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Office: Encina Hall West, second floor
Mail Code: 94305-6045
Web Site: http://sgs.stanford.edu

The Stanford Global Studies Division (SGS) is a hub for internationally focused research and teaching on campus. SGS prepares Stanford students for the world through an interdisciplinary education that cultivates knowledge of different cultures, and deepens our understanding of the global affairs through innovative research.  Stanford Global Studies is comprised of 14 centers and programs, which are described below.

Global Studies Minor

The Global Studies minor is available to Stanford undergraduates from any major, and is designed to provide students with the opportunity to pursue interdisciplinary study in one of six specializations, including in-depth language study, while integrating this knowledge into a larger vision of global affairs:

All students are required to complete 28 units, including a 3 unit gateway course. The remaining 25 units are unique to each specialization. Upon completion of the minor, students present their capstone projects in a seminar with other Global Studies minor participants. Students participating in the Bing Overseas Studies Program are especially encouraged to enroll. For questions, contact Dr. Katherine Kuhns at kkuhns@stanford.edu.

To declare the Global Studies minor, students must:

  1. Set up an appointment with the appropriate specialization adviser (see appropriate specialization page for contact information).  

  2. Declare the Global Studies minor in Axess.

  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the specialization. Submit the form to the specialization adviser as noted on the relevant tab in this section of this bulletin.

Center for African Studies

Director: James Ferguson
Office: 100 Encina Commons
Web Site: http://africanstudies.stanford.edu

The Center for African Studies (CAS) coordinates an interdisciplinary program in African Studies for undergraduates and graduate students. The program seeks to enrich understanding of the interactions among the social, economic, cultural, historical, linguistic, genetic, geopolitical, ecological, and biomedical factors that shape and have shaped African societies. CAS offers a certificate and a Master of Arts (M.A.) degree, in addition to a specialization in African Studies as part of the Global Studies minor. For further information, see the "African Studies" section of this bulletin.

Center for East Asian Studies

Director: Jun Uchida
Office: Knight Building, 521 Memorial Way
Web Site: http://ceas.stanford.edu

The Center for East Asian Studies (CEAS) supports teaching and research on East Asia-related topics across all disciplines; disseminates knowledge about East Asia through projects of local, regional, national, and international scope; and serves as the intellectual gathering point for a collaborative and innovative community of scholars and students of East Asia. CEAS works with all schools, departments, research centers, and student groups to facilitate and enhance all aspects of East Asia-related research, teaching, outreach, and exchange across the Stanford campus.

For further information, see the "East Asian Studies" section of this bulletin.

France-Stanford Center for Interdisciplinary Studies

Director: Amalia Kessler
Office: Building 260, Room 122
Web Site: http://francestanford.stanford.edu

The France-Stanford Center for Interdisciplinary Studies, founded in partnership with the French Ministry of Foreign Affairs, aims to bridge the disciplines of the humanities, social sciences, sciences, engineering, business, and law, addressing historical and contemporary issues of significance for France and the United States. The Center brings together Stanford faculty and students and academics in France to advance collaborative research and foster interdisciplinary inquiry. Its programs include conferences, support for collaborative research projects, internships, exchanges, lectures, and seminars.

Global Studies Internship Program

Web Site: https://global-internships.stanford.edu

The Stanford Global Studies Division offers highly qualified Stanford students an opportunity to extend classroom knowledge of the world to immersive cultural and working experiences every summer through the Global Studies Internship Program. Currently enrolled freshmen, sophomores, juniors, seniors, and coterms at Stanford in all majors are eligible to apply, including students who are undeclared. For more information, visit http://global-internships.stanford.edu/.

WSD HANDA Center for Human Rights and International Justice

Director: David Cohen
Office: Encina Hall West, Room W208
Web Site: https://handacenter.stanford.edu/

The WSD HANDA Center equips a new generation of leaders with the knowledge and skills necessary to protect and promote human rights and dignity for all. Reflecting a deep commitment to international justice and the rule of law, the center collaborates with partners across Stanford University and beyond on innovative programs that foster critical inquiry in the classroom and in the world. The center offers an undergraduate minor. For further information, see the "Human Rights" section of this bulletin.

Program in International Relations

Director: Mike Tomz
Office: Encina Hall West, Room W216
Web Site: http://internationalrelations.stanford.edu

International Relations (IR) is an interdisciplinary undergraduate major focusing on changing political, economic, and cultural relations within the international system in the modern era. The IR program also offers an interdisciplinary minor and honors program. For further information, see the "International Relations" section of this bulletin.

Hamid and Christina Moghadam Program In Iranian Studies

Director: Abbas Milani
Office: Encina Hall West, W211
Web Site: http://iranian-studies.stanford.edu

The Hamid and Christina Moghadam Program in Iranian Studies at Stanford fosters the interdisciplinary study of Iran as a civilization, one of the oldest in the world. The program combines pedagogy, policy analysis, and research on all aspects of Iran's past, present, and future. The program organizes lectures and student research conferences on Iran. The program also offers a specialization in Iranian Studies as part of the Global Studies minor.

Sohaib and Sara Abbasi Program in Islamic Studies

Director: Lisa Blaydes
Office: Encina Hall West, Room W214
Web Site: http://islamicstudies.stanford.edu

The mission of the Sohaib and Sara Abbasi Program in Islamic Studies is to serve as a forum for interdisciplinary research and teaching in Islamic studies, complemented by seminars, colloquia and public lectures. The program seeks to illuminate Islamic history from its beginnings to the 21st century, the religion of Islam in its many aspects, and the diversity of Muslim cultures and societies, past and present, not only in the Middle East but also including South and Southeast Asia, Africa, Europe, and America. In addition to geographical breadth, the program promotes scholarship from both the humanities and the social sciences. The program offers student grants for research and language training and a specialization in Islamic Studies as part of the Global Studies minor.

Taube Center For Jewish Studies

Director: Ari Kelman
Office: Building 360, Room 362H
Web Site: http://jewishstudies.stanford.edu

The interdisciplinary Taube Center for Jewish Studies coordinates and promotes the study of all aspects of Jewish life. The center offers an undergraduate minor and an interdisciplinary major through the Center for Comparative Studies in Race and Ethnicity.  For further information, see the "Jewish Studies" section of this bulletin.

Center for Latin American Studies

Director: Alberto Díaz-Cayeros
Office: Bolivar House
Web Site: http://las.stanford.edu

The Stanford Center for Latin American Studies supports research and teaching on Latin America by the faculty and students of Stanford in all fields of study. The center offers a master's degree, in addition to a specialization in Latin American Studies as part of the Global Studies minor. For further information, see the "Center for Latin American Studies" section of this bulletin.

Mediterranean Studies Forum

Director: Lisa Blaydes
Office: Encina Hall West, Room W214
Web Site: http://mediterraneanstudies.stanford.edu

The Mediterranean Studies Forum encourages scholars to explore the interplay among societies, cultures, and communities around the Mediterranean Basin from the Middle Ages to the present. The forum also studies the relations of the Mediterranean with other regions and areas of the world. The central goal of the forum is to contribute to interfield and interdisciplinary dialogue among scholars of these areas through lectures, colloquia, workshops, conferences, and publications. Particular programming fields include Turkish Studies and Sephardic Studies.

