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ENGLISH 145D: Jewish American Literature (AMSTUD 145D, JEWISHST 155D, REES 145D)

From its inception, Jewish-American literature has taken as its subject as well as its context the idea of Jewishness itself. Jewish culture is a diasporic one, and for this reason the concept of Jewishness differs from country to country and across time. What stays remarkably similar, though, is Jewish self-perception and relatedly Jewish literary style. This is as true for the first-generation immigrant writers like Isaac Bashevis Singer and Anzia Yezierska who came to the United States from abroad as it is for their second-generation children born in the United States, and the children of those children. In this course, we will consider the difficulties of displacement for the emigrant generation and their efforts to sustain their cultural integrity in the multicultural American environment. We'll also examine the often comic revolt of their American-born children and grandchildren against their (grand-)parents nostalgia and failure to assimilate. Only by considering these transnati more »
From its inception, Jewish-American literature has taken as its subject as well as its context the idea of Jewishness itself. Jewish culture is a diasporic one, and for this reason the concept of Jewishness differs from country to country and across time. What stays remarkably similar, though, is Jewish self-perception and relatedly Jewish literary style. This is as true for the first-generation immigrant writers like Isaac Bashevis Singer and Anzia Yezierska who came to the United States from abroad as it is for their second-generation children born in the United States, and the children of those children. In this course, we will consider the difficulties of displacement for the emigrant generation and their efforts to sustain their cultural integrity in the multicultural American environment. We'll also examine the often comic revolt of their American-born children and grandchildren against their (grand-)parents nostalgia and failure to assimilate. Only by considering these transnational roots can one understand the particularity of the Jewish-American novel in relation to mainstream and minority American literatures. In investigating the link between American Jewish writers and their literary progenitors, we will draw largely but not exclusively from Russia and the countries of Eastern Europe.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

ENGLISH 146A: Steinbeck (AMSTUD 146A)

Introduction to the work of an American writer, beloved by general readers, often reviled by critics, whose career spanned from the Great Depression through World War II to the social upheavals of the 1960s. Focus on the social and political contexts of Steinbeck's major works; his fascination with California and Mexico; his interdisciplinary interest in marine biology and in philosophy; his diverse experiments with literary form, including drama and film.
Terms: Spr | Units: 3-5 | UG Reqs: GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

ENGLISH 152G: Harlem Renaissance and Modernism

Examination of the explosion of African American artistic expression during 1920s and 30s New York known as the Harlem Renaissance. Amiri Baraka once referred to the Renaissance as a kind of "vicious Modernism", as a "BangClash", that impacted and was impacted by political, cultural and aesthetic changes not only in the U.S. but Europe, the Caribbean and Latin America. Focus on the literature, graphic arts, and the music of the era in this global context.
Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: Elam, M. (PI)

ENGLISH 152K: Mixed-Race Politics and Culture (AFRICAAM 226, AMSTUD 152K, CSRE 152K)

Today, almost one-third of Americans identify with a racial/ethnic minority group, and more than 9 million Americans identify with multiple races. What are the implications of such diversity for American politics and culture? This course approaches issues of race from an interdisciplinary perspective, employing research in the social sciences and humanities to assess how race shapes perceptions of identity as well as political behavior in 21st-century U.S. Issues surrounding the role of multiculturalism, immigration, acculturation, racial representation, and racial prejudice in American society. Topics include the political and social formation of race; racial representation in the media, arts, and popular culture; the rise and decline of the "one-drop rule" and its effect on political and cultural attachments; the politicization of census categories and the rise of the multiracial movement.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

ENGLISH 159: James Baldwin & Twentieth Century Literature (AFRICAAM 159, FEMGEN 159)

Black, gay and gifted, Baldwin was hailed as a "spokesman for the race", although he personally, and controversially, eschewed titles and classifications of all kinds. This course examines his classic novels and essays as well his exciting work across many lesser-examined domains - poetry, music, theatre, sermon, photo-text, children's literature, public media, comedy and artistic collaboration. Placing his work in context with other writers of the 20C (Faulkner, Wright,Morrison) and capitalizing on a resurgence of interest in the writer (NYC just dedicated a year of celebration of Baldwin and there are 2 new journals dedicated to study of Baldwin), the course seeks to capture the power and influence of Baldwin's work during the Civil Rights era as well as his relevance in the "post-race" transnational 21st century, when his prescient questioning of the boundaries of race, sex, love, leadership and country assume new urgency.
Terms: Win | Units: 5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)

ENGLISH 159A: Literature and Protest (AFRICAAM 159A, CSRE 159I)

How does literary art get involved in politics? What is the border between propaganda and art? This class examines moments when writers seem suddenly not only to represent politically charged topics and themes, but to have a part in bringing about political change. We¿ll look at case studies from the anti-apartheid movement in South Africa, the American Civil Rights struggle, 19th century Russia, and more.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

ENGLISH 172D: Introduction to Comparative Studies in Race and Ethnicity (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-ED, WAY-SI | Grading: Letter (ABCD/NP)

ENGR 117: Expanding Engineering Limits: Culture, Diversity, and Gender (CSRE 117, CSRE 217, FEMGEN 117, FEMGEN 217)

This course investigates how culture, and diversity, including gender, shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. We first examine the characteristics of engineering cultures -- what are the interactions, symbols and ideas, and practices that define engineering? We then investigate how gender and other markers of diverse identities are interdependent and culturally constructed, how gender and other kinds of diversity are experienced in engineering cultures, and how these experiences have consequence for engineering innovation and the engineering profession. Finally, we analyze examples of cultural change in engineering and implications for engineering knowledge and practice. The course involves weekly presentations by distinguished scholars and engineers, readings, short writing assignments, small-group discussion, and exercises around one's own experiences in and related to engineering. Those taking the course for 3 units will also complete a research-based project, and must take the course for a letter grade to meet the undergraduate WAY-ED requirement.
Terms: Win | Units: 2-3 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit

ESF 9: Education as Self-Fashioning: Chinese Traditions of the Self

In this class we explore thinking about the self and its cultivation that took root and flourished in China. Chinese civilization was centrally concerned with issues of the self, but it developed methods and ideals of cultivation that have no obvious parallel in the European tradition. We will be concerned primarily with two clusters of Chinese thought and expression. First, we will look at major philosophical traditions (Confucianism, Daoism, Buddhism) to see how they structured thinking about education and self-cultivation. The three ¿schools¿ of thought staked out different ideals for the self that provided China with range and flexibility in concepts of personhood. Second, we will examine Chinese aesthetic traditions, especially those of qin music, calligraphy and painting, to understand how the arts were used as a platform for self-cultivation and to communicate the artist¿s essential nature to others. The course also gives attention to the gendering of concepts of the self and to the tradition of martial arts as self-discipline and self-strengthening. Students should emerge from the course with an understanding of how a major civilization located outside Western traditions developed its own answers to these questions of universal human concern.
Terms: not given this year, last offered Autumn 2016 | Units: 7 | UG Reqs: THINK, WAY-A-II, WAY-ED, Writing 1 | Grading: Letter (ABCD/NP)

ESF 9A: Education as Self-Fashioning: Chinese Traditions of the Self

In this class we explore thinking about the self and its cultivation that took root and flourished in China. Chinese civilization was centrally concerned with issues of the self, but it developed methods and ideals of cultivation that have no obvious parallel in the European tradition. We will be concerned primarily with two clusters of Chinese thought and expression. First, we will look at major philosophical traditions (Confucianism, Daoism, Buddhism) to see how they structured thinking about education and self-cultivation. The three ¿schools¿ of thought staked out different ideals for the self that provided China with range and flexibility in concepts of personhood. Second, we will examine Chinese aesthetic traditions, especially those of qin music, calligraphy and painting, to understand how the arts were used as a platform for self-cultivation and to communicate the artist¿s essential nature to others. The course also gives attention to the gendering of concepts of the self and to the tradition of martial arts as self-discipline and self-strengthening. Students should emerge from the course with an understanding of how a major civilization located outside Western traditions developed its own answers to these questions of universal human concern.
Terms: not given this year, last offered Autumn 2016 | Units: 7 | UG Reqs: THINK, WAY-A-II, WAY-ED, Writing 1 | Grading: Letter (ABCD/NP)
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