printer friendly pageFEMGEN 157P: Solidarity and Racial Justice (AFRICAAM 157P, AMSTUD 157P, CSRE 157P)
Is multiracial solidarity necessary to overcome oppression that disproportionately affects certain communities of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. There will be a community engaged learning option for this course. Students who choose to participate in this option will either work with Stanford's DGen Office or a community organization that is explicitly devoted to multiracial movement-building.
Terms: Win, Spr
| Units: 4-5
Instructors:
Blackmon, D. (PI)
;
Marquez, R. (PI)
FEMGEN 238: Men's Violence Against Women in Literature: A Critical and Social Analysis (FEMGEN 138)
Literature, as a social and cultural product of its time, can inform and deepen our understanding of oppression. Using literature as a vehicle, this course will explore the impact of and responses to men's violence against women. Students will critically assess how the author has portrayed the topic of sexual assault and relationship abuse, how the characters and/or author exhibits victim blaming, and, if the characters were living today, would current policies adequately hold the perpetrator responsible, provide safety and justice for the survivor, and challenge rape culture. In dialogue with theoretical texts, we will analyze the literary representations of patriarchy that inform societal acceptance of gender-based violence, identify the historical prevalence of victim blaming and impunity in these works, and assess the implications on policy making at the individual, community and political level. Students will critically examine literature including Shakespeare's Taming of the Shrew, Thomas Hardy's Tess of the D'Ubervilles, Zora Neale Hurston's Their Eyes Were Watching God, Louise Erdrich's The Round House and Joyce Carol Oates' We Were the Mulvaneys. There is an optional service-learning component.
Terms: Aut
| Units: 3-5
Instructors:
Baran, N. (PI)
FEMGEN 258: Sexual Violence in America (AFRICAAM 192, AMSTUD 258, CSRE 192E, FEMGEN 358, HISTORY 258, HISTORY 358)
This undergraduate/graduate colloquium explores the history of sexual violence in America, with particular attention to the intersections of gender and race in the construction of rape. We discuss the changing definitions of sexual violence in law and in cultural representations from early settlement through the late-twentieth century, including slavery, wartime and prison rape, the history of lynching and anti-lynching movements, and feminist responses to sexual violence. In addition to introducing students to the literature on sexual violence, the course attempts to teach critical skills in the analysis of secondary and primary historical texts. Students write short weekly reading responses and a final paper; no final exam; fifth unit research or CEL options.nnLimited enrollment, permission of instructor required. Submit application form and indicate interest in CEL option. Priority admission to History, FGSS, CSRE, AFRICAAM, and AMSTUD declared majors and minors. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI, GER:EC-Gender, WAY-EDP
Instructors:
Freedman, E. (PI)
FEMGEN 310X: Introduction to Comparative Queer Literary Studies (COMPLIT 110, COMPLIT 310, FEMGEN 110X)
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
Instructors:
Dierkes, P. (PI)
FRENLANG 10SC: French Immersion: Contemporary Issues in the French-Speaking World
Are you interested in all things French? Do you want to increase your French proficiency through an intense immersion program right here at Stanford? The answer is "French Immersion: Contemporary Issues in the French-Speaking World," a course designed to help students move towards greater linguistic and cultural competence. French Immersion is intended for students who have completed the equivalent of a year of French. In this class you will gain the cultural, historical, and linguistic knowledge necessary for taking future advanced French courses. You will enhance your French proficiency through intensive lessons and interaction in the target language. The content will include film, literature, news videos, and songs that reflect the cultural and social realities that the French-speaking world faces today. You will gain a deeper understanding of French and Francophone cultural products and practices through the exploration of a variety of topics such as art, fashion, cuisine in current French society. The course will include a range of in-class activities, organized off-campus excursions, a cooking workshop, art projects, and more, all in French!
Terms: Sum
| Units: 2
Instructors:
Comsa, M. (PI)
;
Howard, H. (PI)
FRENLANG 23C: Second-Year French: Cultural Emphasis, Third Quarter
Continuation of
FRENLANG 22C. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: placement Test,
FRENLANG 22C.
