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21 - 30 of 83 results for: CARDCOURSES::identity

CSRE 64: Racial and Ethnic Diversity in Modern America (HISTORY 64)

How ethnicity influenced the American experience and how prevailing attitudes about racial and ethnic groups over time have affected the historical and contemporary reality of the nation's major minority populations. Focus is on the past two centuries.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

CSRE 95: Liberation Through Land: Organic Gardening and Racial Justice (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://docs.google.com/forms/d/e/1FAIpQLScdKKp7mtTNzS0-qc-La97LPj9w8SsWNZ5xrAYVjiKTR86F6Q/viewform?usp=sf_link; deadline to apply is September 19, 2017, at midnight. The course is co-sponsored by the Institute for Diversity in the Arts (IDA) and the Earth Systems Program.
Terms: Aut | Units: 2 | Grading: Satisfactory/No Credit

CSRE 99: Housing Justice Research Lab (URBANST 187)

In this course, students will contribute to ongoing community-based research projects focused on housing justice in the Bay Area. Students will work directly with local community organizations working in advocacy, legal aid, and community research. Projects may include interviews, historical research, surveys, case studies, participant observation, media analysis, and writing op-eds. Students will have the opportunity to select from research projects developed by the community partners and instructors. Students that want to engage in an alternative project should consult with the instructors. Students are encouraged to enroll for multiple quarters to develop more substantial projects and deeper relationships with community partners.
Terms: not given this year | Units: 1-3 | Grading: Letter or Credit/No Credit

CSRE 100: Grassroots Community Organizing: Building Power for Collective Liberation (AFRICAAM 100, FEMGEN 100X, URBANST 108)

Taught by long-time community organizer, Beatriz Herrera. This course explores the theory, practice and history of grassroots community organizing as a method for developing community power to promoting social justice. We will develop skills for 1-on-1 relational meetings, media messaging, fundraising strategies, power structure analysis, and strategies organizing across racial/ethnic difference. And we will contextualize these through the theories and practices developed in the racial, gender, queer, environmental, immigrant, housing and economic justice movements to better understand how organizing has been used to engage communities in the process of social change. Through this class, students will gain the hard skills and analytical tools needed to successfully organize campaigns and movements that work to address complex systems of power, privilege, and oppression. As a Community-Engaged Learning course, students will work directly with community organizations on campaigns to addr more »
Taught by long-time community organizer, Beatriz Herrera. This course explores the theory, practice and history of grassroots community organizing as a method for developing community power to promoting social justice. We will develop skills for 1-on-1 relational meetings, media messaging, fundraising strategies, power structure analysis, and strategies organizing across racial/ethnic difference. And we will contextualize these through the theories and practices developed in the racial, gender, queer, environmental, immigrant, housing and economic justice movements to better understand how organizing has been used to engage communities in the process of social change. Through this class, students will gain the hard skills and analytical tools needed to successfully organize campaigns and movements that work to address complex systems of power, privilege, and oppression. As a Community-Engaged Learning course, students will work directly with community organizations on campaigns to address community needs, deepen their knowledge of theory and history through hands-on practice, and develop a critical analysis of inequality at the structural and interpersonal levels. Placements with community organizations are limited. Enrollment will be determined on the first day through a simple application process. Students will have the option to continue the course for a second quarter in the Winter, where they will execute a campaign either on campus or in collaboration with their community partner.
Terms: not given this year | Units: 3-5 | Grading: Letter or Credit/No Credit

CSRE 100B: Grassroots Community Organizing Field Work

Continuation of projects and community engagement from CSRE 100. Prerequisite: completion of CSRE 100.
Terms: not given this year | Units: 1-5 | Grading: Satisfactory/No Credit

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.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit

CSRE 125E: Shades of Green: Redesigning and Rethinking the Environmental Justice Movements (EARTHSYS 125, EARTHSYS 225, URBANST 125)

Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Terms: Win | Units: 3-5 | UG Reqs: WAY-ED | Grading: Letter (ABCD/NP)

CSRE 146: Community Matters: Research and Service with Community Organizations

(Taught in conjunction with URBANST 123B. Students participating in CRSI must enroll in CSRE 146. All others can enroll in either course.) This course focuses on issues of research design and how to select specific methodological strategies to assure ethical and effective partnership-based research. In this course, students will plan for their own participation in a CB(P)R project. Topical themes will include best practice strategies for (a) defining and selecting community problems or issues to be addressed, (b) generating relevant and useful research questions, (c) choosing specific means and methods for data collection [e.g., surveys, interviews, focus groups, etc.], (d) storing, organizing and analyzing data, (e) reflecting on and critiquing research findings, and (f) carrying out dissemination in ways that can be expected to enhance community power and advance community development. Students will be provided with opportunities to workshop their respective projects-in-development, (e.g., developing and sharing research questions, data collection instruments, strategies for engaging community constituents as co-researchers, etc.). Students will leave the course with a plan for participating in a CBPR project.
Terms: Spr | Units: 3-4 | Grading: Letter or Credit/No Credit

CSRE 150B: RACE AND CRIME PRACTICUM (PSYCH 150B)

This practicum is designed to build on the lessons learned in Psych 150: Race & Crime. In this community service learning course, students will participate in community partnerships relevant to race and crime, as well as reflection to connect these experiences to research and course content. Interested students should complete an application for permission at: https://goo.gl/forms/CAut7RKX6MewBIuG3. nnPrerequisite: Psych 150 (taken concurrently or previously).
Terms: Spr | Units: 2-4 | Grading: Letter or Credit/No Credit

CSRE 157P: Solidarity and Racial Justice (AFRICAAM 157P, AMSTUD 157P, FEMGEN 157P)

Is multiracial solidarity necessary to overcome oppression that disproportionately affects certain communities of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. There will be a community engaged learning option for this course. Students who choose to participate in this option will either work with Stanford's DGen Office or a community organization that is explicitly devoted to multiracial movement-building.
Terms: Win | Units: 4-5 | Grading: Letter or Credit/No Credit
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