1 - 10 of 27 results for: HUMRTS

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C ( FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

Prerequisite: HISTORY6W ( FEMGEN 6W). Continuation of HISTORY 6W ( FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter; weekly participation in discussion forum. (Cardinal Course certified by the Haas Center)

This course will introduce students to the philosophical and historical foundations for the modern concept of human rights, as well as the international and domestic legal frameworks currently in force to protect and promote these rights. Students will learn about the broad landscape of institutions responsible for defining and enforcing human rights from scholars who study the institutions, and practitioners who have worked inside them. Throughout the quarter we will read and discuss critical scholarship about the gap between the promises and aspirations of international human rights covenants, and the ongoing realities of widespread oppression, exploitation, and atrocity happening around the world. We will welcome practitioners as well as guest faculty from departments across the university whose teaching and research touches on aspects of human rights within their respective fields of expertise. Throughout the course, we will explore how distinct perspectives, assumptions, and vocabulary of particular disciplinary communities affect the way scholars and practitioners trained in these fields approach, understand, and employ human rights concepts. HUMRTS 101 fulfills the gateway course requirement for the Minor in Human Rights, and is offered once per year, winter quarter. No prior knowledge or formal human rights education is required of students enrolling in this introductory course. Students of all years and majors are welcome to join. Students should enroll in Section 01 of the course for in-person instruction Tu/Th 3:00-4:50 pm. Enrollment in Section 02 is available only by special consent of the instructor, for students with special circumstances who need to complete HUMRTS 101 for the Minor, but cannot regularly attend the class in person as scheduled for Section 01. Students enrolled in Section 02 will complete identical curriculum, and will engage with classmates from Section 02 on a single Canvas site, but will have asynchronous and remote scheduling options for lectures. These same asynchronous and remote options can also be made available to Section 01 students (if/when needed, at discrete times throughout the quarter) in the event of COVID-related disruptions to class (e.g. instructor illness, student quarantine).

(Formerly IPS 208A) This course will examine the arc of an atrocity. It begins with an introduction to the interdisciplinary scholarship on the causes and enablers of mass violence genocide, war crimes, terrorism, and state repression. It then considers political and legal responses ranging from humanitarian intervention (within and without the Responsibility to Protect framework), sanctions, commissions of inquiry, and accountability mechanisms, including criminal trials before international and domestic tribunals. The course will also explore the range of transitional justice mechanisms available to policymakers as societies emerge from periods of violence and repression, including truth commissions, illustrations, and amnesties. Coming full circle, the course will evaluate current efforts aimed at atrocity prevention, rather than response, including President Obama's atrocities prevention initiative. Readings address the philosophical underpinnings of justice, questions of institutional design, and the way in which different societies have balanced competing policy imperatives. Cross-listed with LAW 5033.

(Formerly IPS 280) Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.

The course examines core human rights concepts and issues as they arise in a variety of contexts ranging from the ancient world to today. These issues include slavery, human trafficking, gender based violence, discrimination against marginalized groups, and how these and other issues are linked to war, internal conflict, and imperialism. We will consider the ways in which such issues emerge, are explicitly treated, or are ignored in a variety of historical and contemporary settings with a particular emphasis on the impact that war and conflict have on laws and norms that in principle aim to protect individuals from violence and exploitation. This inquiry also entails consideration of the modern notion of the universality of human rights based on a conception of a common humanity and how alien that concept is in states and communities that define or embody hierarchies that systematically exclude groups or populations from the protections and respect that other groups and individuals are afforded. Nowhere do the devastating consequences of such exclusions become clearer than in times of crisis and conflict. The course draws upon a variety of case studies from the Greco-Roman world and other temporal and geographical contexts to explore the political and social dynamics that shape and inform the violence inherent in such events.

Students who want to participate in this community engaged learning workshop must be concurrently enrolled in SPANLANG 108SL. Within the HUMRTS 108 program, students will have the unique opportunity to apply their advanced Spanish language skills and their understanding of the US immigration detention system, acquired in the class, by volunteering with an organization dedicated to immigrant rights. In this capacity, students will receive training to operate a hotline responsible for monitoring conditions in over 200 immigrant detention centers. They will engage directly with people in immigration detention to document instances of abuse, reveal dehumanizing conditions, and connect them with their loved ones. Human rights lawyer Penelope Van Tuyl will serve as a guest lecturer, providing students with legal context. Additionally, we will have the privilege of hosting migrants and refugees who will share their personal stories of being in US detention and seeking asylum, along with other experts in fields such as law, mental health, media, and art activism. To enroll, please ensure that you qualify to enroll in a third-year Spanish class and contact Instructor Vivian Brates at vbrates@stanford.edu to request a class code. Please be aware that this course requires a minimum of 3 units and must be taken for a letter grade to be eligible for Ways credit. It is also certified as a Cardinal Course by the Haas Center for Public Service.

This follow-up course is designed for students who have completed Spanlang 108SL/ HUMRTS 108 (Migration, Asylum, and Human Rights at the Border) and wish to continue their community-engaged work with Freedom for Immigrants (FFI). Students may continue responding to hotline calls or focus on follow-up research related to issues raised by callers. Students may: Take weekly shifts on the unmonitored hotline to document complaints, monitor conditions, and help connect people in detention with support networks; or Conduct follow-up research based on documented hotline requests and support FFI's case-tracking, issue identification, and advocacy efforts. Students will participate in periodic check-ins with FFI staff for coordination and support. Unit enrollment should reflect the anticipated time commitment, including hotline shifts, research, coordination with FFI, and group meetings. For questions or a code, students may contact Vivian Brates (vbrates@stanford.edu).

Slavery and trafficking in persons in the Greco-Roman world were legal and ubiquitous; today slavery is illegal in most states and regarded as a grave violation of human rights and as a crime against humanity under international law. In recent trends, human trafficking has been re-conceptualized as a form of "modern day slavery. " Despite more than a century since the success of the abolition movement, slavery and trafficking continue in the 21st century on a global scale. The only book for the course is: Peter Garnsey, Ideas of Slavery from Aristotle to Augustine, Cambridge University Press