Center for Russian, East European and Eurasian Studies

Director: Pavle Levi
Office: Encina Hall West, W203
Web Site: http://creees.stanford.edu

The Center for Russian, East European and Eurasian Studies (CREEES) is Stanford University's hub for the interdisciplinary study of a vast region stretching from the former Berlin Wall to the Bering Strait. CREEES is home to a one year master’s degree, and supports undergraduates and graduate students throughout campus, especially in regards to funding for research and language study. CREEES also hosts renowned visiting scholars, lecture series, conferences, and public events. For further information, see the "Center for Russian, East European and Eurasian Studies" section of this bulletin.

Center for South Asia

Director: Jisha Menon
Office: Encina Hall West, W102
Web Site: http://southasia.stanford.edu

The Center for South Asia (CSA) serves to coordinate and develop Stanford's resources for the study of South Asia across all the disciplines in the School of Humanities and Sciences. It works closely with departments and other units of the University to increase faculty strength, support research, enhance the curriculum, build the library collection, and sponsor programs and events. The program also offers a specialization in South Asian Studies as part of the Global Studies minor.

The Europe Center

Director: Kenneth Scheve
Office: Encina Hall Central C243
Web Site: http://europe.stanford.edu

The Europe Center is a multidisciplinary institute committed to the examination of European society, culture, politics, diplomacy, and security. The program also offers a specialization in European Studies as part of the Global Studies minor.

Minor in Global Studies

The minor in Global Studies is designed to give students an in-depth interdisciplinary study in one of six specializations within a larger global perspective.

Global Studies is centered on the interdisciplinary study of regions and their intersecting cultures, languages, history, politics, and societies. Historically, Global (or Area) Studies have sought ways to understand the distinctiveness of cultures and nations by applying the combined knowledge from the social sciences and humanities to their study. This approach was further developed during World War II and the Cold War to be able to understand both American allies and enemies.

Today, Global Studies examine regions and cultures within the larger context of globalization. It applies more branches of knowledge, from human biology and earth sciences to music and management engineering, to better understand the character of regions, their respective developmental trajectories, and the way those trajectories fit into a larger global context.

All students are required to complete 28 units, including GLOBAL 101 Critical Issues in Global Affairs (3 units). The remaining 25 units are unique to each specialization. Upon completion of the minor, students present their capstone projects in a seminar with other Global Studies minor participants. Students participating in the Bing Overseas Studies Program are especially encouraged to enroll.

Each student chooses one of the six specializations. The specialization appears on the transcript but it does not appear on the diploma.

Admission

Students from any major interested in applying for admission to the Global Studies minor program should consult the relevant center adviser, or Executive Director of Stanford Global Studies <kkuhns@stanford.edu>. To declare the Global Studies minor with one of six specializations, students must:

  1. Set up an appointment with the appropriate specialization adviser (see appropriate specialization page for contact information).  
  2. Declare the Global Studies minor in Axess.
  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the specialization. Submit the form to the specialization adviser as noted on the relevant tab in this section of this bulletin.

Minor in Global Studies with African Studies Specialization

The minor in Global Studies, African Studies specialization, offers students the opportunity to complement their major course of study with an in-depth, interdisciplinary exploration of the cultures, histories, politics, religions, and societies of Africa.

Students from any major interested in applying for admission to this minor program should consult the minor adviser at the Center for African Studies. Students declare the minor and the African Studies specialization in Axess (see below for detailed instructions).

Students consult with their minor adviser to develop individual programs. The minor is especially well-suited for undergraduates who plan to make service, research, or study abroad in Africa as part of their Stanford experience.

Declaring the Global Studies Minor with African Studies Specialization

To declare the Global Studies minor with African Studies specialization, students must:

  1. Set up an appointment with Laura Hubbard, <lhubbard@stanford.edu>, Associate Director for the Center for African Studies. 
  2. Declare the Global Studies minor in Axess.
  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the African Studies specialization. Submit the form to the minor adviser, Laura Hubbard, in the Center for African Studies office (Encina Hall West, Room 219, 417 Galvez Mall).

Learning Outcomes

The SGS minor specialization in African Studies enables students to:

  1. develop critical knowledge and skills in African Studies
  2. organize their interest in Africa into a coherent course of study through directed mentorship and participation in  intellectual community.
  3. prepare for research, study, or service in Africa

Upon completion of requirements, final certification of the minor is made by the Center for African Studies. The minor and the specialization appear on the transcript but they do not appear on the diploma.

Requirements

A total of 28 units which include the following:

  1. GLOBAL 101 Critical Issues in Global Affairs (3 units)
  2. A minimum of 25 units of Africa-related courses. Students may not double-count courses for completing major and minor requirements.
  3. At least one quarter's exposure to a sub-Saharan African language. The Center for African Studies and the Special Languages Program of the Language Center can arrange instruction in any of several languages spoken in West, East, Central, and Southern Africa.
  4. One entry level course that covers more than one region of Africa.
  5. A designated focus of study, either disciplinary or regional, through a three course concentration developed with the minor adviser.
  6. A minimum 25-page research paper, with a focus on Africa. This paper may be an extension of a previous paper written for an African Studies course. Other approaches to fulfilling the capstone requirement may be accepted with the approval of the Director of African Studies.
    • Students present their work in an end-of-year capstone seminar with other SGS minors and led by SGS faculty.

Course List

For a representative, rather than comprehensive, list of courses that count towards the minor, see the Related Courses tab in this section of the Bulletin. Other courses may also fulfill the requirements; students should consult their African Studies minor adviser concerning which courses might fulfill minor requirements.

Minor in Global Studies with European Studies Specialization

The Stanford Global Studies, European Studies specialization, is designed for undergraduates with an interdisciplinary interest in the history, culture, politics, societies, and institutions of Europe, past and present.

The minor is especially well-suited for undergraduates who plan to make Europe-based overseas studies a part of their Stanford experience.

Declaring the Global Studies Minor with European Studies Specialization

To declare the Global Studies minor with European Studies specialization, students must:

  1. Set up an appointment with minor advisers, Kenneth Scheve, Faculty Director for The Europe Center, or Christophe Crombez to discuss your academic plan.
  2. Declare the Global Studies minor in Axess.
  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the European Studies specialization. Submit the form to Karen Haley, in Encina Hall Central, Rm C243.

Learning Outcomes

The SGS minor specialization in European Studies enables students to:

  1. Organize their studies in a coherent and mentored minor.
  2. Prepare for or follow up on involvement in a Bing Overseas Studies Program in Europe.

Upon completion of requirements, final certification of the minor is made by Stanford Global Studies. The minor and the specialization appear on the transcript but they do not appear on the diploma.

Requirements

  1. Completion of 28 units that include the following:

    1. GLOBAL 101 Critical Issues in Global Affairs (3 units)
    2. INTNLREL 122 Introduction to European Studies (5 units)
    3. 5 unit survey course on European history or culture. The list of course alternatives that fulfill this requirement this year are:
    4. 15 additional units on a coherent theme of interest developed with the minor adviser. This combination of courses can be on any thematic subject with an interdisciplinary and comparative focus on Europe. See the Related Courses tab below for example courses.
    5. At least 13 of the 28 units need to be completed on the Stanford campus.
  2. Advanced proficiency in a modern European language achieved by one of the following:
    1. Completion of six quarters of college-level study of a modern European language.
    2. Completion of a course taught in a modern European language at the 100-level or higher and with a letter grade of 'B' or higher. This may be a course on a European language or literature, or other subject as long as it fulfills the above criteria. (This course may fulfill both the minor foreign language requirement and the minor 28 unit minimum requirement.)
    3. Achieve the advanced proficiency level on the ACTFL scale in a test administered by the Stanford Language Center.
  3. A capstone experience in European Studies, including but not limited to one of the following:
    1. Completion of a 25-page minimum research paper with a focus on European Studies.
    2. Completion of an overseas study program or internship in Europe.

