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31 - 40 of 110 results for: CARDCOURSES::identity

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 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. Prerequisite: PSYCH 150 (taken concurrently or previously).
Last offered: Spring 2022

CSRE 164A: Race and Performance (AFRICAAM 164A, CSRE 364A, TAPS 164)

How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quic more »
How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quickly move toward an advanced conversation about effective discourse and activism through art, performance, and cultural production. In this class, we assume that colonialism, slavery, white supremacy, and oppressive contemporary state apparatuses are real, undeniable, and manifest. Since our starting point is clear, our central question is not about recognizing or delineating the issues, but rather, it is a debate about how to identify the target of our criticism in order to counter oppression effectively and dismantle long-standing structures.n nNot all BIPOC communities are represented in this syllabus, as such claim of inclusion in a single quarter would be tokenistic and disingenuous. Instead, we will aspire to understand and negotiate some of the complexities related to race in several communities locally in the U.S. and beyond.
Terms: Spr | Units: 3-5
Instructors: Al-Saber, S. (PI)

CSRE 177E: Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177A, EDUC 177A, HUMBIO 29A)

This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Last offered: Autumn 2021 | UG Reqs: WAY-EDP

CSRE 177F: Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177B, EDUC 177B)

This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Last offered: Winter 2022 | UG Reqs: WAY-EDP

CSRE 180E: Introduction to Chicanx/Latinx Studies (CHILATST 180E, EDUC 179E)

This course draws on intersectional and interdisciplinary approaches to introduce students to the range of issues, experiences, and methodologies that form the foundation of Latina/o/x studies. By considering the relationship between the creation of "Latinx" and "American" identities, students will critically reconsider the borders that constitute the U.S. as a political and cultural formation. The course balances depth and breadth in its study of the variety of perspectives and experiences that come to be associated with U.S. Latinxs. Thus, we will analyze the histories of predominant U.S. Latinx sub-groups, such as Mexicans/Chicanxs and Puerto Ricans, while also incorporating considerations of the ways in which broader populations with ties to Central America, South America, and the Caribbean play crucial roles in constituting U.S. Latinx identities. Topics include the U.S./Mexico border and the borderlands; (im)migration and diaspora; literary and cultural traditions; music and expr more »
This course draws on intersectional and interdisciplinary approaches to introduce students to the range of issues, experiences, and methodologies that form the foundation of Latina/o/x studies. By considering the relationship between the creation of "Latinx" and "American" identities, students will critically reconsider the borders that constitute the U.S. as a political and cultural formation. The course balances depth and breadth in its study of the variety of perspectives and experiences that come to be associated with U.S. Latinxs. Thus, we will analyze the histories of predominant U.S. Latinx sub-groups, such as Mexicans/Chicanxs and Puerto Ricans, while also incorporating considerations of the ways in which broader populations with ties to Central America, South America, and the Caribbean play crucial roles in constituting U.S. Latinx identities. Topics include the U.S./Mexico border and the borderlands; (im)migration and diaspora; literary and cultural traditions; music and expressive practices; labor and structural inequality; social movements; Latinx urbanism; gender and sexuality; political and economic shifts; and inter- and intra-group relations. Sources include a range of social science and humanities scholarship. This course will meet at Sequoia High School. Transportation will be provided.
Last offered: Winter 2022 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul

CSRE 201B: The Undocumented Migration Project Exhibition at Stanford (CHILATST 201B)

Are you an artist seeking a greater purpose for you art? Would you like to gain a sense of history and best practices for engaging your community in creative work? nnHuman Rights policy experts and activists, artists and scholars will participate in this (online via Zoom.us) student & community course on contemporary immigration policy and human rights issues.The course is structured around the ideas of art, activism and scholarship as they intersect with the subject of migration. Often considered distinct fields, we will explore the ways they merge together, and engage in dialogue with an array of guests from a multitude of backgrounds.nn In addition to learning about the Hostile Terrain94 project through tagging the identities of lives of those lost along the Sonoran desert and considering the U.S. policy of prevention through deterrence to crossing the U.S. Mexican Border, this class will explore art making with paper as the primary media. Paper with its material qualities can provide diverse and accessible entryways into the processes of inclusion, recordation, and mass participation. Through the interconnecting of the practical task of filling information onto toe tags to create the exhibition at the Anderson Collection, which documents the human remains of migrants identified for the exhibition (Fall 2020) with creating new objects in paper, the projects in this course will discover and recover identity through articulations of identity in paper.
Last offered: Autumn 2021

CSRE 245: Understanding Racial and Ethnic Identity Development (AFRICAAM 245, EDUC 245, PSYCH 245A)

This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)
Terms: Spr | Units: 3-5

