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31 - 40 of 50 results for: PATHWAYS::activism ; Currently searching offered courses. You can also include unoffered courses

HISTORY 166: Introduction to African American History - the Modern Freedom Struggle (AFRICAAM 166, AMSTUD 166, HISTORY 66)

Using the unique documentary resources and publications of Stanford's Martin Luther King Jr. Research and Education Institute, this course will utilize multi-media materials to shed light on the relationship between grassroots activism and King's visionary leadership.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul
Instructors: Carson, C. (PI)

HISTORY 173: Mexican Migration to the United States (HISTORY 73)

This class examines the history of Mexican migration to the United States. In the United States we constantly hear about Obama¿s immigration plan, the anti-immigrant laws in Arizona, and the courage of DREAM Activists; in Mexico news sources speak about the role of remittances, the effect of deportations, and the loss of life at the border. Unfortunately, few people truly understand the historical trends in these migratory processes, or the multifaceted role played by the United States in encouraging individuals to head there. Moreover, few people have actually heard the opinions and voices of migrants themselves. This course seeks to provide students with the opportunity to place migrants¿ experiences in dialogue with migratory laws as well as the knowledge to embed current understandings of Latin American migration in their meaningful historical context.
Terms: Aut | Units: 5

HISTORY 208B: Women Activists' Response to War (FEMGEN 208B, HISTORY 308B)

Theoretical issues, historical origins, changing forms of women's activism in response to war throughout the 20th century, and contemporary cases, such as the Russian Committee of Soldiers Mothers, Bosnian Mothers of Srebrenica, Serbian Women in Black, and the American Cindy Sheehan. Focus is on the U.S. and Eastern Europe, with attention to Israel, England, and Argentina.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender
Instructors: Jolluck, K. (PI)

HISTORY 227: East European Women and War in the 20th Century (FEMGEN 227, HISTORY 327)

Thematic chronological approach through conflicts in the region: the Balkan Wars, WW I, WW II, and the recent wars in the former Yugoslavia. The way women in E. Europe have been involved in and affected by these wars compared to women in W. Europe in the two world wars. Women's involvement in war as members of the military services, the backbone of underground movements, workers in war industries, mothers of soldiers, subjects and supporters of war aims and propaganda, activists in peace movements, and objects of wartime destruction, dislocation, and sexual violation.
Terms: Spr | Units: 5 | UG Reqs: GER:EC-Gender, GER:DB-SocSci
Instructors: Jolluck, K. (PI)

HISTORY 308B: Women Activists' Response to War (FEMGEN 208B, HISTORY 208B)

Theoretical issues, historical origins, changing forms of women's activism in response to war throughout the 20th century, and contemporary cases, such as the Russian Committee of Soldiers Mothers, Bosnian Mothers of Srebrenica, Serbian Women in Black, and the American Cindy Sheehan. Focus is on the U.S. and Eastern Europe, with attention to Israel, England, and Argentina.
Terms: Win | Units: 4-5
Instructors: Jolluck, K. (PI)

HISTORY 327: East European Women and War in the 20th Century (FEMGEN 227, HISTORY 227)

Thematic chronological approach through conflicts in the region: the Balkan Wars, WW I, WW II, and the recent wars in the former Yugoslavia. The way women in E. Europe have been involved in and affected by these wars compared to women in W. Europe in the two world wars. Women's involvement in war as members of the military services, the backbone of underground movements, workers in war industries, mothers of soldiers, subjects and supporters of war aims and propaganda, activists in peace movements, and objects of wartime destruction, dislocation, and sexual violation.
Terms: Spr | Units: 4-5
Instructors: Jolluck, K. (PI)

LAW 426: Law, Lawyers and Social Movements

This seminar will examine, through historical and current case studies, the uses that social movements make of law and lawyers as means of mobilizing followers, building movements, and achieving their ultimate aims. It will ask such questions as whether -- as some critics claim - resorting to law drains social movements of democratic energy and passion, and relying on courts produces only symbolic victories and destructive backlash; or whether legal strategies can be a useful catalyst for change, as a supplement to protests, community organizing, and lobbying for legislation. Among the movements likely to be studied are different phases in the movement for black civil rights, the women's equality movements of the early and late 20th century, the labor movement before and during the New Deal, and the movements for LGBT rights of the present time. Students may satisfy the course requirements either by taking a final extended take-home exam reflecting on the course readings, or (in the "R" section of the course), writing a research paper based largely on primary sources on some aspect of a social movement and its legal strategies. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class Participation, Attendance, Final Exam or Research Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr | Units: 3
Instructors: Gordon, R. (PI)