Students will present their work in an end-of-year capstone seminar with other SGS minors and led by SGS faculty.

Course List

For a representative, rather than comprehensive, list of courses that count towards the minor, see the Related Courses tab in this section of the Bulletin. Other courses may also fulfill the requirements; students should consult their European Studies minor adviser concerning which courses might fulfill minor requirements.

Minor in Global Studies with Iranian Studies Specialization

The Stanford Global Studies, Iranian Studies specialization, is designed for undergraduates with an interdisciplinary interest in the modern history and politics of Iran or the Middle East; Islam, particularly Shiism; the geopolitics of the Middle East; and the religions, ethnicities, and cultures.

Students consult with their minor adviser to develop individual programs. The minor is especially well-suited for undergraduates who plan graduate studies, teaching, or research and analysis focused on Iran.

Upon completion of requirements, final certification of the minor is made by Stanford Global Studies. The minor and the specialization appear on the transcript but they do not appear on the diploma.

Declaring the Global Studies Minor with Iranian Studies Specialization

To declare the Global Studies minor with Iranian Studies specialization, students must:

  1. Set up an appointment with Roma Parhad, <rparhad@stanford.edu>, Program Manager for the Iranian Studies Program. 
  2. Declare the Global Studies minor in Axess.
  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the Iranian Studies specialization. Submit the form to the minor adviser Roma Parhad in Encina Hall West, Rm 211.

Requirements

A total of 28 units which include the following:

  1. GLOBAL 101 Critical Issues in Global Affairs (3 units)

  2. One area-specific entry course that deals with Iran and the Middle East. If a student wants to take a course on a subject matter not directly related to Iran, the consent of the Director of Iranian Studies is required.
  3. A minimum of 25 units of qualifying courses. 15 units must be from the list of core courses. The remaining 10 units can be chosen from the list of approved elective courses.
    • At least 10 of the 25 units must be completed at the home campus; the remaining 15 units could be completed in an approved study abroad programs.
  4. Completion of two quarters of Persian language, or proven proficiency in the language.
  5. A capstone experience in Iranian Studies for up to 5 units. The project offers students the option to conduct a major independent research paper related to Iran under faculty guidance.
    • Students present their work in an end-of-year capstone seminar with other SGS minors and led by SGS faculty.

Course List

For a representative, rather than comprehensive, list of courses that count towards the minor, see the Related Courses tab in this section of the Bulletin. Other courses may also fulfill the requirements; students should consult their Iranian Studies minor adviser concerning which courses might fulfill minor requirements.

Minor in Global Studies with Islamic Studies Specialization

The minor in Stanford Global Studies, Islamic Studies specialization, offers students an interdisciplinary and global exploration of Islam and Muslim societies and cultures. Focus is on knowledge of Islam in all its internal complexity, the history of Islam from its beginnings to the 21st century, Islamic social contexts, and the diversity of human experience as seen in literature and the arts originating in societies affected by Islamic civilizations. Students explore the global extent of Islam and the growth of its diasporas by taking courses on geographical regions such as the Middle East, South Asia, Eurasia, Africa, Western Europe, and Americas) and from disciplines such as anthropology, art and art history, comparative literature, history, political science, international relations, and religious studies.

Students consult with their minor adviser to develop individual programs.

Declaring the Global Studies Minor with Islamic Studies Specialization

To declare the Global Studies minor with Islamic Studies specialization, students must:

  1. Set up an appointment with Zack Al-Witri, <zalwitri@stanford.edu>, Associate Director for the Islamic Studies Program to discuss your academic plan. 
  2. Declare the Global Studies minor in Axess.
  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the Islamic Studies specialization. Submit the form to the minor adviser Zack Al-Witri in Encina Hall West, 212.

Learning Outcomes

The SGS minor specialization in Islamic Studies enables students to:

  1. organize their studies in a coherent and mentored minor.
  2. gain exposure to the past and present of Islam in diverse social, political, and cultural settings around the globe.
  3. prepare for or follow up on involvement in a Bing Overseas Studies Program such as in Istanbul, France, Germany, or Cape Town.        

Upon completion of requirements, final certification of the minor is made by the Abbasi Program in Islamic Studies. The minor and the specialization appear on the transcript but they do not appear on the diploma.

Requirements

  1. Completion of 28 units that includes GLOBAL 101 Critical Issues in Global Affairs (3 units)
  2. A minimum of 25 units of Islamic studies-related courses.
  3. At least one course must be an area-specific entry course focusing on the Islamic world. The following courses may be used to fulfill this requirement:
  4. At least one course must be from each of the following areas:
    • Islamic Arts, Literatures, and Cultures
    • Islam, History, and Politics
    • Religion of Islam
  5. Completion of three courses in a relevant language such as Arabic, Persian, Turkish, Ottoman Turkish, Urdu, Pashto, Kazakh, or Swahili.
  6. A capstone project such as a minimum 25-page research paper, directed reading and research with an Abbasi Program faculty member, or an overseas study, internship, or language training program that is approved by the Abbasi Program.
    • Students present their work in an end-of-year capstone seminar with other SGS minors and led by SGS faculty.

Course List

For a representative, rather than comprehensive, list of courses that count towards the minor, see the Related Courses tab in this section of the Bulletin. Other courses may also fulfill the requirements; students should consult their Islamic Studies minor adviser concerning which courses might fulfill minor requirements.

Minor in Global Studies with Latin American Studies Specialization

The minor in Global Studies, Latin American Studies (LAS) specialization, consists of a core set of courses surveying the history, politics, society, ecology, and culture of the Latin American region; advanced language training; and in-depth course work.

Students from any major interested in applying for admission to the minor in Global Studies, Latin American Studies (LAS) specialization, should consult Stanford Global Studies and the Center for Latin American Studies (CLAS). Students who wish to complete the minor must declare online (through Axess) and submit a proposal of course work no later than the second quarter of the junior year. The minor must be completed by the second quarter of the senior year. Units taken for a student's major cannot be double-counted towards the minor.

Students consult with their minor adviser to develop individual programs. The minor is especially well-suited for undergraduates who plan to make service, research, or study abroad in Latin America a part of their Stanford experience.

The Global Studies Minor with Specialization in Latin American Studies is open to students in any major.

Upon completion of all requirements, final certification of the minor is made by the Center for Latin American Studies subcommittee on undergraduate programs. The minor and the specialization appear on the transcript but they do not appear on the diploma.

Declaring the Global Studies Minor with Latin American Studies Specialization

To declare the Global Studies minor with Latin American Studies specialization, students must:

  1. Set up an appointment with the CLAS associate director to discuss your academic plan. 
  2. Declare the Global Studies minor in Axess.
  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the Latin American Studies specialization. Submit the form to the minor adviser Elizabeth Saenz-Ackermann in Bolivar House, 582 Alvarado Row.

