printer friendly pageCSRE 200: Latin@ Literature (CHILATST 200, ILAC 280, ILAC 382)
Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
Instructors:
Yarbro-Bejarano, Y. (PI)
CSRE 246: Constructing Race and Religion in America (HISTORY 256G, HISTORY 356G, RELIGST 246, RELIGST 346)
This seminar focuses on the interrelationships between social constructions of race, and social interpretations of religion in America. How have assumptions about race shaped religious worldviews? How have religious beliefs shaped racial attitudes? How have ideas about religion and race contributed to notions of what it means to be "American"? We will look at primary and secondary sources, and at the historical development of ideas and practices over time.
| UG Reqs: GER:DB-Hum
CSRE 142A: What is Hemispheric Studies?
Will attempt to open up "America," beyond the United States. Have we reached the end of an era in our national literary imaginations? What is the utility and durability of the idea of the nation in a global era? New developments in hemispheric, Black Atlantic, and trans-american studies have raised questions about the very viability of US literary studies. Should we, as Franco Moretti suggests, map, count, and graph the relationships in our close (rhetorical) and "distant" readings of texts in the Americas? Topics include the definitions of concepts such as coloniality, modernity, time and the colonial difference, the encounters between world views of Europeans and indigenous Native American peoples, and the inventions of America, Latinamericanism, and Americanity.
| UG Reqs: GER:DB-Hum
DANCE 160: Rethinking the Ballerina (TAPS 160, TAPS 260)
The ballerina occupies a unique place in popular imagination as an object of over-determined femininity as well as an emblem of extreme physical accomplishment for the female dancer. This seminar is designed as an investigation into histories of the ballerina as an iconographic symbol and cultural reference point for challenges to political and gender ideals. Through readings, videos, discussions and viewings of live performances this class investigates pivotal works, artists and eras in the global histories of ballet from its origins as a symbol of patronage and power in the 15th century through to its radical experiments as a site of cultural obedience and disobedience in the 20th and 21st centuries.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP
Instructors:
Ross, J. (PI)
;
Chakrabarti, S. (TA)
DANCE 197: Dance in Prison: The Arts, Juvenile Justice, and Rehabilitation in America (TAPS 197)
Participatory seminar. The nexus of art, community, and social action, using dance to study how the performing arts affect self-construction, perception and experiences of embodiment, and social control for incarcerated teenagers in Santa Clara Juvenile Hall. Service Learning Course (certified by Haas Center).
Terms: Spr
| Units: 4
| UG Reqs: GER:EC-AmerCul, GER:DB-Hum, WAY-EDP
Instructors:
Ross, J. (PI)
;
Fairfield, J. (TA)
ENGLISH 23: American Literature and Culture to 1855 (AMSTUD 150, ENGLISH 123)
(English majors and others taking 5 units, register for
ENGLISH 123 or
AMSTUD 150). A survey of early American writings, including sermons, poetry, captivity and slave narratives, essays, autobiography, and fiction, from the colonial era to the eve of the Civil War.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
Instructors:
Fernandez, I. (PI)
;
Richardson, J. (PI)
ENGLISH 42D: Talking Back: Intertextuality in Contemporary Fiction (ENGLISH 142D)
(English majors and others taking 5 units, register for 142D.) Why do so many contemporary writers create fictions that contend with the past by rewriting, revising, or otherwise 'talking back' to their literary forebears? Is everything intertextual or are post-WW II experiments in intertextuality characteristic of historical, cultural, and geopolitical changes particular to the twentieth century? How does intertextuality inform narrative voice, constructions of authorship, character portrayal, political and aesthetic interpretation, and contemporary claims to - or critiques of - fame and canonization? Students will be encouraged to make comparative connections with the contemporary media scene, while comparing EM Forster and Zadie Smith; Virginia Woolf and Michael Cunningham; George Orwell and Margaret Atwood; Charotte Bronte and Jean Rhys; Oscar Wilde and Tom Stoppard.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II
Instructors:
Staveley, A. (PI)
ENGLISH 44B: Contemporary British Fiction (ENGLISH 144B)
(English majors and others taking 5 units should register for 144B). How do contemporary British novelists represent the dramatic changes in culture, class, landscape, economy, gender, race, and national identity that followed the allied victory in the Second World War (1939-1945) when Britain is said to have `won the war but lost the empire'? Focusing on writers born in the aftermath of the war, and the successive generation, this course asks what political, cultural, and literary concerns shape historical consciousness in novels by Zadie Smith, Ian McEwan, Kazuo Ishiguro, Jeanette Winterson, Hanif Kureishi, Julian Barnes Flaubert's, and Ali Smith.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
Instructors:
Staveley, A. (PI)
ENGLISH 47N: Sports and Culture
Stanford has the most successful student-athlete program in the country (maybe ever) and athletics are an enormously important aspect of Stanford¿s student culture. This course looks in depth at sports in American culture. Through film, essays, fiction, poetry and other media, we will explore an array of topics including representations of the athlete, violence, beauty, the mass media, ethics, college sports, race and gender.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, GER:DB-Hum
Instructors:
Vermeule, B. (PI)
ENGLISH 51N: The Sisters: Poetry & Painting (ARTHIST 160N)
Poetry and painting have often been called the "sister arts". Why? Sometimes a poem or a painting stands out to us, asking that we stay with it, that we remember it, although we cannot exactly say why. Poems have a way of making pictures in the mind, and paintings turn "rhymes" amid the people, places, and things they portray. Each is a concentrated world, inviting an exhilarating closeness of response: why does this line come first? Why does the artist include that detail? Who knows but that as we write and talk about these poems and pictures we will be doing what John Keats said a painter does: that is, arriving at a "trembling delicate and snail-horn perception of Beauty." Each week explore the kinship between a different pair of painter and poet and also focuses on a particular problem or method of interpretation. Some of the artist/poet combinations we will consider: Shakespeare and Caravaggio; Jorie Graham and (the photographer) Henri Cartier-Bresson; Alexander Pope and Thomas Gainsborough; William Wordsworth and Caspar David Friedrich; Christina Rossetti and Mary Cassatt; Walt Whitman and Thomas Eakins; Thomas Hardy and Edward Hopper.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
Instructors:
Jenkins, N. (PI)
;
Nemerov, A. (PI)
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