51 - 60 of 171 results for: CSRE

The history of competing tribal and Western economic models, and the legal, political, social, and cultural implications for tribal economic development. Case studies include mineral resource extraction, gaming, and cultural tourism. 21st-century strategies for sustainable economic development and protection of political and cultural sovereignty.

(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.

Demographic, political, and economic history of California Indians, 1700s-1950s. Processes and events leading to the destruction of California tribes, and their effects on the groups who survived. Geographic and cultural diversity. Spanish, Mexican, and Anglo-American periods. The mission system.

Interpreting the past is no longer just for people like historians and archaeologists, and it¿s no longer confined to the pages of books. More and more, community-based organizations are gathering stories and perspectives from everyday people, and they¿re putting them out for the world to see online. With these big changes, what will be the future of thinking about the past? In this course, students will work through the dynamics of digital heritage through readings, discussion, and original research. The course centers around artifacts unearthed at the Market Street Chinatown in San Jose. Each student will analyze and gather stories relating to a single artifact in order to contribute to a multimedia exhibit for the Chinese American Historical Museum in San Jose. Class time will be devoted both to discussion and to work on artifact-based projects, and will also include a fieldtrip to the museum and collaboration time with members of the Chinese Historical and Cultural Project.

How have social institutions and historical factors led to the belief systems and stereotypes that shape how race is experienced in American society, and how do these belief systems affect the way individuals within racial groups come to view and define themselves?nThis course will serve as an introduction to how people¿s psychology¿how they think, feel, and act¿shapes their experience of race and identity in America. After a brief discussion about the structural and systemic origins of the racial status quo, we will examine the way that individuals navigate the social and racial landscape of modern-day America. Complementing courses that take sociological approaches to race in America, this course will focus on how individuals¿ perceptions and thoughts about the world affect how they interpret and respond to social situations.nFor example, the course will address:n¿nhow stereotypes about one¿s race or identity can cause individuals to feel threatened, and can undermine health, feelings of belonging, and academic performance n¿nhow an individual¿s concerns about the thoughts and beliefs of others can radically affect identity formation, particularly during adolescencen¿nhow individuals have to navigate multiple cultural identities, especially as minority group members contending with mainstream ideas that differ from their ownn¿nhow majority group members (e.g., Whites) view their role in racial systems, and how they deal with concerns about being or appearing prejudiced n¿nhow interventions can use social psychological concepts to mitigate negative outcomes of racial inequalitynWe will then use our understanding of these concepts to examine and consider different racial situations thoughout American society and to understand how individuals navigate and experience race and identity. Throughout the course, we will watch films, read literature, and analyze music and art that reflect the experience of race and identity.

South Africa's rich vein of contemporary fiction provides as a fascinating window onto that country's social dynamics. In this class we'll focus on a number of recent works that tease out some of the key themes that continue to shape both South Africa and the world today.nnSelected novels will provide a framework within which to consider, among other topics: explosive public protest aimed at the Zuma government and other institutions, particularly around the question of university fees and other #MustFall issues; the place of youth culture and coming-of-age in a changing society; attempts to deal with HIV-Aids and other infectious diseases, with their considerable impact; simmering dissatisfaction, especially among young people, about 'Transformation'; the apparent victory of neoliberal policies over social justice, at least it was perceived in the 1980s and early 90s, and the rise of a new black middle class; changing notions of South Africa's place in Africa and in the world. If we take these themes together, the novel seems well suited to the exploration of personal identities amid the social change, and our choices of authors are aimed at showcasing South Africa¿s literary talent beyond the tired tropes of J. M. Coetzee¿s bleak vision.nnFour novels will form the core of our discussion. Zakes Mda in Little Suns (2016) uses one of his characteristic historical settings to explore the private aftermaths of a public event: the assassination of the colonial commissioner, Hamilton Hope (1880), amidst a rising of the amaXhosa people in the Eastern Cape. Niq Mhlongo's After Tears (2007) is the story of a young man's attempts to negotiate academic failure at the University of Cape Town on the one hand and his family's upwardly mobile expectations of him on the other. Ivan Vladislavic setsThe Restless Supermarket (2001) in central Johannesburg of 1993, adopting the perspectiveof a retired proofreader of telephone directories, enjoying one of his old haunts on the eve of its demolition. Finally, in Zoë Wicomb's October: a novel (2014), a scholar-author tries to deal with changes in her own life in Scotland at the same time as she reconnects with her family in rural Western Cape and deals anew with its challenges and skeletons in the cupboard.nnThis course is conceived in the frame of (South) African humanities. Anyone interested in contemporary Cape Town, including students who have spent a term in BOSP-Cape Town or intend to do so, will find several points of engagement. Graduate students are welcome to audit the class: the key point will be a willingness to read and discuss.

Many of our political arguments are arguments by analogy. But analogies between ethnic and racial experiences are especially problematic, and especially incendiary. This class will think about metaphor and contend with how it¿s used in both fictional and nonfictional texts concerning race and ethnicity. nThe works we will read in this class are uncomfortable. They¿re uncomfortable because they address suffering and pain; they¿re uncomfortable because they compare suffering and pain; they¿re uncomfortable because of what they get right and because of what they don¿t. This is a class fundamentally concerned with how we traverse boundaries of race and ethnicity ethically, and about thinking through when and how authors have failed to do so. When does empathy become presumption? When does altruism become condescension? When does exploration become voyeurism? We will plumb these questions (to which there are no clear answers) through the lens of speeches, poetry, sci-fi, film, essays, short stories, and novels.

Using the assigned texts covering the protest movements in the 20th century to the texts written from the perspective of the colonized at the end of the 20th century, students will engage in discussions on decolonization. Students will be encouraged to critically explore issues of interest through two short papers and a 15-20 minute presentation on the topic of interest relating to decolonization for Native Americans in one longer paper. Approaching research from an Indigenous perspective will be encouraged throughout.

This course examines various issues surrounding the role of race and ethnicity in the American political system. Specifically, this course will evaluate the development of racial group solidarity and the influence of race on public opinion, political behavior, the media, and in the criminal justice system. We will also examine the politics surrounding the Multiracial Movement and the development of racial identity and political attitudes in the 21st century. Stats 60 or Econ 1 is strongly recommended.