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ENGLISH 159: James Baldwin & Twentieth Century Literature (AFRICAAM 159, FEMGEN 159)

Black, gay and gifted, Baldwin was hailed as a "spokesman for the race", although he personally, and controversially, eschewed titles and classifications of all kinds. This course examines his classic novels and essays as well his exciting work across many lesser-examined domains - poetry, music, theatre, sermon, photo-text, children's literature, public media, comedy and artistic collaboration. Placing his work in context with other writers of the 20C (Faulkner, Wright,Morrison) and capitalizing on a resurgence of interest in the writer (NYC just dedicated a year of celebration of Baldwin and there are 2 new journals dedicated to study of Baldwin), the course seeks to capture the power and influence of Baldwin's work during the Civil Rights era as well as his relevance in the "post-race" transnational 21st century, when his prescient questioning of the boundaries of race, sex, love, leadership and country assume new urgency.
Terms: Win | Units: 5 | UG Reqs: WAY-A-II, WAY-ED

ENGLISH 172D: Introduction to Comparative Studies in Race and Ethnicity (COMPLIT 195, CSRE 196C, PSYCH 155, SOC 146, TAPS 165)

How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section.
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-ED, WAY-SI

ENGLISH 184: The Novel, the Global South (COMPLIT 123, DLCL 143)

Literary inventiveness and social significance of novelistic forms from the Great Depression to the present. The seminar will focus on texts by William Faulkner, Gabriel Garcia Marquez, Toni Morrison, and Junot Diaz.
Terms: Spr | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED

ESF 9: Education as Self-Fashioning: Chinese Traditions of the Self

In this class we explore thinking about the self and its cultivation that took root and flourished in China. Chinese civilization was centrally concerned with issues of the self, but it developed methods and ideals of cultivation that have no obvious parallel in the European tradition. We will be concerned primarily with two clusters of Chinese thought and expression. First, we will look at major philosophical traditions (Confucianism, Daoism, Buddhism) to see how they structured thinking about education and self-cultivation. The three ¿schools¿ of thought staked out different ideals for the self that provided China with range and flexibility in concepts of personhood. Second, we will examine Chinese aesthetic traditions, especially those of qin music, calligraphy and painting, to understand how the arts were used as a platform for self-cultivation and to communicate the artist¿s essential nature to others. The course also gives attention to the gendering of concepts of the self and to the tradition of martial arts as self-discipline and self-strengthening. Students should emerge from the course with an understanding of how a major civilization located outside Western traditions developed its own answers to these questions of universal human concern.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II, WAY-ED, Writing 1

ESF 9A: Education as Self-Fashioning: Chinese Traditions of the Self

In this class we explore thinking about the self and its cultivation that took root and flourished in China. Chinese civilization was centrally concerned with issues of the self, but it developed methods and ideals of cultivation that have no obvious parallel in the European tradition. We will be concerned primarily with two clusters of Chinese thought and expression. First, we will look at major philosophical traditions (Confucianism, Daoism, Buddhism) to see how they structured thinking about education and self-cultivation. The three ¿schools¿ of thought staked out different ideals for the self that provided China with range and flexibility in concepts of personhood. Second, we will examine Chinese aesthetic traditions, especially those of qin music, calligraphy and painting, to understand how the arts were used as a platform for self-cultivation and to communicate the artist¿s essential nature to others. The course also gives attention to the gendering of concepts of the self and to the tradition of martial arts as self-discipline and self-strengthening. Students should emerge from the course with an understanding of how a major civilization located outside Western traditions developed its own answers to these questions of universal human concern.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-A-II, WAY-ED, Writing 1

ETHICSOC 133: Ethics and Politics of Public Service (CSRE 178, HUMBIO 178, PHIL 175A, PHIL 275A, POLISCI 133, PUBLPOL 103D, URBANST 122)

Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-ER

FEMGEN 5S: Comparative Partitions: Pakistan, Israel, and the Modern World (HISTORY 5S)

Modern maps of the world simplify history by portraying the partitioning of territory as adding another border to a map, a naturalized action in the histories of sovereignty. The partitions of India and Palestine in 1947 and 1948 involved division of territory, but were also influenced by international commitments to secure representation for religious minorities. This course focuses on the key global discussions deployed by Indian Muslims and European Jews to understand the nature of their demands for a nation and determine the historical situations that resulted in the creation of sovereign nations. These partitions demonstrate how events, people, geographies, histories and ideas are powerfully linked on a global scale.
Terms: Aut | Units: 5 | UG Reqs: WAY-ED, WAY-SI
Instructors: Akhter, M. (PI)

FEMGEN 14N: Imagining India: Art, Culture, Politics in Modern India (COMPLIT 14N, CSRE 15N)

This course explores history via cultural responses in modern India. We will examine a range of fiction, film and drama to consider the ways in which India emerges through its cultural productions. The course will consider key historical events such as the partition of the subcontinent, independence from British rule, Green Revolution, Emergency, liberalization of the Indian economy, among others. We will reflect on epochal historical moments by means of artisticnresponses to these events. For example, Ritwik Ghatak's experimental cinema intervenes into debates around the Bengal partition; Rohinton Mistry's novel, A Fine Balance grapples with the suspension of civil liberties during the emergency between 1975-77; Rahul Varma's play Bhopal reflects on the Bhopal gas tragedy, considered the world's worst industrial disaster. Students willnread, view and reflect on the aesthetic and historical texts through their thoughtful engagement in class discussions and written e ssays. They will also have opportunities to imaginatively respond to these texts via short creative projects, which could range from poems, monologues, solo pieces, web installations, etc. Readings will also include Mahashweta Devi, Amitav Ghosh, Girish Karnad, Jhumpa Lahiri, Manjula Padmanabhan, Salman Rushdie, Aparna Sen, among others.
Last offered: Autumn 2015 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED

FEMGEN 17: Gender and Power in Ancient Greece

(Formerly CLASSGEN 17.) Introduction to the sex-gender system of ancient Greece, with comparative material from modern America. How myths, religious rituals, athletics, politics and theater reinforced gender stereotypes and sometimes undermined them. Skills: finding clues, identifying patterns and making connections amongst the components of a strange and beautiful culture very different from our own. Weekly participation in a discussion section is required.
Last offered: Autumn 2014 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-ED

FEMGEN 24N: Sappho: Erotic Poetess of Lesbos (CLASSICS 16N)

(Formerly CLASSGEN 24N.) Preference to freshmen. Sappho's surviving fragments in English; traditions referring to or fantasizing about her disputed life. How her poetry and legend inspired women authors and male poets such as Swinburne, Baudelaire, and Pound. Paintings inspired by Sappho in ancient and modern times, and composers who put her poetry to music.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-CE, WAY-ED
Instructors: Peponi, A. (PI)
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