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This course is a Freshman Introductory Seminar that has as its purpose introducing students to the sociolinguistic study of bilingualism by focusing on bilingual communities in this country and on bilingual individuals who use two languages in their everyday lives. Much attention is given to the history, significance, and consequences of language contact in the United States. The course focuses on the experiences of long-term US minority populations as well as that of recent immigrants.

This course consists of film screenings, dialogues, and performances that examine and engage Hip Hop Cultures and artists from around the world. We will explore diverse scenes and artists, from the formation of new musical genres such as hiplife in Ghana, to the impact of the first Hip Hop concert in Morocco, to comparative investigations of race and citizenship in Japan, Cuba, Palestine, France, and the United States (including Black, Mexican and Arab-Americans).

Theory and research on African Americans' roles in post-Civil Rights, US social movements. Topics include women¿s right, LGBT rights, environmental movement, and contemporary political conservativism.

This seminar examines how our cultural ideas and practices shape our conceptions,nnperceptions, experiences, and treatment of emotional wellness and distress. We will read and discuss empirical research and case studies from psychology, anthropology, sociology, and medicine. Course requirements include weekly reading and thought papers, weekly discussion, and a final research project and presentation.

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.

During the twentieth century, peasants and menial laborers who comprised the majority of humanity launched liberation movements to secure citizenship rights. Mohandas K. Gandhi, Martin Luther King, Jr., and Nelson Mandela are among the leaders whose ideas continue to influence contemporary movements for global peace with social justice in a sustainable environment.

Explore problems of race and ethnicity as viable criteria in studying ancient societies and consider the question, What is the Mediterranean?, in relation to premodern evidence. Investigate the role of blackness as a marker of ethnicity; the demography of slavery and its roles in forming social identities; and environmental determinism as a factor in ethnic and racial thinking. Consider Greek and Roman perspectives and behavior, and their impact on later theories of race and ethnicity as well as the Mediterranean as a whole.

Cases, legislation, comparative justice models, and historical and cultural material. The interlocking relationships of tribal, federal, and state governments. Emphasis is on economic development, religious freedom, and environmental justice issues in Indian country.

Interrogate marginalized and dominant conceptions of land, nature, wilderness, and environment in U.S. American society, through the lens of race and ethnicity. Explore historical/current events and social policies shaping and revealing the way varied U.S. racial and ethnic groups conceive of the environment and their relationship to it. Understand how marginalizing some of these perspectives and peoples contributes to disparities in access to healthy environments and why this matters. Theorize about how best to achieve environmental justice and sustainability considering these diverse perspectives and experiences. Interdisciplinary. Weekly lecture series, with weekly discussion sections that incorporate experiential learning. Lecturers include experts in race and environmental studies from Stanford and across the country.nnnStudents can sign up for the weekly public lecture series (1 hr 15 min lectures, 1 unit, Credit/No Credit) or for the public lecture series and accompanying weekly seminar course (1 hr 30 min seminars in addition to the lectures, 3 units, Letter Grade).There will be no cap on enrollment in the public lecture series. Enrollment in the seminar course will be limited to 35 students, who will be divided into two sections of 17 or 18 students each. Priority will be given to juniors and seniors. All students interested in taking the seminar should enroll for 3 units and submit a one paragraph statement to Dr. Courtney Bonam (cbonam@stanford.edu) explaining why they would like to take this course. Statements are due by midnight on Friday January 7th, but students are encouraged to submit their statements as soon as possible. Students will be notified of their acceptance into the course the second week of classes. Please contact Dr. Bonam with questions.nnnPLEASE NOTE: Wed-Lecture is actually 12-1:15 p.m.