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1 - 10 of 32 results for: CSRE

CSRE 2SI: Ancestors & Money: The Reparations Work Required of People with Racial & Class Privilege

We need to talk about our collective histories, which include: European colonial expansion, extractivism, and a supremacist worldview that enables widespread destruction of peoples, lifeways, and ecosystems. This class is responding to a call from the global climate justice movements for people with class and/or racial privilege to understand intergenerational responsibility for the intergenerational trauma, economic injury and ecological devastation of our times. This understanding does not involve disowning those ancestors who may have caused harm, but telling a fuller truth, committing to transform and transmute the trauma, standing in solidarity with those most impacted, and not letting wealth inequality, racial violence, or climate chaos be the final chapter of their story. This participatory, immersive course draws in insights derived from whiteness studies, liberation psychology, solidarity economics, and critical family history, and methodologies drawn from restorative justice, more »
We need to talk about our collective histories, which include: European colonial expansion, extractivism, and a supremacist worldview that enables widespread destruction of peoples, lifeways, and ecosystems. This class is responding to a call from the global climate justice movements for people with class and/or racial privilege to understand intergenerational responsibility for the intergenerational trauma, economic injury and ecological devastation of our times. This understanding does not involve disowning those ancestors who may have caused harm, but telling a fuller truth, committing to transform and transmute the trauma, standing in solidarity with those most impacted, and not letting wealth inequality, racial violence, or climate chaos be the final chapter of their story. This participatory, immersive course draws in insights derived from whiteness studies, liberation psychology, solidarity economics, and critical family history, and methodologies drawn from restorative justice, storytelling, the Work That Reconnects, and social justice philanthropy. The focus is on critically examining the role of the privileged individual to organize in active solidarity with movements for justice working for reparations and systemic change. Any interested student, with any personal or academic background, is welcome. You will be learning from one another, your own families and ancestors, guest facilitators Morgan Curtis and Justine Epstein, and an incredible group of guest speakers, including Black and Indigenous leaders in the movements for reparations, environmental justice, and Landback. Please fill out this Google form to be considered for the cohort: ( https://forms.gle/HQFaRYUVFDCgaCsw5)
Terms: Win | Units: 2

CSRE 21N: How to Make a Racist (AFRICAAM 121N, PSYCH 21N)

How does a child, born without beliefs or expectations about race, grow up to be racist? To address this complicated question, this seminar will introduce you to some of the psychological theories on the development of racial stereotyping, prejudice, and discrimination. Together, these theories highlight how cognitive, social, and motivational factors contribute to racist thinking. We will engage thoughtfully and critically with each topic through reflection and discussion. Occasionally, I will supplement the discussion and class activities with a brief lecture, in order to highlight the central issues, concepts, and relevant findings. We will share our own experiences, perspectives, and insights, and together, we will explore how racist thinking takes root. Come to class with an open mind, a willingness to be vulnerable, and a desire to learn from and with your peers. Students with diverse opinions and perspectives are encouraged to enroll.
Terms: Win | Units: 3 | UG Reqs: WAY-EDP
Instructors: Roberts, S. (PI)

CSRE 30Q: The Big Shift (ANTHRO 31Q)