Requirements

  1. Students may not double-count courses for completing major and minor requirements. Completion of 28 units as follows: 
    1. GLOBAL 101 Critical Issues in Global Affairs (3 units)
    2. A 5-unit course surveying Latin America, either ILAC 131 Introduction to Latin America: Cultural Perspectives or an approved substitute.  For further information contact a CLAS undergraduate adviser at latinamerica@stanford.edu.
    3. 20 additional units in courses which together comprise a coherent focus on a theoretical problem or issue of the region, such as but not limited to
      1. culture and identity
      2. political economy
      3. sustainable development.
    4. At least 15 of the 28 units must be completed at Stanford. 
    5. All courses to be counted toward the minor must be taken for a letter grade.
  2. Foreign Language Requirement. The minimum requirement for completion of the minor in Global Studies with Latin American Studies Specialization is advanced proficiency in Spanish or Portuguese by one of the following:
    1. Completion of seven quarters of college-level study of Spanish or Portuguese.
    2. Completion of a course taught in Spanish or Portuguese at the 100-level or higher, with a letter grade of 'B' or higher. This may be a course on Spanish or Portuguese language or literature, or some other subject.
    3. Achievement of the advanced proficiency level on the ACTFL scale in a test administered by the Stanford Language Center. Contact the Stanford Language Center for test dates and procedures.
  3. Recommended: experience in Latin America such as study abroad, field research, or an internship.
    • Students might present their work in an end-of-year capstone seminar with other SGS minors and led by SGS faculty.

Course List

For a representative, rather than comprehensive, list of courses that count towards the minor, see the Related Courses tab in this section of the Bulletin. Other courses may also fulfill the requirements; students should consult their Latin American Studies minor adviser concerning which courses might fulfill minor requirements.

Minor in Global Studies with South Asian Studies Specialization

The minor in Stanford Global Studies, South Asian Studies specialization, offers students a focused study from an interdisciplinary perspective of the cultures, histories, politics, religions, and societies of South Asia, including India, Pakistan, Sri Lanka, Nepal, Bhutan, Bangladesh, and the Maldives.

The Global Studies Minor with Specialization in South Asian Studies is open to students in any major. Students consult with their minor adviser to develop individual programs.

Declaring the Global Studies Minor with South Asian Studies Specialization

To declare the Global Studies minor with South Asian Studies specialization, students must:

  1. Set up an appointment with Sangeeta Mediratta, <smedirat@stanford.edu>, Associate Director for the South Asian Studies Center to discuss your academic plan. 
  2. Declare the Global Studies minor in Axess.
  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the South Asian Studies specialization. Submit the form to the minor adviser Sangeeta Mediratta in Encina Hall West, Rm 104.

Learning Outcomes

The SGS minor specialization in South Asian Studies enables students to:

  1. acquire a nuanced and sophisticated understanding of the texts and contexts of South Asian Studies .
  2. work on this geographical and disciplinary area within the broader contours, conversations, and methods of Global Studies.
  3. enhance students’ ability to understand and participate in an increasingly global world.

  4. develop critical  and wide-ranging  insight into a key world area.

Upon completion of requirements, final certification of the minor is made by the Center for South Asian Studies. The minor and the specialization appear on the transcript but they do not appear on the diploma.

Requirements

A total of 28 units which include the following:

  1. GLOBAL 101 Critical Issues in Global Affairs (3 units)
  2. At least 25 units of qualifying courses. Students may not double-count courses for completing major and minor requirements. At least 10 of the 25 units must be completed at Stanford. All courses to be counted toward the minor must be taken for a letter grade.
    1. A 5-unit core course such as ANTHRO 149 South Asia: History, People, Politics or HISTORY 106A Global Human Geography: Asia and Africa.
    2. 20 units in courses that together represent an area of interdisciplinary focus such as, but not limited to, the following:
      1. immigration and law
      2. urbanization and film
      3. history and culture.Each course (with the exception of BOSP courses) must be at the 100-level or higher.
    3. All courses, with the exception of Overseas Studies courses, must be at the 100-level or higher. For a list of courses, see the "Related Courses" tab in this section.
  3. Foreign Language Requirement. Language requirement: Intermediate proficiency in a South Asian language by one of the following:
    1. Completion of two introductory language courses in a South Asian language such as Urdu, Hindi, Persian, Bengali, Pashto, Tamil, Telugu, Kannada, Gujarati, Malayalam, Garhwali, Nepalese, Tibetan, or Sindhi; other languages may also qualify.
    2. Intermediate proficiency in any of the above languages, as measured by the ACTFL scale in a test administered by the Stanford Language Center.
  4.  A capstone experience in South Asia such as study abroad, field research, an internship, or another example of sustained and serious involvement in South Asia. The approach taken must be approved by the Center for South Asia faculty director..
    • Students present their work in an end-of-year capstone seminar with other SGS minors and led by SGS faculty.

Course List

For a representative, rather than comprehensive, list of courses that count towards the minor, see the Related Courses tab in this section of the Bulletin. Other courses may also fulfill the requirements; students should consult their South Asian Studies minor adviser concerning which courses might fulfill minor requirements.

SGS Division Director: Jeremy Weinstein (Political Science)

SGS Directors:

Center for African Studies: James Ferguson (Anthropology)

Center for East Asian Studies: Jun Uchida (History)

France-Stanford Center: Amalia Kessler (Law)

WSD Handa Center for Human Rights and International Justice: David Cohen (Classics)

Program in International Relations: Mike Tomz (Political Science)

Hamid and Christina Moghadam Program In Iranian Studies: Abbas Milani (Hoover Institution)

Sohaib and Sara Abbasi Program in Islamic Studies: Lisa Blaydes (Political Science)

Taube Center For Jewish Studies: Ari Kelman (Graduate School of Education)

Center for Latin American Studies: Alberto Díaz-Cayeros (Freeman Spogli Institute for International Studies)

Mediterranean Studies Forum: Lisa Blaydes (Political Science)

Center for Russian, East European and Eurasian Studies: Pavle Levi (Art & Art History),

Center for South Asia: Jisha Menon (Theater and Performance Studies)

The Europe Center: Kenneth Scheve (Political Science)

The following lists are representative rather than comprehensive lists of courses that may apply to the six specializations in the minor in Stanford Global Studies. Students should consult their adviser to determine courses that apply to their specific program.

African Studies Specialization

The following is a current selection of courses related to African Studies. Students should consult with their minor adviser to determine the applicability of any course to the minor in Stanford Global Studies, African Studies specialization.