LAWGEN 10SC: One in Five: The Law, Policy, and Politics of Campus Sexual Assault

Trigger Warning: Over the past three years, the issue of campus sexual assault has exploded into the public discourse. While definitive figures are difficult to obtain due to the necessarily private nature of these events, several recent studies estimate that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as around 5-10% of male students) experience sexual assault. Survivors have come forward across the country with harrowing stories of assault followed by what they describe as an insensitive or indifferent response from college administrators. These survivors have launched one of the most successful, and surprising, social movements in recent memory. As a result, the federal government has stepped up its civil rights enforcement in this area, with 124 colleges and universities under investigation for allegedly mishandling student sexual assault complaints as of July 2015. This courses focuses on the legal, policy, and political issues surrounding sexual assault on college campuses. The class is rigorous and includes substantial reading over the summer and during the course. We will spend the first week of the course learning some background about sexual violence and the efforts to implement legal protections for survivors. We will study the basic legal frameworks governing campus assault, focusing on the relevant federal laws such as Title IX and the Clery Act. During the second week we will travel to Washington, D.C., where we will meet with journalists, activists, experts, policymakers, elected officials, and others who are actively involved in shaping the national response to this issue. Expected guests speakers include Catherine Lhamon, the Assistant Secretary of Education for Civil Rights; Representative Jackie Speier (D-CA); lawyers from the National Women's Law Center; the Legislative Director for Senator Kristin Gillibrand (D.N.Y.); Kirby Dick, the director of the acclaimed documentary the Hunting Ground; and many of the activists who appear in the film, as well as journalists, policymakers, and theorists. We will also visit sites and museums with relevant exhibits. On our return to campus students will create and present final projects. Travel expenses to DC (except incidentals) are provided by Sophomore College. Students are expected to do all readings, and participate in all class sessions, meals, field trips, films, and discussions. Requirements include 2-3 reaction papers, preparing for discussions with outside speakers, and the development and presentation of a final paper or final group-designed project which can include a multi-media or artistic component. The subject matter of this course is sensitive and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. There is no therapeutic component for this course, although supportive campus resources and Title IX staff are available for those who need them. Please consider this prior to enrolling in the course. Sophomore College course, application required, due noon, April 5, 2016. Apply at http://soco.stanford.edu.
Terms: Sum | Units: 2
Instructors: Dauber, M. (PI)

LAWGEN 115N: Human Rights Advocacy

What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in human rights advocacy? In the space of 60 years, human rights advocates have transformed a marginal utopian ideal into a central element of global discussion, if not practice. In this seminar we will examine the actors and organizations behind this remarkable development as well as the vast challenges faced by advocates in the recent past and today. Together, we will learn to be critical of, as well as to think, and act, like human rights advocates. This seminar will introduce you to some the main debates and dilemmas within the human rights movement. We will consider and understand the differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the frequently non-western) developing world, as well as tensions between and among rights advocates along other important dimensions (civil and political vs. economic, social and cultural rights; rights promotion through engagement of powerful actors vs. challenging structures of power, etc.). The seminar seeks to develop your ability: 1) to understand human rights and social justice issues as contested political, legal and cultural phenomena; 2) to review advocacy texts, videos and other interventions critically; 3) to appreciate the political dimensions of efforts to promote human rights; 4) to understand how recent history constrains and structures options and possibilities for social intervention to promote rights and justice. During the course of the quarter you will be required to submit several short reflection papers and develop a human rights advocacy campaign.
Terms: Win | Units: 3

MED 10SC: Responses to the AIDS Epidemic

This course focuses on the HIV epidemic, contrasting the origin and spread of HIV and AIDS in Africa and the emergence of HIV in the U.S., in particular the history of HIV in San Francisco and the Bay Area. We will meet the people and visit the institutions which played key roles in the Public Health prevention, care, and treatment of HIV in San Francisco and consider the impact of HIV globally in our thinking about epidemic disease and the international responses to HIV. This will include key locations in the City, including the AIDS Grove, San Francisco General Hospital, the San Francisco Department of Public Health, the Castro, and local AIDS service organizations. Students will also hear from patients, physicians, and activists who are living with AIDS. We will also meet with scientists at UCSF, Stanford, and local pharmaceutical companies who are at the forefront of new prevention, therapeutic, and diagnostic research. By examining the relationship between the emergence of Gay activism and AIDS in California and New York and the pandemic in Southern Africa, the course will emphasize the multi-disciplinary and multi-sector approach to epidemic infectious disease. How sis physicians, patients, epidemiologists, pharmaceutical companies, and policymakers develop effective responses to the AIDS epidemic? What are we learning from Africa and what can Africa learn from us about how communities react to deadly threats from infectious disease.nAIDS experts from the Stanford community and Africa are invited to share their perspectives with us. In preparation for the seminar, you will be required to read And the Band Played On and Barnett and Whiteside's AIDS in the Twenty-First Century and selected scientific articles. As part of a group, you will also develop an AIDS-related project of your choice which you will present on the last day of class. Sophomore College course, applications required, due 12noon April 5, 2016. To apply, see http://soco.stanford.edu.
Terms: Sum | Units: 2
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