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This course is about public interest lawyers' professional relationship to the larger community in which they work and live. This class explores the complexities of what it means to be a public interest lawyer and the difficulties in seeking to serve a community through lawyering. We will discuss traditional and nontraditional lawyering tools for serving communities and their needs. Class meetings will be dedicated largely to scholarship on the lawyer's tools and the role of the lawyer in a community. We will explore tools including impact litigation, legal aid, pro bono representation, lobbying, and organizing, interrogating the concept of community and what it means to serve one. The course will also draw upon the experience of public interest lawyers in the Bay Area and nationwide, who will visit the course either in person or virtually to discuss their work. Students are expected to write short reflections throughout the two-week course and to engage in thoughtful discussion with both their classmates and the course guests. Elements used in grading: Attendance, reading, class participation, written assignments. Interested SLS students should complete and submit an S-Term Course Selection Form 2024 available at https://law.stanford.edu/education/s-term/ by April 30, 2024. Forms received after the deadline will be processed on a rolling basis until the class is full. S-Term early start for Autumn Quarter.

This course considers the intersection of narrative strategies and tactics with conventional modes of law reform as a means of furthering racial justice. In addition to classroom lecture and discussion on campus, this class will travel to Montgomery, Alabama, where students will visit the Legacy Museum and the National Memorial for Peace and Justice. Students will explore the role of narratives of racial difference in American history--from slavery and reconstruction to lynching and segregation--and how they supported the codification of racial hierarchy and enabled racial bigotry to often triumph over the rule of law and principles of equality. The course will consider the extent to which contemporary problems reflect these longstanding racial narratives. The materials for the course will include judicial decisions and social science materials, as well as detailed reports on the Transatlantic Slave Trade, the Domestic Slave Trade, Reconstruction, Lynching, and Segregation. Readings will consider the extent to which the contemporary carceral state functions as an extension of the historical narratives of race. The African-American experience will provide a basis for thinking about the absence of transitional justice in the U.S., the tolerance of racial disparities and inequities across many disciplines and how narrative work, cultural sites, storytelling, accessible reports and data can be powerful tools for change. All students in the course will be required to read a book from a booklist provided by the instructors that relates to the course and write a 10-15 page reflection paper that addresses ideas from the course about narrative and social justice. Interested SLS students should complete and submit an S-Term Course Selection Form 2024 available at https://law.stanford.edu/education/s-term/ by April 30, 2024. Forms received after the deadline will be processed on a rolling basis until the class is full. S-Term early start for Autumn Quarter.

Since they began immigrating to the United States in the 1800s, Asian Americans have played a prominent role in America's legal history despite their small numbers. Yet, the role of Asian Americans in the development of American jurisprudence has not been well-studied in law schools. To begin to fill this gap, this course seeks to examine the rich legal history of Asian Americans in the United States. The course will focus on laws directed at and judicial decisions involving Asian Americans and the historical context behind those laws and cases. In doing so, the course will explore the historical themes seen in American jurisprudence involving Asian Americans--many of which continue to persist today. The goals for the course will be for each student to learn about the Asian American experience in the United States through America's legal history and to understand how that legal history relates to the legal issues that continue to impact people of Asian descent in the United States today. Grading will be based on: (1) attendance; (2) class participation; (3) writing assignments; and (4) a final paper. Each student must do at least one short presentation (10-15 minutes) based on the weekly reading (they may be group presentation). The weekly writing assignments will consist of: (1) three (3) short (1-2 pages) reaction papers; and (2) the submission of three discussion questions for the weeks in which the student chooses not to do a reaction paper. There will also be a final paper (approximately 15 pages).

A survey of the domestic and international law surrounding the conduct of U.S. foreign relations and national security, with a focus on America's most urgent foreign policy challenges. The course will focus on the interaction between law, process, policy, and politics in this area, and how it has generated the current contours of, and challenges to, the National Security Constitution in the 21st Century. Elements used in grading: Attendance, class participation, exam.