Units
AFRICAST 109Running While Others Walk: African Perspectives on Development5
AFRICAST 111Education for All? The Global and Local in Public Policy Making in Africa5
AFRICAST 112AIDS, Literacy, and Land: Foreign Aid and Development in Africa5
AFRICAST 131Media and Conflict in Africa3-5
AFRICAST 132Literature and Society in Africa and the Caribbean4
AFRICAST 135Designing Research-Based Interventions to Solve Global Health Problems3-4
AFRICAST 138Conflict and Reconciliation in Africa: International Intervention3-5
AFRICAST 142Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice3-5
AFRICAST 181Media Representations of Africa3-5
AFRICAST 300Contemporary Issues in African Studies1
Related Courses from Other Departments
AFRICAST 119Novel Perspectives on South Africa2-3
AFRICAST 141AScience, Technology, and Medicine in Africa4
AFRICAST 145BThe African Atlantic3-5
AFRICAST 199Independent Study or Directed Reading1-5
AFRICAST 229Literature and Global Health3-5
AFRICAST 235Designing Research-Based Interventions to Solve Global Health Problems3-4
ANTHRO 1Introduction to Cultural and Social Anthropology3-5
ANTHRO 13AIslamic Routes: Archaeology and Heritage of Muslim Societies3-5
ANTHRO 41Genes and Identity3
ANTHRO 140Ethnography of Africa3
ANTHRO 141BThe Anthropology of Bits and Bytes: Digital Media in the Developing World5
ANTHRO 147Nature, Culture, Heritage5
ANTHRO 185Medical Anthropology of Contemporary Africa5
COMPLIT 121Poems, Poetry, Worlds5
ECON 118Development Economics5
HISTORY 47History of South Africa3
HISTORY 48The Egyptians3-5
HISTORY 48QSouth Africa: Contested Transitions4
HISTORY 106AGlobal Human Geography: Asia and Africa5
HISTORY 145BAfrica in the 20th Century5
HISTORY 146History of Humanitarian Aid in sub-Saharan Africa4-5
HISTORY 238JThe European Scramble for Africa: Origins and Debates5
HISTORY 283Middle East Oil and Global Economy4-5
HUMBIO 129Critical Issues in International Women's Health4
OSPCPTWN 16Sites of Memory3
OSPCPTWN 18Xhosa Language and Culture2
OSPCPTWN 24ATargeted Research Project in Community Health and Development3
OSPCPTWN 30Engaging Cape Town2
OSPCPTWN 31Political Economy of Foreign Aid3
OSPCPTWN 36The Archaeology of Southern African Hunter Gatherers4
OSPCPTWN 38Genocide: African Experiences in Comparative Perspective3-5
OSPCPTWN 43Public and Community Health in Sub-Saharan Africa3
OSPCPTWN 50[Independent Study] Conservation & Resources in Sub-Saharan Africa2-3
OSPCPTWN 55Arts of Change2-4
OSPCPTWN 57Directed Study in Health Systems and Policy1-3
OSPCPTWN 63Socio-Ecological Systems3
OSPCPTWN 67ICT4D: An Introduction to the Use of ICTs for Development3
OSPCPTWN 69Comparatively Assessing South Africa's Transition to Democracy: Past, Present and Future3
OSPCPTWN 70Youth Citizenship and Community Engagement3
OSPCPTWN 75Giving Voice to the Now: Studies in the South African Present3
OSPCPTWN 78Postcolonial Modernist Art Movements in Africa3
OSPCPTWN 79Creative Cityness in the Global South3
POLISCI 11NThe Rwandan Genocide3
POLISCI 114DDemocracy, Development, and the Rule of Law5
POLISCI 146AAfrican Politics4-5
POLISCI 242AWhy is Africa Poor?5
SURG 150Principles and Practice of International Humanitarian Surgery4
THINK 42Thinking Through Africa: Perspectives on Health, Wealth, and Well-Being4

European Studies Specialization

The following is a current selection of courses related to European Studies. Students should consult with their minor adviser to determine the applicability of any course to the minor in Stanford Global Studies, European Studies specialization.

Units
ARTHIST 101Introduction to Greek Art I: The Archaic Period4
ARTHIST 102Introduction to Greek Art II: The Classical Period4
ARTHIST 105Art & Architecture in the Medieval Mediterranean4
ARTHIST 107ASt. Petersburg, a Cultural Biography: Architecture, Urban Planning, the Arts4
ARTHIST 108Virginity and Power: Mary in the Middle Ages4
ARTHIST 111Introduction to Italian Renaissance, 1420-15804
ARTHIST 114Mystical Naturalism: Van Eyck, Dürer, and the Northern Renaissance4
ARTHIST 117Picturing the Papacy, 1300-18504
ARTHIST 118Titian, Veronese, Tintoretto4
ARTHIST 120Living in a Material World: Seventeenth-century Dutch and Flemish Painting4
ARTHIST 12118th-Century Art in Europe, ca 1660-17804
ARTHIST 122The Age of Revolution: Painting in Europe 1780-18304
ARTHIST 124The Age of Naturalism, Painting in Europe1830-18744
ARTHIST 126Post-Naturalist Painting4
ARTHIST 142Architecture Since 19004
ARTHIST 147Modernism and Modernity4
ARTHIST 203Artists, Athletes, Courtesans and Crooks5
ARTHIST 210Giotto5
ARTHIST 213Renaissance Print Culture: Art in the Cantor Arts Center5
COMPLIT 115Nabokov in the Transnational Context1-5
COMPLIT 181Philosophy and Literature5
DLCL 100CAPITALS: How Cities Shape Cultures, States, and People3-5
ENGLISH 81Philosophy and Literature5
ENGLISH 233Baroque and Neobaroque3-5
FILMSTUD 131Cinemato-graph3-5
FILMSTUD 331Cinemato-graph3-5
FRENCH 181Philosophy and Literature5
FRENCH 192Women in French Cinema: 1958-3-5
FRENCH 205Songs of Love and War: Gender, Crusade, Politics3-5
FRENCH 219The Renaissance Body in French Literature and Medicine3-5
GERMAN 181Philosophy and Literature5
GERMAN 267Prospects for Transatlantic Relations: Globalization and its Discontents1-2
GLOBAL 101Critical Issues in Global Affairs3
HISTORY 10BRenaissance to Revolution: Early Modern Europe3
HISTORY 30CCulture and Society in Reformation England3
HISTORY 85BJews in the Contemporary World: Faith and Ethnicity, Visibility and Vulnerability3
HISTORY 106BGlobal Human Geography: Europe and Americas5
HISTORY 110BRenaissance to Revolution: Early Modern Europe5
HISTORY 125Dark Century: Eastern Europe After 19003-5
HISTORY 132Ordinary Lives: A Social History of the Everyday in Early Modern Europe5
HISTORY 137AEurope, 1945-20025
HISTORY 140AThe Scientific Revolution5
HISTORY 185BJews in the Contemporary World: Faith and Ethnicity, Vulnerability and Visibility4-5
HISTORY 222Crime and Punishment in Early Modern Europe and Russia4-5
HISTORY 230DEurope in the World, 1789-Present4-5
HISTORY 233GCatholic Politics in Europe, 1789-19925
HISTORY 239HColonialism and Empire in Modern Europe5
HISTORY 330DEurope in the World, 1789-Present4-5
ILAC 130Introduction to Iberia: Cultural Perspectives3-5
ILAC 136Modern Iberian Literatures3-5
ILAC 157Medieval and Early Modern Iberian Literatures3-5
ILAC 193The Cinema of Pedro Almodovar3-5
ILAC 199Individual Work1-12
ILAC 242Poetry Workshop in Spanish3-5
INTNLREL 122Introduction to European Studies5
INTNLREL 123The Future of the European Union: Challenges and Opportunities5
ITALIAN 181Philosophy and Literature5
JEWISHST 5Biblical Greek3-5
JEWISHST 5BBiblical Greek3-5
JEWISHST 148Writing Between Languages: The Case of Eastern European Jewish Literature1-5
JEWISHST 183The Holocaust4-5
JEWISHST 185BJews in the Contemporary World: Faith and Ethnicity, Vulnerability and Visibility4-5
LAW 5005European Union Law2-3
ME 421European Entrepreneurship and Innovation Thought Leaders Seminar1
OSPBER 161XThe German Economy in the Age of Globalization4-5
OSPMADRD 43The Jacobean Star Way and Europe: Society, Politics and Culture5
OSPMADRD 74Islam in Spain and Europe: 1300 Years of Contact4
OSPPARIS 122XChallenges of Integration in the European Union4-5
PHIL 81Philosophy and Literature5
PHIL 115Problems in Medieval Philosophy: Islamic Aristotelianism and Western Scholasticism3-5
PHIL 215Problems in Medieval Philosophy: Islamic Aristotelianism and Western Scholasticism3-5
REES 100Current Issues in Russian, East European, and Eurasian Studies1-2
REES 105Central and East European Politics5
REES 205Central and East European Politics5
SLAVIC 181Philosophy and Literature5
SOC 309Nations and Nationalism4-5

Iranian Studies Specialization

The following is a current selection of courses related to Iranian Studies. Students should consult with their minor adviser to determine the applicability of any course to the minor in Stanford Global Studies, Iranian Studies specialization.

Units
AFRICAAM 94Public Space in Iran: Murals, Graffiti, Performance3-4
AMELANG 144AFirst-Year Modern Persian, First Quarter5
AMELANG 144BFirst-Year Modern Persian, Second Quarter5
AMELANG 144CFirst-Year Modern Persian, Third Quarter5
AMELANG 145ASecond-Year Modern Persian, First Quarter5
AMELANG 145BSecond-Year Modern Persian, Second Quarter5
AMELANG 145CSecond-Year Modern Persian ,Third Quarter5
AMELANG 146AThird-Year Persian, First Quarter4
AMELANG 146BThird-Year Persian, Second Quarter4
AMELANG 146CThird-Year Persian, Third Quarter4
AMELANG 216AContemporary Language of Iran, First Quarter3
AMELANG 216BContemporary Language of Iran, Second Quarter3
AMELANG 216CContemporary Language of Iran, Third Quarter3
ANTHRO 134BConflict and Change in the Middle East5
ANTHRO 150AMinaret and Mahallah: Women and Islam in Central Asia3-5
ANTHRO 181AGender in the Middle East: Iran, Turkey, and Egypt4
ARTHIST 118APublic Space in Iran: Murals, Graffiti, Performance3-4
CLASSICS 146Winged Bulls and Sun Disks: Religion and Politics in the Persian Empire3-5
CLASSICS 147Priests, Prophets, and Kings: Religion and Society in Late Antique Iran4-5
CLASSICS 148Imperishable Heroes and Unblemished Goddesses: Myth, Ritual, and Epic in Ancient Iran3-5
CLASSICS 246Winged Bulls and Sun Disks: Religion and Politics in the Persian Empire3-5
CLASSICS 247Priests, Prophets, and Kings: Religion and Society in Late Antique Iran4-5
CLASSICS 248Imperishable Heroes and Unblemished Goddesses: Myth, Ritual, and Epic in Ancient Iran3-5
COMPLIT 249AThe Iranian Cinema: Image and Meaning1-3
COMPLIT 249BIranian Cinema in Diaspora1-3
COMPLIT 249CContemporary Iranian Theater1-3
COMPLIT 260BLove and Negativity in Medieval Persian Mysticism3-5
DLCL 227Persian, Arabic, Turkish, and Hebrew Languages, Literatures, and Cultures1
FEMGEN 3BTranshistory: Gender Diversity from Medieval to Modern1-3
FEMGEN 181AGender in the Middle East: Iran, Turkey, and Egypt4
GLOBAL 101Critical Issues in Global Affairs3
GLOBAL 249AThe Iranian Cinema: Image and Meaning1-3
GLOBAL 249BIranian Cinema in Diaspora1-3
GLOBAL 249CContemporary Iranian Theater1-3
HISTORY 3BTranshistory: Gender Diversity from Medieval to Modern1-3
HISTORY 82CMaking of the Islamic World, 600-15003
HISTORY 84NThe American Empire in the Middle East4
HISTORY 181BFormation of the Contemporary Middle East5
HISTORY 182CMaking of the Islamic World, 600-15005
HISTORY 252BDiplomacy on the Ground: Case Studies in the Challenges of Representing Your Country5
HISTORY 284FEmpires, Markets and Networks: Early Modern Islamic World and Beyond, 1500-18004-5
HISTORY 384FEmpires, Markets and Networks: Early Modern Islamic World and Beyond, 1500-18004-5
INTNLREL 174Diplomacy on the Ground: Case Studies in the Challenges of Representing Your Country5
INTNLREL 198Senior Thesis2-10
MS&E 93QNuclear Weapons, Energy, Proliferation, and Terrorism3
POLISCI 118PU.S. Relations in Iran5
POLISCI 149SIslam, Iran, and the West5
POLISCI 149TMiddle Eastern Politics5
POLISCI 211NNuclear Politics3-5
POLISCI 215FNuclear Weapons and International Politics5
POLISCI 219Directed Reading and Research in International Relations1-10
POLISCI 229Directed Reading and Research in American Politics1-10
POLISCI 245EMiddle East Politics5
POLISCI 245RPolitics in Modern Iran5
POLISCI 311NNuclear Politics3-5
POLISCI 315FNuclear Weapons and International Politics5
RELIGST 180Gender Relations in Islam4
RELIGST 209Priests, Prophets, and Kings: Religion and Society in Late Antique Iran4-5
RELIGST 209ASugar in the Milk: Modern Zoroastrianism as Race, Religion, and Ethnicity4-5
RELIGST 209D`Crow Eaters' & `Fire Worshippers': Exploring Contemporary Zoroastrianism Thru Reading Parsi Lit3-5
RELIGST 209EImperishable Heroes and Unblemished Goddesses: Myth, Ritual, and Epic in Ancient Iran3-5
RELIGST 229Winged Bulls and Sun Disks: Religion and Politics in the Persian Empire3-5
RELIGST 309Priests, Prophets, and Kings: Religion and Society in Late Antique Iran4-5
RELIGST 309ASugar in the Milk: Modern Zoroastrianism as Race, Religion, and Ethnicity4-5
RELIGST 309D`Crow Eaters' & `Fire Worshippers': Exploring Contemporary Zoroastrianism Thru Reading Parsi Lit3-5
RELIGST 309EImperishable Heroes and Unblemished Goddesses: Myth, Ritual, and Epic in Ancient Iran3-5
RELIGST 329Winged Bulls and Sun Disks: Religion and Politics in the Persian Empire3-5

Islamic Studies Specialization

The following is a current selection of courses related to Islamic Studies. Students should consult with their minor adviser to determine the applicability of any course to the minor in Stanford Global Studies, Islamic Studies specialization.

Units
Islamic Arts, Literatures, and Cultures
AFRICAAM 94Public Space in Iran: Murals, Graffiti, Performance3-4
AFRICAST 133BCovering Islam: On What We Learn to See, Think and Hear about Islam & Muslims3-5
AMELANG 126Reflection on the Other: The Jew and the Arab in Literature3-5
ANTHRO 13AIslamic Routes: Archaeology and Heritage of Muslim Societies3-5
ANTHRO 28NSecularism and its Critics3-5
ANTHRO 49Violence and Belonging in the Middle East5
ANTHRO 132Religion and Politics in the Muslim World5
ANTHRO 132BIslam Law in Muslim and Non-Muslim Societies3-5
ANTHRO 133AAnthropology of the Middle East3-5
ANTHRO 133BCovering Islam: On What We Learn to See, Think and Hear about Islam & Muslims3-5
ANTHRO 134BConflict and Change in the Middle East5
ANTHRO 139Ethnography of Africa5
ANTHRO 142AYouth in the Global South: Beyond Active Subjects and Passive Objects5
ANTHRO 144APractice of Everyday Life in Kazakhstan: From Nomadism to Modernity3-5
ANTHRO 146AAnthropology of Youth5
ANTHRO 146BGlobal Heritage, World Heritage: History and Intersections in Contemporary Society5
ANTHRO 147AFolklore, Mythology, and Islam in Central Asia3-5
ANTHRO 147BWorld Heritage in Global Conflict5
ANTHRO 149South Asia: History, People, Politics5
ANTHRO 149ACities and Citizens in the Middle East4
ANTHRO 150AMinaret and Mahallah: Women and Islam in Central Asia3-5
ANTHRO 181AGender in the Middle East: Iran, Turkey, and Egypt4
ANTHRO 247BWorld Heritage in Global Conflict5
ANTHRO 249South Asia: History, People, Politics5
ANTHRO 318Democracy and Political Authority5
ANTHRO 341The Archaeololgy of Religious Crusading in Medieval Europe5
ANTHRO 347Religion and Modernity5
ARABLANG 14AShort Stories and Poetry from the Arab World - Part I3
ARCHLGY 13Islamic Routes: Archaeology and Heritage of Muslim Societies3-5
ARCHLGY 132The Anthropology of Heritage: Concepts, Contexts and Critique3-5
ARCHLGY 147BWorld Heritage in Global Conflict5
ARCHLGY 232The Anthropology of Heritage: Concepts, Contexts and Critique3-5
ARTHIST 1AIntroduction to the Visual Arts: Prehistoric through Medieval5
ARTHIST 105Art & Architecture in the Medieval Mediterranean4
ARTHIST 105BMedieval Journeys: Introduction through the Art and Architecture3-5
ARTHIST 118APublic Space in Iran: Murals, Graffiti, Performance3-4
ARTHIST 205Cairo and Istanbul: Urban Space, Memory, Protest5
ARTHIST 205AIslamic Painting: Landscape, Body, Power5
ARTHIST 208Hagia Sophia5
ARTHIST 208BThe Art of Medieval Spain: Muslims, Christians, Jews5
ARTHIST 209Art and Religious Experience in Byzantium and Islam5
ARTHIST 305Art & Architecture in the Medieval Mediterranean4
ARTHIST 405Art, Ekphrasis, and Music in Byzantium and Islam5
ARTHIST 408Hagia Sophia5
ARTHIST 408BThe Art of Medieval Spain: Muslims, Christians, Jews5
ARTHIST 409Iconoclasm5
CLASSICS 56Introduction to the Visual Arts: Prehistoric through Medieval5
COMPLIT 102Film Series: Understanding Turkey Through Film1
COMPLIT 121Poems, Poetry, Worlds5
COMPLIT 145Reflection on the Other: The Jew and the Arab in Literature3-5
COMPLIT 201Classics of Persian Literature3-5
COMPLIT 249AThe Iranian Cinema: Image and Meaning1-3
COMPLIT 249BIranian Cinema in Diaspora1-3
COMPLIT 249CContemporary Iranian Theater1-3
COMPLIT 252AGreat Arabic Poetry3-5
COMPLIT 252BGreat Arabic Prose3-5
COMPLIT 260BLove and Negativity in Medieval Persian Mysticism3-5
CSRE 129Camus4-5
CSRE 133AAnthropology of the Middle East3-5
CSRE 133BCovering Islam: On What We Learn to See, Think and Hear about Islam & Muslims3-5
CSRE 160MIntroduction to Representations of the Middle East in Dance, Performance, & Popular Culture3-4
CSRE 249The Algerian Wars3-5
DLCL 227Persian, Arabic, Turkish, and Hebrew Languages, Literatures, and Cultures1
DLCL 245LA ALJAMÍA, ROMÁRABE LANGUAGE3-5
FRENCH 249The Algerian Wars3-5
GLOBAL 199Capstone Project: Global Studies Minor1-5
GLOBAL 249AThe Iranian Cinema: Image and Meaning1-3
GLOBAL 249BIranian Cinema in Diaspora1-3
GLOBAL 249CContemporary Iranian Theater1-3
HISTORY 7EIslamic Routes: Archaeology and Heritage of Muslim Societies3-5
HISTORY 239GThe Algerian Wars3-5
HISTORY 296FShort Stories from India and Pakistan3-5
ICA 296F
ILAC 278ASenior Seminar: Iberian Islam 1492-16093-5
JEWISHST 106Reflection on the Other: The Jew and the Arab in Literature3-5
MUSIC 7BMusical Cultures of the World3
MUSIC 13NBollywood and Beyond: South Asian Popular and Folk Music3
MUSIC 80TJewish Music in the Lands of Islam4
MUSIC 146KStudies in Ethnomusicology: Music of South Asia3-5
MUSIC 186Religion and Music in South Asia4-5
MUSIC 187Music and Culture from the Land of Fire: Introduction to Azerbaijani Mugham1-5
MUSIC 246KStudies in Ethnomusicology: Music of South Asia3-5
MUSIC 286Religion and Music in South Asia4-5
OSPMADRD 74Islam in Spain and Europe: 1300 Years of Contact4
REES 35Films of Central Asia1-2
REES 54ACentral Asia Through Films: A Weekly 3-Hour Seminar3-5
REES 244APractice of Everyday Life in Kazakhstan: From Nomadism to Modernity3-5
REES 247AFolklore, Mythology, and Islam in Central Asia3-5
RELIGST 283Religion and Literature4
TAPS 157World Drama and Performance4
TAPS 160MIntroduction to Representations of the Middle East in Dance, Performance, & Popular Culture3-4
TAPS 357World Drama and Performance4
URBANST 144Cities and Citizens in the Middle East4
Islamic History
AFRICAAM 145BAfrica in the 20th Century5
CLASSICS 176History of Muslim Science: from Alexandria to Baghdad3-5
CSRE 82GMaking Palestine Visible3-5
HISTORY 39Modern Britain and the British Empire3
HISTORY 45BAfrica in the Twentieth Century3
HISTORY 80The Ottoman Empire: Conquest, Coexistence, and Coffee3-5
HISTORY 82CMaking of the Islamic World, 600-15003
HISTORY 83SRefugees of Palestine and Syria: History, Identity, and Politics of Exile in the Middle East5
HISTORY 84NThe American Empire in the Middle East4
HISTORY 102History of the International System5
HISTORY 139Modern Britain and the British Empire5
HISTORY 181BFormation of the Contemporary Middle East5
HISTORY 182CMaking of the Islamic World, 600-15005
HISTORY 182GMaking Palestine Visible3-5
HISTORY 246The Dynamics of Change in Africa4-5
HISTORY 280DIslamic Institutions: Economic and Legal History of the Middle East4-5
