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21 - 30 of 101 results for: CARDCOURSES::identity

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

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.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul | Grading: Letter or Credit/No Credit
Instructors: Rosa, J. (PI)

CHILATST 183X: Practicum in English-Spanish School & Community Interpreting (EDUC 183, EDUC 257)

This practicum will assist students in developing a set of skills in English-Spanish interpreting that will prepare them to provide interpretation services in school and community settings. The course will build students' abilities to transfer intended meanings between two or more monolingual individuals of who are physically present in a school or community setting and who must communicate with each other for professional (and personal) purposes.
Terms: not given this year, last offered Autumn 2015 | Units: 3-4 | Repeatable for credit | Grading: Letter or Credit/No Credit

CHILATST 198: Internship for Public Service (CSRE 198)

Students should consult with CCSRE Director of Community Engaged Learning (ddmurray@stanford.edu) to develop or gain approval for an internship that addresses race/ethnicity, public service, and social justice. Students will read a selection of short readings relevant to their placement, write bi-weekly reflections, and meet bi-weekly with the Director of Community Engaged Learning. Units are determined by the number of hours per week at the internship (2 hours/week = 1 unit; 5 hours/week = 2 units; 8 hours/week = 3 units; etc.) Group meetings may be required. May be repeated for credit.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit | Grading: Satisfactory/No Credit

COMPLIT 110: Introduction to Comparative Queer Literary Studies (COMPLIT 310, FEMGEN 110X, FEMGEN 310X)

Introduction to the comparative literary study of important gay, lesbian, queer, bisexual, and transgender writers and their changing social, political, and cultural contexts from the 1880s to today: Oscar Wilde, Rachilde, Radclyffe Hall, Djuna Barnes, James Baldwin, Jean Genet, Audre Lorde, Cherrie Moraga, Jeanette Winterson, Alison Bechdel and others, discussed in the context of 20th-century feminist and queer literary and social theories of gender and sexuality. Note: To be eligible for WAYS credit, you must take the course 110 or 110X for a Letter Grade.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

COMPLIT 136: Refugees, Politics and Culture in Contemporary Germany (COMPLIT 336A, GERMAN 136, GERMAN 336)

Responses to refugees and immigration to Germany against the backdrop of German history and in the context of domestic and European politics. Topics include: cultural difference and integration processes, gender roles, religious traditions, populism and neo-nationalism. Reading knowledge of German, another European language, or an immigrant language will be useful for research projects, but not required.nNOTE: This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Win | Units: 1-5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: Berman, R. (PI)

COMPLIT 310: Introduction to Comparative Queer Literary Studies (COMPLIT 110, FEMGEN 110X, FEMGEN 310X)

Introduction to the comparative literary study of important gay, lesbian, queer, bisexual, and transgender writers and their changing social, political, and cultural contexts from the 1880s to today: Oscar Wilde, Rachilde, Radclyffe Hall, Djuna Barnes, James Baldwin, Jean Genet, Audre Lorde, Cherrie Moraga, Jeanette Winterson, Alison Bechdel and others, discussed in the context of 20th-century feminist and queer literary and social theories of gender and sexuality. Note: To be eligible for WAYS credit, you must take the course 110 or 110X for a Letter Grade.
Terms: Spr | Units: 3-5 | Grading: Letter or Credit/No Credit

COMPLIT 336A: Refugees, Politics and Culture in Contemporary Germany (COMPLIT 136, GERMAN 136, GERMAN 336)

Responses to refugees and immigration to Germany against the backdrop of German history and in the context of domestic and European politics. Topics include: cultural difference and integration processes, gender roles, religious traditions, populism and neo-nationalism. Reading knowledge of German, another European language, or an immigrant language will be useful for research projects, but not required.nNOTE: This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Win | Units: 1-5 | Grading: Letter or Credit/No Credit
Instructors: Berman, R. (PI)

CSRE 10SC: Inequality and Poverty in the United States (SOC 11SC)

Social inequality is a feature of all advanced industrial societies. However, some societies have more inequality than others, and some types of inequality are more prominent in some societies than in others. Inequality in the United States is greater than in many other industrialized nations and has increased dramatically in the past forty years. Economic inequality, for example, is greater today than any time since the 1920s. Growing public awareness of this inequality has sparked a vigorous debate among politicians and public protests in city streets; some that have turned violent. The Occupy Movement was driven largely by resentment against the growing concentration of economic privilege within a small segment of society. Inequality was a prominent theme in the Bernie Sanders presidential campaign. Despite these debates and protests, there is no consensus about whether anything should be done to stem this trend. nThis class will focus on three domains of inequality in the United St more »
Social inequality is a feature of all advanced industrial societies. However, some societies have more inequality than others, and some types of inequality are more prominent in some societies than in others. Inequality in the United States is greater than in many other industrialized nations and has increased dramatically in the past forty years. Economic inequality, for example, is greater today than any time since the 1920s. Growing public awareness of this inequality has sparked a vigorous debate among politicians and public protests in city streets; some that have turned violent. The Occupy Movement was driven largely by resentment against the growing concentration of economic privilege within a small segment of society. Inequality was a prominent theme in the Bernie Sanders presidential campaign. Despite these debates and protests, there is no consensus about whether anything should be done to stem this trend. nThis class will focus on three domains of inequality in the United States: social class, gender, and racial inequality. The assigned reading and discussions will examine theories and research about the origins of social inequality; how inequality and poverty is reproduced over time; the consequences of inequality and poverty; and what might be done to reduce inequality and poverty in American society. Students will be expected to help lead and participate in class discussions, and to complete a weekly assignment based on the readings. nnIn addition to the in-class instruction, students will have an opportunity to engage in public service activities directly related to poverty and inequality. Students will work with the Director of Community Engaged Learning (DCEL) from the Center for Comparative Studies in Race and Ethnicity who will assist with their participation in activities connected with social service agencies in the area, including agencies that deal with homelessness, food insecurity, and other needs.
Terms: Sum | Units: 2 | Grading: Letter (ABCD/NP)
Instructors: Snipp, C. (PI)

CSRE 12: Presidential Politics: Race, Gender, and Inequality in the 2016 Election (AFRICAAM 12, POLISCI 74)

From the 2016 nomination process to the election.The complexities of identity and its role in uniting and dividing the electorate. Panels covering the media, political participation, and group affiliation.
Terms: not given this year, last offered Autumn 2016 | Units: 1 | Grading: Satisfactory/No Credit

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, last offered Winter 2014 | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)
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