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1 - 8 of 8 results for: CHILATST

CHILATST 109: GENTE: An incubator for transforming national narratives

Nearly 80,000 individuals who identify as Latino or Latina, turn 18 every MONTH in the United States alone.. Yet despite the rapid growth in numbers and a presence on this continent that predates the country itself, Latina/os are still spoken of largely through the lens of immigration, and primarily during the window of election seasons. This course will design, engage, and deliver human centered strategies and relational activations for transforming national narratives while advancing well being. Our core questions include:n - Who defines a people, and who is involved in definition making? n - What are the ways to engage story beyond marketing concepts into a platform for human connection? n - How does one ¿hack¿ a national narrative?n - How do relational activations like pop up dinners and listening parties create personal doorways for transformation that can be scaled without sacrificing quality?nnPlease note, GENTE is more than an identity-based course. It is initiative that designs blueprints for change-making across identities by curating stories, values and common histories of individuals into a shared future of well being.
Terms: Aut | Units: 5 | Grading: Letter or Credit/No Credit
Instructors: Gonzales, M. (PI)

CHILATST 173: Mexican Migration to the United States (AMSTUD 73, HISTORY 73, HISTORY 173)

This class examines the history of Mexican migration to the United States. In the United States we constantly hear about Obama¿s immigration plan, the anti-immigrant laws in Arizona, and the courage of DREAM Activists; in Mexico news sources speak about the role of remittances, the effect of deportations, and the loss of life at the border. Unfortunately, few people truly understand the historical trends in these migratory processes, or the multifaceted role played by the United States in encouraging individuals to head there. Moreover, few people have actually heard the opinions and voices of migrants themselves. This course seeks to provide students with the opportunity to place migrants¿ experiences in dialogue with migratory laws as well as the knowledge to embed current understandings of Latin American migration in their meaningful historical context.
Terms: Aut | Units: 3-5 | Grading: Letter or Credit/No Credit

CHILATST 177A: Well-Being in Immigrant Children & Youth: A Service Learning Course (CSRE 177E, EDUC 177A, HUMBIO 29A)

This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course.
Terms: Aut, Win | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Padilla, A. (PI)

CHILATST 198: Internship for Public Service (CSRE 198)

Students should consult with CCSRE Director of Community Engaged Learning (ddmurray@stanford.edu) to develop or gain approval for an internship that addresses race/ethnicity, public service, and social justice. Students will read a selection of short readings relevant to their placement, write bi-weekly reflections, and meet bi-weekly with the Director of Community Engaged Learning. Units are determined by the number of hours per week at the internship (2 hours/week = 1 unit; 5 hours/week = 2 units; 8 hours/week = 3 units; etc.) Group meetings may be required. May be repeated for credit.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit | Grading: Satisfactory/No Credit

CHILATST 200: Latin@ Literature (CSRE 200, ILAC 280, ILAC 382)

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

CHILATST 200R: Directed Research

Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit | Grading: Letter or Credit/No Credit

CHILATST 200W: Directed Reading

Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit | Grading: Letter or Credit/No Credit

CHILATST 201B: Making Meaning: Art, Culture & Social Change (CSRE 201B)

Are you an artist seeking a greater purpose for you art? Would you like to gain a sense of history and best practices for engaging your community in creative work? nnPractice of and an awareness of the concerns relevant to public art did not begin with Serra's Tilted Arc in 1980s. In contrast to the concerns of public art projects in the western practice of public art as extensions of the museum, this course explores the creative expression that emanates from community and cultural tradition. In communities around the world publicly engaged art making has flourished through creative tradition and collective engagements in social life. These traditions fostered creative works as collective practice, democratic participation, and interventionist impulses. From Agosto Boals's Theater of the Oppressed, to El Teatro Campesino's Farmworker actos¿to the Free Southern Theater¿¿ from the Fandango's of southern Veracruz, to muralism of Los Tres Grandes, and the SNCC Freedom Singers, this course links the history of community cultural expression of peoples around the globe as a means to expand contemporary concerns of public and socially engaged art beyond a strictly postmodern art context.
Terms: Aut | Units: 3 | Grading: Letter (ABCD/NP)
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