printer friendly pageEARTHSYS 123: Asian Americans and Environmental Justice (ASNAMST 123)
One central tenet of the environmental justice movement is centering the leadership of frontline communities. Unfortunately, the struggles of Asian Americans on the frontlines of corporate environmental pollution and extraction are less visible and less well-known. In this course, we will explore the Asian American voices that have contributed to the development of the environmental justice movement and the leadership that is shaping the future of this movement.nThis course is designed to provide students with education about the history of the environmental justice movement, the future being envisioned, and the strategies that are needed to get to the vision. It will draw on lectures, readings, guest presentations, case studies, and the instructor's more than 15 years of experience with organizing and social justice campaigns. Students will learn about the principles guiding the environmental justice movement; the vision and framework of how we achieve a just transition to a regenerative economy; the process of organizing and campaign work to advance a community agenda; and skills in collecting, analyzing, and communicating information.
Terms: Spr
| Units: 3-5
Instructors:
Huang, V. (PI)
EDUC 177A: Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177A, CSRE 177E, HUMBIO 29A)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course.
Terms: Aut, Win
| Units: 3
Instructors:
Padilla, A. (PI)
EDUC 245: Understanding Racial and Ethnic Identity Development (AFRICAAM 245, CSRE 245)
This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials.
Terms: Spr
| Units: 3-5
Instructors:
LaFromboise, T. (PI)
;
Hussain, S. (TA)
ENGLISH 172D: Introduction to Comparative Studies in Race and Ethnicity (COMPLIT 195, CSRE 196C, PSYCH 155, SOC 146, TAPS 165)
How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
Instructors:
Garcia, C. (PI)
;
Jimenez, T. (PI)
;
Palumbo-Liu, D. (PI)
...
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Instructors:
Garcia, C. (PI)
;
Jimenez, T. (PI)
;
Palumbo-Liu, D. (PI)
;
Garcia, C. (TA)
;
Guluma, B. (TA)
;
Rodriguez, V. (TA)
FEMGEN 5C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, EMED 5C, HISTORY 5C, HUMBIO 178T)
(Same as
History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
FEMGEN 6W: Service-Learning Workshop on Human Trafficking (HISTORY 6W)
Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken
History 5C/105C (
FemGen 5C/105C,
HumBio 178H, IR 105C,
CSRE 5C/105C). (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
Instructors:
Jolluck, K. (PI)
FEMGEN 7W: Service-Learning Workshop on Human Trafficking Part II (HISTORY 7W)
Prerequisite:
HISTORY6W (
FEMGEN 6W). Continuation of
HISTORY 6W (
FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 3
Instructors:
Jolluck, K. (PI)
FEMGEN 105C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, EMED 105C, HISTORY 105C, INTNLREL 105C)
(Same as
HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
FEMGEN 108: Internship in Feminist Studies
Supervised field, community, or lab experience in law offices, medical research and labs, social service agencies, legislative and other public offices, or local and national organizations that address issues related to gender and/or sexuality. One unit represents approximately three hours work per week. Required paper. May be repeated for credit. Service Learning Course (certified by Haas Center). Feminist, Gender, and Sexuality Majors may not receive 108 credit for their required practicum, as they are to sign up for FEMGEN 104 A & B instead. Prerequisites: Course work in Feminist, Gender, and Sexuality Studies, written proposal and application form submitted for approval by program office, written consent of faculty sponsor. Course may be taken 3 times total, for a max of 15 units.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
Instructors:
Baran, N. (PI)
;
Davies, A. (PI)
;
Freedman, E. (PI)
...
more instructors for FEMGEN 108 »
Instructors:
Baran, N. (PI)
;
Davies, A. (PI)
;
Freedman, E. (PI)
;
Hadlock, H. (PI)
;
Hanlon, P. (PI)
;
Harrison, L. (PI)
;
Karlin-Neumann, P. (PI)
;
Lunsford, A. (PI)
;
Miner, V. (PI)
;
Moraga, C. (PI)
;
Murray, A. (PI)
;
Myers, K. (PI)
;
Rivers, D. (PI)
;
Robinson, P. (PI)
;
Stefanick, M. (PI)
;
Tallent, E. (PI)
;
Wotipka, C. (PI)
FEMGEN 138: Men's Violence Against Women in Literature: A Critical and Social Analysis (FEMGEN 238)
Literature, as a social and cultural product of its time, can inform and deepen our understanding of oppression. Using literature as a vehicle, this course will explore the impact of and responses to men's violence against women. Students will critically assess how the author has portrayed the topic of sexual assault and relationship abuse, how the characters and/or author exhibits victim blaming, and, if the characters were living today, would current policies adequately hold the perpetrator responsible, provide safety and justice for the survivor, and challenge rape culture. In dialogue with theoretical texts, we will analyze the literary representations of patriarchy that inform societal acceptance of gender-based violence, identify the historical prevalence of victim blaming and impunity in these works, and assess the implications on policy making at the individual, community and political level. Students will critically examine literature including Shakespeare's Taming of the Shrew, Thomas Hardy's Tess of the D'Ubervilles, Zora Neale Hurston's Their Eyes Were Watching God, Louise Erdrich's The Round House and Joyce Carol Oates' We Were the Mulvaneys.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI
Instructors:
Baran, N. (PI)
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