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201 - 210 of 717 results for: all courses

CSRE 78: Art + Community: Division, Resilience & Reconciliation (AFRICAAM 78)

Violence and trauma isolates and segregates us. Part of the healing process must be about coming back into community. Freedom is meaningful only insofar as it lifts all, especially those who have been done the most harm. In times of violence and polarization, art can heal and brings people together. In this course, we will explore how we make and sustain community, especially in the face of threats from within and without. We will do this especially through examining how artists and culture workers of color develop and advance practices that build mutuality, criticality, renewal, trust, and joy in the face of ongoing racial injustice and cultural inequity.
Terms: not given this year, last offered Spring 2018 | Units: 1-5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

CSRE 82G: Making Palestine Visible (HISTORY 82G, HISTORY 182G)

Israel-Palestine is one of the most difficult subjects to talk about, in large part because we in the United States do not have much exposure to Palestinian history, culture, and politics in their own terms. This course aims to humanize Palestinians and asks why Palestinian claims to rights are illegible for much of the American public. We begin to answer this question by examining a broad sampling of history, structures of power and law, culture, and contemporary political issues.
Terms: not given this year, last offered Autumn 2017 | Units: 3-5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit

CSRE 91: Exploring American Religious History (AMSTUD 91, HISTORY 260K, RELIGST 91)

This course will trace how contemporary beliefs and practices connect to historical trends in the American religious landscape.
Terms: not given this year, last offered Spring 2018 | Units: 4 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

CSRE 91D: ASIAN-AMERICAN AUTOBIOGRAPHY/W (AMSTUD 91A, ASNAMST 91A, ENGLISH 91A)

This is a dual purpose class: a writing workshop in which you will generate autobiographical vignettes/essays as well as a reading seminar featuring prose from a wide range of contemporary Asian-American writers. Some of the many questions we will consider are: What exactly is Asian-American memoir? Are there salient subjects and tropes that define the literature? And in what ways do our writerly interactions both resistant and assimilative with a predominantly non-Asian context in turn recreate that context? We'll be working/experimenting with various modes of telling, including personal essay, the epistolary form, verse, and even fictional scenarios. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Win | Units: 3-5 | UG Reqs: WAY-CE, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: Lee, C. (PI)

CSRE 102A: Art and Social Criticism (AFRICAAM 102B, AMSTUD 102, ARTHIST 162B, FEMGEN 102)

Visual artists have long been in the forefront of social criticism in America. Since the 1960s, various visual strategies have helped emergent progressive political movements articulate and represent complex social issues. Which artists and particular art works/projects have become key anchors for discourses on racism, sexism, economic and social inequality, immigrant rights and climate change? We will learn about a spectrum of political art designed to raise social awareness, spark social change and rouse protest. The Art Workers Coalition's agit-prop opposing the Vietnam War and ACT-UP's emblematic signs and symbols during the AIDS/HIV crisis of the 1980s galvanized a generation into action. Works such as Judy Chicago's The Dinner Party (1979), Fred Wilson's Mining the Museum (1992), and Glenn Ligon's paintings appropriating fragments from African-American literature all raised awareness by excavating historical evidence of the long legacy resisting marginalization. For three decades more »
Visual artists have long been in the forefront of social criticism in America. Since the 1960s, various visual strategies have helped emergent progressive political movements articulate and represent complex social issues. Which artists and particular art works/projects have become key anchors for discourses on racism, sexism, economic and social inequality, immigrant rights and climate change? We will learn about a spectrum of political art designed to raise social awareness, spark social change and rouse protest. The Art Workers Coalition's agit-prop opposing the Vietnam War and ACT-UP's emblematic signs and symbols during the AIDS/HIV crisis of the 1980s galvanized a generation into action. Works such as Judy Chicago's The Dinner Party (1979), Fred Wilson's Mining the Museum (1992), and Glenn Ligon's paintings appropriating fragments from African-American literature all raised awareness by excavating historical evidence of the long legacy resisting marginalization. For three decades feminist artists Adrian Piper, Barbara Kruger and the Guerilla Girls have combined institutional critique and direct address into a provocative form of criticality. Recent art for social justice is reaching ever broadening publics by redrawing the role of artist and audience exemplified by the democratization of poster making and internet campaigns of Occupy and the Movement for Black Lives. We will also consider the collective aesthetic activisms in the Post-Occupy era including Global Ultra Luxury Faction, Climate Justice art projects, and the visual culture of Trump era mass protests. Why are each of these examples successful as influential and enduring markers of social criticism? What have these socially responsive practices contributed to our understanding of American history?
Terms: Aut | Units: 5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: Hertz, B. (PI)

CSRE 103: Intergroup Communication (PSYCH 103)

In an increasingly globalized world, our ability to connect and engage with new audiences is directly correlated with our competence and success in any field How do our intergroup perceptions and reactions influence our skills as communicators? This course uses experiential activities and discussion sections to explore the role of social identity in effective communication. The objective of the course is to examine and challenge our explicit and implicit assumptions about various groups to enhance our ability to successfully communicate across the complex web of identity. If you are interested in the class but enrollment is full on axess, please fill out the following survey to be put on the waitlist- www.tinyurl.com/psych103winter2019. After filling out this survey you are on the waitlist and do not need to reach out any further. In order to be fully considered for enrollment in the class, you must attend the first day of class. Enrollment will not be offered to those who are not present on the first day.
Terms: Aut, Win | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-ED | Grading: Letter (ABCD/NP)

CSRE 103B: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, EDUC 103B, EDUC 337)

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit

CSRE 103S: Gender in Native American Societies (FEMGEN 103S, NATIVEAM 103S)

Seminar examines the impact of colonialism on gender roles & gender relations in American Indian communities beginning with the 17th century to the present. Topics include demographic changes; social, political & economic transformations associated with biological & spiritual assaults; the dynamism & diversity of native societies. Sources include history, ethnography, biography, autobiography, the novel & film.
Terms: Aut | Units: 5 | UG Reqs: GER:EC-Gender, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: Anderson, J. (PI)

CSRE 108: Introduction to Feminist, Gender, and Sexuality Studies (AMSTUD 107, FEMGEN 101, TAPS 108)

Introduction to interdisciplinary approaches to gender, sexuality, queer, trans and feminist studies. Topics include the emergence of sexuality studies in the academy, social justice and new subjects, science and technology, art and activism, history, film and memory, the documentation and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, and sexuality from local and global perspectives.
Terms: Spr | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

CSRE 111: The California Missions: Art History and Reconciliation (ARTHIST 211, NATIVEAM 211)

Sites of the spirit and devotion, sites of genocide, foreboding actors in Alfred Hitchcock's Vertigo, the subject of fourth-grade school projects, the Spanish Missions of Alta California are complex sites of inquiry, their meanings and associations different for each visitor. This seminar examines the art and architecture of the California Missions built between 1769 and 1823. Constructed with local materials and decorated with reredos, paintings and sculptures from Mexico and Spain, the Missions are at once humble spaces and flagships of a belated global baroque. They were also the laboratories of indigenous artists and artisans. This course seeks to understand how Mission art was meant to function, how and why it was made, what its materials were, while asking what the larger role of art was in a global system of missions. Can the study of this art lead to the reconciliation of populations in North America and within the field of art history? The Missions require a specific reexamination of the relationship between European and colonial forms, not as objects of curiosity or diffusion but as viable and globally informed agents.
Terms: Spr | Units: 5 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter (ABCD/NP)
Instructors: Kinew, S. (PI)
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