Is the middle class shrinking? How do people who live at the extremes of American society- the super rich, the working poor and those who live on the margins, imagine and experience "the good life"? How do we understand phenomena such as gang cultures, addiction and the realignment of white consciousness? This class uses the methods and modes of ethnographic study in an examination of American culture. Ethnographic materials range from an examination of the new American wealth boom of the last 20 years (Richistan by Robert Frank) to the extreme and deadlyworld of the invisible underclass of homeless addicts on the streets of San Francisco (Righteous Dopefiend by Phillipe Bourgois and Jeff Schonberg). The experiences of Hispanic immigrants and the struggle to escape gang life in Los Angeles are highlighted in the story of Homeboy Industries a job creation program initiated by a priest working in LA's most deadly neighborhoods (G-Dog and the Homeboys by Celeste Fremon). Finally in Search more »
Is the middle class shrinking? How do people who live at the extremes of American society- the super rich, the working poor and those who live on the margins, imagine and experience "the good life"? How do we understand phenomena such as gang cultures, addiction and the realignment of white consciousness? This class uses the methods and modes of ethnographic study in an examination of American culture. Ethnographic materials range from an examination of the new American wealth boom of the last 20 years (Richistan by Robert Frank) to the extreme and deadlyworld of the invisible underclass of homeless addicts on the streets of San Francisco (Righteous Dopefiend by Phillipe Bourgois and Jeff Schonberg). The experiences of Hispanic immigrants and the struggle to escape gang life in Los Angeles are highlighted in the story of Homeboy Industries a job creation program initiated by a priest working in LA's most deadly neighborhoods (G-Dog and the Homeboys by Celeste Fremon). Finally in Searching for Whitopia: an improbable journeyinto the heart of White America, Rich Benjamin explores the creation on ethnic enclaves (whitopias) as fear over immigration and the shrinking white majority redefine race consciousnessin the 21st century. Each of these narratives provides a window into the various ways in which Americans approach the subjects of wealth and the good life, poverty and the underclass, and theconstruction of class, race, and gender in American society. Students will not be required to have any previous knowledge, just curiosity and an open mind.
Terms: Win | Units: 4 | UG Reqs: GER:DB-SocSci
Instructors: Wilcox, M. (PI)

CSRE 47: Heartfulness: Mindfulness, Compassion, and Responsibility (LIFE 185)

We practice mindfulness as a way of enhancing well-being, interacting compassionately with others, and engaging in socially responsible actions as global citizens. Contemplation is integrated with social justice through embodied practice, experiential learning, and creative expression. Class activities and assignments include journaling, mindfulness practices, and expressive arts. We build a sense of community through appreciative intelligence, connected knowing, deep listening and storytelling.
Terms: Win | Units: 3 | UG Reqs: WAY-EDP

CSRE 50S: Nineteenth Century America (HISTORY 50B)

(Same as HISTORY 150B. HISTORY 50B is 3 units; HISTORY 150B is 5 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI

CSRE 55M: MMUF Seminar

This seminar is designed to help MMUF honor students in the following ways: (1) developing and refining research paper topics, (2) learning about the various approaches to research and writing, and (3) connecting to Stanford University resources such as the library and faculty. May be repeat for credit
Terms: Aut, Win, Spr | Units: 1 | Repeatable 6 times (up to 6 units total)
Instructors: Selznick, L. (PI)

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)

CSRE 101A: Indigeneity and Colonialism (AMSTUD 101A, FEMGEN 101A)

This course charts processes of imperialism, colonization, and displacement. By looking at the history of colonialism with a focus on its impact on communities of color (e.g., slavery and genocide) and the legacy of colonization embedded in current systems of oppression (e.g., borders and dispossession), students will gain an understanding of how these systems work in tandem, how they continue to impact marginalized communities, and how they each can be traced back to issues of racial capitalism. The course concludes with studies in decolonial projects and epistemologies.
Terms: Win | Units: 5

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

CSRE 127B: Leadership, Organizing and Action: Intensive (ETHICSOC 127B, LEAD 127B, URBANST 127B)

Two Consecutive Weekend Course: Community Organizing makes a difference in addressing major public challenges that demand full engagement of the citizenry, especially those whose voices are marginalized. In this course you will learn and practice the leadership skills needed to mobilize your communities for positive social change. We identify leadership as accepting responsibility to enable others to achieve shared purpose in the face of uncertainty. As organizers you will learn how to develop capacity within your community and analyze power dynamics to develop a strategic plan. By the end of this course, you will create an organizing campaign that builds power rooted in the resources of your community. The class will be an intensive held the first two weekends of winter quarter, Jan 12-14 and Jan 19-21, 2024. Class begins on Friday in the afternoon and runs through early Sunday evening. There will also be one follow-up, all class session Week 9 of the quarter, tentatively scheduled for Thursday, March 7, from 4-5:50 PM
Terms: Win | Units: 3
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