Terms: Aut, Win, Spr
| Units: 4
Instructors:
Howard, H. (PI)
;
Shapirshteyn, V. (PI)
GEOPHYS 118X: Sustainable Urban Systems Fundamentals (ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 218X, POLISCI 224X, PUBLPOL 118X)
This course is designed to provide students with fundamental mindsets and toolsets that they can apply to real-world problem solving in the context of urban systems. It focuses on fundamental quantitative and qualitative methods for acquiring knowledge and assessing performance of urban systems. Quantitative methods covered include geographic information systems, advanced Excel methods and basic statistics, and qualitative approaches will include stakeholder engagement as well as ethical guidelines governing work with community groups. The course will also introduce four key types of systems performance: well-being, sustainability, resilience and equity. Topics covered are those students can expect to encounter as they pursue their future careers. The course is also a prerequisite for participation in the Sustainable Urban Systems Projects which take place in Winter (
CEE 224Y) and Spring (
CEE 224Z). Those SUS Projects are designed to immerse student teams in current planning challenges through service to local public and private sector stakeholders; they will require high levels of self-driven learning, time commitment, professionalism, and collaboration. Open to undergraduate and graduate students in any major. For more information, visit
http://sus.stanford.edu/courses.
Terms: Aut
| Units: 3-5
GEOPHYS 118Y: Sustainable Urban Systems Project (CEE 124Y, CEE 224Y, GEOPHYS 218Y)
Sustainable Urban Systems (SUS) Project is a project-based learning experience being piloted for an upcoming new SUS M.S. Program within CEE. Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered throughout the academic year and may span multiple quarters. Students are expected to interact with professionals and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. To view project descriptions and apply, visit
http://sus.stanford.edu/courses/.
Terms: Win
| Units: 1-5
Instructors:
Leckie, J. (PI)
;
Nishimura, R. (PI)
;
Ortolano, L. (PI)
...
more instructors for GEOPHYS 118Y »
Instructors:
Leckie, J. (PI)
;
Nishimura, R. (PI)
;
Ortolano, L. (PI)
;
Ouyang, D. (PI)
;
Sarte, S. (PI)
;
Suckale, J. (PI)
;
Santiago Tate, A. (TA)
GEOPHYS 118Z: Sustainable Urban Systems Project (CEE 124Z, CEE 224Z, GEOPHYS 218Z)
Sustainable Urban Systems (SUS) Project is a project-based learning experience being piloted for an upcoming new SUS M.S. Program within CEE. Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered throughout the academic year and may span multiple quarters. Students are expected to interact with professionals and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. To view project descriptions and apply, visit
http://sus.stanford.edu/courses/.
Terms: Spr
| Units: 1-5
Instructors:
Bardhan, R. (PI)
;
Katz, G. (PI)
;
Leckie, J. (PI)
...
more instructors for GEOPHYS 118Z »
Instructors:
Bardhan, R. (PI)
;
Katz, G. (PI)
;
Leckie, J. (PI)
;
Nishimura, R. (PI)
;
Ortolano, L. (PI)
;
Ouyang, D. (PI)
;
Sarte, S. (PI)
;
Suckale, J. (PI)
GEOPHYS 218X: Sustainable Urban Systems Fundamentals (ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, POLISCI 224X, PUBLPOL 118X)
This course is designed to provide students with fundamental mindsets and toolsets that they can apply to real-world problem solving in the context of urban systems. It focuses on fundamental quantitative and qualitative methods for acquiring knowledge and assessing performance of urban systems. Quantitative methods covered include geographic information systems, advanced Excel methods and basic statistics, and qualitative approaches will include stakeholder engagement as well as ethical guidelines governing work with community groups. The course will also introduce four key types of systems performance: well-being, sustainability, resilience and equity. Topics covered are those students can expect to encounter as they pursue their future careers. The course is also a prerequisite for participation in the Sustainable Urban Systems Projects which take place in Winter (
CEE 224Y) and Spring (
CEE 224Z). Those SUS Projects are designed to immerse student teams in current planning challenges through service to local public and private sector stakeholders; they will require high levels of self-driven learning, time commitment, professionalism, and collaboration. Open to undergraduate and graduate students in any major. For more information, visit
http://sus.stanford.edu/courses.
Terms: Aut
| Units: 3-5
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