2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
Browse
by subject...
    Schedule
view...
 
  Are you a Computer Science Student? Want to make Stanford's systems even better?
Do you want to help improve the Stanford systems that you and your friends use all the time? We are looking for students interested in hacking on ExploreCourses and other upcoming university systems. Click here to learn more!

1 - 7 of 7 results for: CHILATST

CHILATST 180E: Introduction to Chicanx/Latinx Studies (CSRE 180E)

This course draws on intersectional and interdisciplinary approaches to introduce students to the range of issues, experiences, and methodologies that form the foundation of Latina/o/x studies. By considering the relationship between the creation of ¿Latinx¿ and ¿American¿ identities, students will critically reconsider the borders that constitute the U.S. as a political and cultural formation. The course balances depth and breadth in its study of the variety of perspectives and experiences that come to be associated with U.S. Latinxs. Thus, we will analyze the histories of predominant U.S. Latinx sub-groups, such as Mexicans/Chicanxs and Puerto Ricans, while also incorporating considerations of the ways in which broader populations with ties to Central America, South America, and the Caribbean play crucial roles in constituting U.S. Latinx identities. Topics include the U.S./Mexico border and the borderlands; (im)migration and diaspora; literary and cultural traditions; music and expressive practices; labor and structural inequality; social movements; Latinx urbanism; gender and sexuality; political and economic shifts; and inter- and intra-group relations. Sources include a range of social science and humanities scholarship.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter or Credit/No Credit

CHILATST 193B: Peer Counseling in the Chicano/Latino Community (EDUC 193B)

Topics: verbal and non-verbal attending and communication skills, open and closed questions, working with feelings, summarization, and integration. Salient counseling issues including Spanish-English code switching in communication, the role of ethnic identity in self-understanding, the relationship of culture to personal development, and Chicana/o student experience in University settings. Individual training, group exercises, role play, and videotape practice.
Terms: Spr | Units: 1 | Grading: Satisfactory/No Credit
Instructors: Martinez, 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

CHILATST 201B: Making Meaning: Art, Culture & Social Change (CSRE 201B)

Are you an artist seeking a greater purpose for you art? Would you like to gain a sense of history and best practices for engaging your community in creative work? nnPractice of and an awareness of the concerns relevant to public art did not begin with Serra's Tilted Arc in 1980s. In contrast to the concerns of public art projects in the western practice of public art as extensions of the museum, this course explores the creative expression that emanates from community and cultural tradition. In communities around the world publicly engaged art making has flourished through creative tradition and collective engagements in social life. These traditions fostered creative works as collective practice, democratic participation, and interventionist impulses. From Agosto Boals's Theater of the Oppressed, to El Teatro Campesino's Farmworker actos¿to the Free Southern Theater¿¿ from the Fandango's of southern Veracruz, to muralism of Los Tres Grandes, and the SNCC Freedom Singers, this course links the history of community cultural expression of peoples around the globe as a means to expand contemporary concerns of public and socially engaged art beyond a strictly postmodern art context.
Terms: Spr | Units: 3 | Grading: Letter (ABCD/NP)

CHILATST 272B: Teaching Mexican American History in High School, Part II (CSRE 272B, HISTORY 272F)

Prerequisite: HISTORY 272D. This course is the second part of a continuing course about teaching Mexican American history in high school. In addition to continuing the mentoring work with students at Luis Valdez Leadership Academy, the spring quarter course will focus on the conceptualization, design, and development of a website that will provide resources for U.S. history teachers who seek information about Mexican American history. Students will identify primary sources, bibliographies, lesson plans, and other materials for use by high school teachers.
Terms: Spr | Units: 5 | Grading: Letter (ABCD/NP)
Filter Results:
term offered
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints