21 - 30 of 216 results for: CSRE

If we are what we eat, Food + Race is a class that explores what we eat and how we talk about it. In this student-initiated course, we will look at popular culture and discourse as a gateway to issues like just labour practices and equitable access, cultural authenticity, family histories of im/migration, appropriation and consumerism, and global colonial domination. From The Great British Bake Off to Korean tacos in L.A., we¿ll ask ¿What does food really mean?¿ and ¿What does food really mean to us?¿

This undergraduate course employs an anthropological and historical perspective to introduce students to ideas and concepts of race and ethnicity that emerged primarily in Europe and the United States in the eighteenth and nineteenth centuries and that continue to shape contemporary racial attitudes, interactions, and inequalities. Ideas about race and ethnicity forged outside the U.S. and case studies from other nations are presented to broaden students' understanding and to overcome the limitations of an exclusive focus on the U.S. This course is geared to sophomores and juniors who have already taken at least one course on race and ethnicity, anthropology, African American Studies, Asian American Studies, Chicana/o Studies, Jewish Studies or Native American Studies.

This course provides an introduction to the concept of Whiteness. We will investigate the historical origin of "Whiteness" and "White people," examine some of the institutional and interpersonal privileges associated with Whiteness, and explore contemporary debates about White entitlement, White culture, and White charity. As we are articulating the problem of Whiteness, we will also be exploring strategies and models of "White allyship," and asking the surprisingly difficult questions of: How can White people work for racial justice, and how can people of all races work to disrupt Whiteness and White Supremacy? This class is intended for students of all majors and backgrounds interested in learning about Whiteness.

Who are first-generation low-income college students, and how do they navigate educational institutions? We will attempt to answer these questions by first looking at the economic forces and educational systems that create and replicate inequality. By examining broader, societal institutions, we will develop an understanding of where ¿low-income¿ students come from, their experiences with K-12 education, and their historic exclusion from the university. Next, we will bring in both academic literature and personal experiences to define poverty, discuss the intersection of identities other than class, and understand how first-generation students function in modern American universities. Finally, we will attempt to contextualize this knowledge by reflecting on the conditions of first-generation low-income students at Stanford, and asking what the future holds for this population post-graduation.

By the year 2050, Latinos will make up a quarter of the United States population, doubling in its current size. Without a doubt, this increase in population is sure to affect American economy and policy. Unfortunately, Latinos seem to be on the slow path to social mobility in the United States, and face many setbacks as a community. More specifically, the Latinx pupil dropout rate is the highest amongst all ethnic groups. While Latinos are enrolling in college at higher rates than ever before they are not graduating with four-year degrees as often as other students. Our course will cover the dynamic linguistic, cultural, and economic themes involved in this discourse. We will reimagine citizenship as it pertains to accessing higher education and discuss tracks and pipelines that have lead Latinx students to different outlets. More specifically, we will cover the impact that location and environment have on a pupil's perception of themselves and their capabilities, while also reflecting on Chicago's history of education and racial segregation.

How can we make sense of race after Hitler? Although the Nazis' murderous attempts to engineer a racially pure society crumbled in 1945, Germany's dark past continues to influence today's heated debates about immigration, multiculturalism, Islamophobia, and right-wing extremism. Using various sources-- speeches, oral histories, memoirs, films, and rap music-- we will explore the experiences of historically persecuted groups: colonial subjects, Jews, homosexuals, women, Afro-Germans, Turkish immigrants, and Syrian refugees. All majors welcome. Priority given to history majors and minors.

Probably since the first audience formed for the first chalk scrawls in a cave, there have been storytellers to narrate that caveperson's art and life, and critics to troll that caveperson's choice and usage of color. And so it goes. This course is an exploration into how to cover race, culture, and identity in the arts in journalism, such as print, web, video, radio, and podcasting. It is also an arts journalism practicum. During the quarter, we will be working toward creating work that is publishable in various venues and outlets. In this course, we will be discussing exemplary arts writers and their works and interrogating critical questions around race, identity, representation, and ethics. Experienced journalists, editors, and experts from different platforms and backgrounds will also be imparting important skills and training that will help you to navigate today's working media and transmedia environments. Those who enroll in the class will be expected to produce quality content (e.g. articles, blog posts, video reports, podcasts) for media outlets. Some travel outside of class may be required for additional reporting and training. This seminar class will be By Instructor Approval Only. Please submit an application by February 22 at 11:59pm. Starred items are required. The app is available at: http://bit.ly/RepresentClass36 Those selected for this class will be informed by March 2nd so that they may enroll in the course. Please do not apply for the course if you are unsure about completing it. If you have any questions, you may email the instructor at: jeffc410@stanford.edu.

In this course, students will work directly on a real-world deliberative democracy project using the method of Deliberative Polling. Students in this course will work in partnership with the Center for Deliberative Democracy at Stanford, a research center devoted to the research in democracy and public opinion around the world. This unique practicum will allow students to work on an actual Deliberative Polling project on campus. In just one quarter, the students will prepare for, implement, and analyze the results for an Deliberative Polling project. This is a unique opportunity that allows students to take part in the entire process of a deliberative democracy project. Through this practicum, students will apply quantitative and qualitative research methods in a local community or local high school and subsequently, analyze the relevant quantitative and qualitative data. Students will explore the underlying challenges and complexities of what it means to actually do community-engaged research in the real world. As such, this course will provide students with skills and experience in research design in deliberative democracy, community and stakeholder engagement, and the practical aspects of working in local communities. This practicum is a collaboration between the Center for Deliberative Democracy, the Bill Lane Center for the American West and the Haas Center for Public Service.nnCDD website: http://cdd.stanford.edunBill Lane Center website: http://west.stanford.edunHass Center website: https://haas.stanford.edu

In recent decades genes have increasingly become endowed with the cultural power to explain many aspects of human life: physical traits, diseases, behaviors, ancestral histories, and identity. In this course we will explore a deepening societal intrigue with genetic accounts of personal identity and political meaning. Students will engage with varied interdisciplinary sources that range from legal cases to scientific articles, medical ethics guidelines, films, and anthropological works (ethnographies). We will explore several case studies where the use of DNA markers (as proof of heritage, disease risk, or legal standing) has spawned cultural movements that are biosocial in nature. Throughout we will look at how new social movements are organized around gene-based definitions of personhood, health, and legal truth. Several examples include political analyses of citizenship and belonging. On this count we will discuss issues of African ancestry testing as evidence in slavery reparations cases, revisit debates on whether Black Freedman should be allowed into the Cherokee and Seminole Nations, and hear arguments on whether people with genetic links to Jewish groups should have a right of return to Israel. We will also examine the ways genetic knowledge may shape different health politics at the individual and societal level. On this count we will do close readings of how personal genomics testing companies operate, we will investigate how health disparities funding as well as orphan disease research take on new valences when re-framed in genetic terms, and we will see how new articulations of global health priorities are emerging through genetic research in places like Africa. Finally we will explore social implications of forensic uses of DNA. Here we will examine civil liberties concerns about genetic familial searching in forensic databases that disproportionately target specific minority groups as criminal suspects, and inquire into the use of DNA to generate digital mugshots of suspects that re-introduce genetic concepts of race.