This seminar covers selected topics in gender law. The topics may vary by quarter and may include gender and violence, sexual harassment, workplace equality, intersectionality, educational equity, and women in the justice system. For the Spring 2025 quarter, the focus will be on sexual misconduct and the #MeToo movement. With permission of the instructor, a student may write a long paper for R credit instead of the shorter papers. After the term begins, students enrolled in the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, class participation, written assignments, final paper

How can homicide law be reformed to take better account of the realities of intimate partner violence? This seminar will explore how the substantive and procedural rules applied in homicide cases address, and fail to address, a defendant's prior experiences of intimate partner violence. We will consider whether and how legal doctrines (such as self-defense, provocation, duress, mitigation, malice, aiding and abetting, and co-conspiracy liability) and legal practices (such as those governing prosecutorial charging decisions, evidentiary admission, and parole, commutation, and other forms of early release) should be modified to operate more fairly and more sensibly when applied to killings traceable in whole or in part to the defendant's own victimization. Students will be assigned research topics, taking into account their interests and preferences. Every student will be required to produce a final paper and an oral, in-class presentation. Grading will be based on the paper, the presentation, and class participation throughout the quarter. Elements used in grading: Attendance, class participation, class presentation, written assignments, final paper. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/.

Deep disagreement pervades our democracy, from arguments over issues ranging from policies dealing with Covid to gender-affirming care, to the regulation of protests, to the President's authority to fire members of federal agencies. Loud voices drown out discussion. Open-mindedness, humility, and critical thinking seem in short supply among politicians, citizens, and other residents alike. Yet constructive disagreement is an essential feature of a democratic society. This class explores and models respectful, civil disagreement. Each week features scholars who disagree- sometimes quite strongly- about major policy issues. Students will have the opportunity to probe those disagreements, understand why they persist, and improve their own understanding of facts and values that underlie them. The course may be taken for one or two units. The basic, one-unit class is open to all Stanford students, with other members of the Stanford community welcome to audit individual classes. The requirements are to do the readings in advance of each class, attend, and listen attentively and critically. Because the topics are different, students who took the course in 2024-25 may enroll this year as well. A limited number of undergraduates may take a second unit of credit. Students enrolled in the two-unit course will participate in weekly small group discussion seminars about the topics discussed by the guest presenters in the course that week. The discussion seminars will be led by peer facilitators, with the goal of developing critical thinking skills and discourse skills, such as active listening and curiosity. The peer facilitators are undergraduate students who have completed training in dialogue facilitation. Each discussion seminar will have a maximum of 10 students. If interest in discussion seminars exceeds the number offered, students will be chosen by lottery. Elements used in grading: Attendance. Cross-listed with COMM 3, CSRE 31, HISTORY 3C, PHIL 30, POLISCI 31, PSYCH 31A, PUBLPOL 3, RELIGST 23X, SOC 13.

This course will explore the state of reproductive rights in both public and private law, and ask students to consider what constitutes, or would constitute, reproductive justice. The course will survey the state of access to reproductive health and autonomy in a variety of areas post-Dobbs, including constitutional law, criminal law, torts, property, and administrative law. Topics covered will include, but are not limited to, access to abortion and contraception, intimate partner violence, assisted reproductive technology, and many aspects of reproductive harm. Elements used in grading: Attendance, class participation, written assignments, final paper. Class meets 4:15 p.m. to 6:15 p.m., Tuesday, Wednesday, Thursday on January 7, 8, 9, 14, 15, 16, 21, 22, 23.

This course will explore Native nation building, Tribal law, Tribal court, and restorative approaches for meeting the needs of Tribal youth and families, given their unique histories, cultures, and the impacts of colonization and historical and intergenerational trauma. In this course we ask the question -- which nation building, constitutional/statutory, court and/or restorative approaches will meet the current needs of Tribal youth, families, and the Native Nation as a whole. The course will explore various approaches in juvenile, restorative, and therapeutic justice (drug courts), and their Indigenous counterparts (Tribal Juvenile Courts, Circle Peacemaking, and Tribal Healing to Wellness Courts). Elements used in grading: Attendance, class participation, written assignments, final paper. Class meets 12:00 p.m. to 5:00 p.m. on April 18 and 19.