPANLANG 13C, SPANLANG 13R, SPANLANG 13SL, or SPANLANG 23B and concurrent enrollment in SPANLANG 100, SPANLANG 101, SPANLANG 102, SPANLANG 103, or SPANLANG 108SL.
Terms: Spr | Units: 1-2 | Repeatable for credit
Instructors: Miano, A. (PI)
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