printer friendly pageCSRE 18: Antiracism and Health Equity: A project-based community service course
This class will examine the structural racialized bias in medicine, biomedical research and health care delivery by using short form media to address the dismantling of systemic racist practices. In understanding that inequity is a feature and not a flaw of health status and health care delivery in the United States, students will design and deliver creative, serviceable solutions for community partner-generated problems/issues. This course is designed for human biology students but, all majors are welcome. "Cardinal Course certified by the Haas Center
Last offered: Spring 2022
CSRE 21: African American Vernacular English (AFRICAAM 21, LINGUIST 65, LINGUIST 265)
Vocabulary, pronunciation and grammatical features of the systematic and vibrant vernacular English [AAVE] spoken by African Americans in the US, its historical relation to British dialects, and to English creoles spoken on the S. Carolina Sea Islands (Gullah), in the Caribbean, and in W. Africa. The course will also explore the role of AAVE in the Living Arts of African Americans, as exemplified by writers, preachers, comedians and actors, singers, toasters and rappers, and its connections with challenges that AAVE speakers face in the classroom and courtroom. Service Learning Course (certified by Haas Center). UNITS: 3-5 units. Most students should register for 4 units. Students willing and able to tutor an AAVE speaking child in East Palo Alto and write an additional paper about the experience may register for 5 units, but should consult the instructor first. Students who, for exceptional reasons, need a reduced course load, may request a reduction to 3 units, but more of their course grade will come from exams, and they will be excluded from group participation in the popular AAVE Happenin at the end of the course.
Last offered: Spring 2019
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP
CSRE 95: Liberation Through Land: Organic Gardening and Racial Justice (AFRICAAM 95, EARTHSYS 95)
Through field trips, practical work and readings, this course provides students with the tools to begin cultivating a relationship to land that focuses on direct engagement with sustainable gardening, from seed to harvest. The course will take place on the O'Donohue Family Stanford Educational Farm, where students will be given the opportunity to learn how to sow seeds, prepare garden beds, amend soils, build compost, and take care of plants. The history of forced farm labor in the U.S., from slavery to low-wage migrant labor, means that many people of color encounter agricultural spaces as sites of trauma and oppression. In this course we will explore the potential for revisiting a narrative of peaceful relation to land and crop that existed long before the trauma occurred, acknowledging the beautiful history of POC coexistence with land. Since this is a practical course, there will be a strong emphasis on participation. Application available at
https://goo.gl/forms/cbYX3gSGdrHgHBJH3; deadline to apply is September 18, 2018, at midnight. The course is co-sponsored by the Institute for Diversity in the Arts (IDA) and the Earth Systems Program.
Last offered: Autumn 2018
CSRE 100: Introduction to Comparative Studies in Race and Ethnicity (EDUC 166C, ENGLISH 172D, PSYCH 155, SOC 146, 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:
Burgos, X. (PI)
;
Carpenter, C. (PI)
;
Morales, D. (PI)
...
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Instructors:
Burgos, X. (PI)
;
Carpenter, C. (PI)
;
Morales, D. (PI)
;
Rosa, J. (PI)
;
ward, O. (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. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
Instructors:
Levine, S. (PI)
;
Phalen, L. (TA)
CSRE 112X: Urban Education (AFRICAAM 112, EDUC 112, EDUC 212, SOC 129X, SOC 229X, URBANST 115)
(Graduate students register for
EDUC 212 or
SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP
Instructors:
Velazquez, M. (PI)
;
pearman, f. (PI)
CSRE 125E: Shades of Green: Exploring and Expanding Environmental Justice in Practice (EARTHSYS 125, EARTHSYS 225, URBANST 125)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 5th at midnight. Application available at
https://forms.gle/2kRJFRyfwopWcBeT9
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-EDP
CSRE 141: Gentrification (URBANST 141)
Neighborhoods in the Bay Area and around the world are undergoing a transformation known as gentrification. Middle- and upper-income people are moving into what were once low-income areas, and housing costs are on the rise. Tensions between newcomers and old timers, who are often separated by race, ethnicity, or sexual orientation, can erupt; high rents may force long-time residents to leave. In this class we will move beyond simplistic media depictions to explore the complex history, nature, causes and consequences of this process. Students will learn through readings, films, class discussions, and engagement with a local community organization. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI, WAY-EDP
Instructors:
Kahan, M. (PI)
CSRE 142C: Challenging the Status Quo: Social Entrepreneurs, Democracy, Development and Environmental Justice (AFRICAST 142, AFRICAST 242, EARTHSYS 135, INTNLREL 142, URBANST 135)
This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrep
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This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, systemic inequities, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling, and policy advocacy with the Distinguished Visitors providing practical examples from their work on how this theory plays out in practice. This is a community-engaged 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. Graduate and undergraduate students may enroll.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
Instructors:
Janus, K. (PI)
CSRE 146B: Community Engaged Research - Principles, Ethics, and Design (CSRE 346B, URBANST 123B)
This course is designed to support students planning to participate in community engaged research experiences during the summer 2023 term. Course materials and discussions will promote deep engagement with, and reflection on, the principles, practices, and ethics of community engaged research as a unique orientation to scholarly inquiry and social action that centers the interests and assets of the communities with whom researchers partner. On a practical level, the course will help students develop or clarify a collaborative research design process and build professional and project-specific skills in consultation with their mentors and community collaborators. This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students. We particularly encourage the involvement of students who will be participating in partnership-based research activities over the summer.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
Instructors:
Hurd, C. (PI)
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