CSRE 260: Race, Ethnicity, and Water in Urban California (AFRICAAM 169A, AMSTUD 169, URBANST 169)

Is water a human right or an entitlement? Who controls the water, and who should control the water, in California? Private companies? Nonprofits? Local residents? Federal, state, or local governments? This course will explore these questions in the context of urban California more generally, the players and the politics to make sense of a complex problem with deep historical roots; one that defines the new century in California urban life. The required readings and discussions cover cities from Oakland to Los Angeles, providing a platform for students to explore important environmental issues, past and present, affecting California municipalities undergoing rapid population change. In addition, our research focus will be on the cities located on the Central Coast of California: agricultural Salinas, Watsonville, and Castroville and towns along the Salinas Valley; tourist based Monterey, Pebble Beach, Carmel, Pacific Grove; the bedroom community of Prunedale to the north, and former mil more »
Is water a human right or an entitlement? Who controls the water, and who should control the water, in California? Private companies? Nonprofits? Local residents? Federal, state, or local governments? This course will explore these questions in the context of urban California more generally, the players and the politics to make sense of a complex problem with deep historical roots; one that defines the new century in California urban life. The required readings and discussions cover cities from Oakland to Los Angeles, providing a platform for students to explore important environmental issues, past and present, affecting California municipalities undergoing rapid population change. In addition, our research focus will be on the cities located on the Central Coast of California: agricultural Salinas, Watsonville, and Castroville and towns along the Salinas Valley; tourist based Monterey, Pebble Beach, Carmel, Pacific Grove; the bedroom community of Prunedale to the north, and former military towns, Marina and Seaside, as all of these ethnically, socioeconomically diverse communities engage in political struggles over precious, and ever scarcer water resources, contend with catastrophic events such as droughts and floods, and fight battles over rights to clean water, entitlement, environmental racism, and equity. Cardinal Course certified by the Haas Center.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-SI, GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP
Instructors: McKibben, C. (PI)

CSRE 260B: Race and Ethnicity in Urban California: Research Seminar (AMSTUD 169B, SOC 169B, URBANST 169B)

This course is part of an ongoing research project that examines the consequences of social, demographic, economic, and political changes in ethnic and race relations in in urban California. Students taking this course will construct will investigate a particular issue, place, policy, or event of special interest and write a 15-20-page paper. Through individualized research projects, our aim is to understand how and why policies and practices developed that isolated and marginalized communities of color leading to environmental racism, housing inequality, public health crises, socioeconomic (im)mobility, over-policing, and underserving, and (un)fair representation in city politics and governments. We will also focus on solutions. We look at the creative, challenging, and diverse ways grassroots organizers, academics, and governments at every level can work in partnership to reshape policy and rectify injustice in a variety of urban and suburban environments in California. Each paper sh more »
This course is part of an ongoing research project that examines the consequences of social, demographic, economic, and political changes in ethnic and race relations in in urban California. Students taking this course will construct will investigate a particular issue, place, policy, or event of special interest and write a 15-20-page paper. Through individualized research projects, our aim is to understand how and why policies and practices developed that isolated and marginalized communities of color leading to environmental racism, housing inequality, public health crises, socioeconomic (im)mobility, over-policing, and underserving, and (un)fair representation in city politics and governments. We will also focus on solutions. We look at the creative, challenging, and diverse ways grassroots organizers, academics, and governments at every level can work in partnership to reshape policy and rectify injustice in a variety of urban and suburban environments in California. Each paper should conclude with ideas about how to make constructive change. This course has been designated as a Cardinal Course by the Haas Center for Public Service. Cardinal Courses apply classroom knowledge to pressing social and environmental problems through reciprocal community partnerships. The units received through this course can be used towards the 12-unit requirement for the Cardinal Service transcript notation.
Last offered: Winter 2022 | UG Reqs: WAY-EDP, WAY-SI

CSRE 364A: Race and Performance (AFRICAAM 164A, CSRE 164A, TAPS 164)

How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quic more »
How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quickly move toward an advanced conversation about effective discourse and activism through art, performance, and cultural production. In this class, we assume that colonialism, slavery, white supremacy, and oppressive contemporary state apparatuses are real, undeniable, and manifest. Since our starting point is clear, our central question is not about recognizing or delineating the issues, but rather, it is a debate about how to identify the target of our criticism in order to counter oppression effectively and dismantle long-standing structures.n nNot all BIPOC communities are represented in this syllabus, as such claim of inclusion in a single quarter would be tokenistic and disingenuous. Instead, we will aspire to understand and negotiate some of the complexities related to race in several communities locally in the U.S. and beyond.
Terms: Spr | Units: 3-5
Instructors: Al-Saber, S. (PI)
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