HISTORY 283Middle East Oil and Global Economy4-5
HISTORY 283GPlace, Nature, and Life: Production of Space in European and Muslim History4-5
HISTORY 284FEmpires, Markets and Networks: Early Modern Islamic World and Beyond, 1500-18004-5
HISTORY 286Jews Among Muslims in Modern Times4-5
HISTORY 346The Dynamics of Change in Africa4-5
HISTORY 381Economic and Social History of the Modern Middle East4-5
HISTORY 381BModern Egypt4-5
HISTORY 382FHistory of Modern Turkey4-5
HISTORY 383GPlace, Nature, and Life: Production of Space in European and Muslim History4-5
HISTORY 384FEmpires, Markets and Networks: Early Modern Islamic World and Beyond, 1500-18004-5
HISTORY 386Jews Among Muslims in Modern Times4-5
ILAC 278ASenior Seminar: Iberian Islam 1492-16093-5
JEWISHST 286Jews Among Muslims in Modern Times4-5
JEWISHST 386Jews Among Muslims in Modern Times4-5
Islamic Politics
COMM 177YSpecialized Writing and Reporting: Foreign Correspondence4-5
COMM 277YSpecialized Writing and Reporting: Foreign Correspondence4-5
CSRE 82GMaking Palestine Visible3-5
IPS 214Refugees in the Twenty-first Century3-5
IPS 250AInternational Conflict Resolution Colloquium1
OSPPARIS 45Comparative Politics in the Contemporary Arab World4
POLISCI 118PU.S. Relations in Iran5
POLISCI 149SIslam, Iran, and the West5
POLISCI 149TMiddle Eastern Politics5
POLISCI 211PInternational Security in South Asia: Pakistan, India and the United States.5
POLISCI 222The Political Psychology of Intolerance5
POLISCI 245RPolitics in Modern Iran5
POLISCI 246APaths to the Modern World: Islam and the West5
POLISCI 441LGrad Seminar on Middle Eastern Politics3-5
REES 320State and Nation Building in Central Asia3-5
THINK 26How Do You Build a Nation? Inclusion and Exclusion in the Making of Modern Iran4
Languages
AMELANG 15TIntermediate to Advanced Turkish Conversation2
AMELANG 84AAccelerated First-Year Turkish, Part 15
AMELANG 84BAccelerated First-Year Turkish, part 25
AMELANG 144AFirst-Year Modern Persian, First Quarter5
AMELANG 144BFirst-Year Modern Persian, Second Quarter5
AMELANG 144CFirst-Year Modern Persian, Third Quarter5
AMELANG 145ASecond-Year Modern Persian, First Quarter5
AMELANG 145BSecond-Year Modern Persian, Second Quarter5
AMELANG 145CSecond-Year Modern Persian ,Third Quarter5
AMELANG 146AThird-Year Persian, First Quarter4
AMELANG 146BThird-Year Persian, Second Quarter4
AMELANG 146CThird-Year Persian, Third Quarter4
AMELANG 184AFirst-Year Turkish, First Quarter5
AMELANG 184BFirst-Year Turkish, Second Quarter5
AMELANG 184CFirst-Year Turkish, Third Quarter5
AMELANG 185ASecond-Year Turkish, First Quarter5
AMELANG 185BSecond-Year Turkish, Second Quarter5
AMELANG 185CSecond-Year Turkish, Third Quarter5
AMELANG 186AThird-Year Turkish, First Quarter4
AMELANG 186BThird-Year Turkish, Second Quarter4
AMELANG 186CThird-Year Turkish, Third Quarter4
AMELANG 297Directed Reading in African and Middle Eastern Languages1-5
AMELANG 395Graduate Studies in African and Middle Eastern Languages1-5
ARABLANG 1First-Year Arabic, First Quarter5
ARABLANG 1AAccelerated First-Year Arabic, Part I5
ARABLANG 1HFirst-Year Arabic for Heritage Learners, First Quarter5
ARABLANG 2First-Year Arabic, Second Quarter5
ARABLANG 2AAccelerated First-Year Arabic, Part II5
ARABLANG 2HFirst-Year Arabic for Heritage Learners, Second Quarter5
ARABLANG 3First-Year Arabic, Third Quarter5
ARABLANG 3HBeginning Arabic for Heritage Learners, Third Quarter5
ARABLANG 10Arabic Calligraphy3
ARABLANG 21Second-Year Arabic, First Quarter5
ARABLANG 21AAccelerated Second-Year Arabic, Part I5
ARABLANG 21HSecond-Year Arabic for Heritage Learners, First Quarter5
ARABLANG 22Second-Year Arabic, Second Quarter5
ARABLANG 22AAccelerated second-Year Arabic, Part II5
ARABLANG 22HSecond-Year Arabic for Heritage Learners, Second Quarter5
ARABLANG 23Second-Year Arabic, Third Quarter5
ARABLANG 23HSecond-Year Arabic for Heritage Learners, Third Quarter5
ARABLANG 24Arabic Skills Workshop4
ARABLANG 125AColloquial Arabic, First Quarter4
ARABLANG 125BConversational/Colloquial Arabic, Second Quarter4
ARABLANG 126AMedia Arabic, First Quarter2-4
ARABLANG 127Intermediate to Advanced Conversation3
ARABLANG 131Third-Year Arabic, First Quarter5
ARABLANG 131HThird-Year Arabic for Heritage Learners, First Quarter5
ARABLANG 132Third-Year Arabic, Second Quarter5
ARABLANG 132HThird-Year Arabic for Heritage Learners, Second Quarter5
ARABLANG 133Third-Year Arabic, Third Quarter5
ARABLANG 133HThird-Year Arabic for Heritage Learners, Third Quarter5
ARABLANG 141Fourth-Year Arabic, First Quarter4
ARABLANG 142Fourth-Year Arabic, Second Quarter4
ARABLANG 143Fourth-Year Arabic, Third Quarter4
ARABLANG 297Directed Reading1-5
ARABLANG 394Graduate Studies in Arabic Conversation1-3
ARABLANG 395Graduate Studies in Arabic1-5
COMPLIT 245Introductory Ottoman Turkish1-3
COMPLIT 248AReading Turkish I2-4
COMPLIT 248BReading Turkish II2-4
COMPLIT 248CAdvanced Turkish-English Translation2-4
SPECLANG 109AFirst-Year Bengali, First Quarter5
SPECLANG 109BFirst-Year Bengali, Second Quarter5
SPECLANG 109CFirst-Year Bengali, Third Quarter5
SPECLANG 110ASecond-Year Bengali4
SPECLANG 110BSecond-Year Bengali - Second Quarter4
SPECLANG 110CSecond-Year Bengali - Third Quarter4
SPECLANG 152AFirst-Year Hindi, First Quarter5
SPECLANG 152BFirst-Year Hindi, Second Quarter5
SPECLANG 152CFirst-Year Hindi, Third Quarter5
SPECLANG 152HHeritage Hindi5
SPECLANG 153ASecond-Year Hindi, First Quarter4
SPECLANG 153BSecond-Year Hindi, Second Quarter4
SPECLANG 153CSecond-Year Hindi, Third Quarter4
SPECLANG 154AThird-Year Hindi, First Quarter4
SPECLANG 154BThird-Year Hindi, Second Quarter4
SPECLANG 154CThird-Year Hindi, Third Quarter4
SPECLANG 156AFirst-Year Indonesian, First Quarter5
SPECLANG 157ASecond-Year Indonesian, First Quarter4
SPECLANG 192AFirst-Year Kazakh, First Quarter4
SPECLANG 192BFirst-Year Kazakh, Second Quarter4
SPECLANG 192CFirst-Year Kazakh, Third Quarter4
SPECLANG 193ASecond-Year Kazakh, First Quarter3
SPECLANG 193BSecond-Year Kazakh, Second Quarter3
SPECLANG 193CSecond-Year Kazakh, Third Quarter3
SPECLANG 218ABeginning Urdu, First Quarter5
SPECLANG 218BBeginning Urdu, Second Quarter4
SPECLANG 218CBeginning Urdu, Third Quarter4
SPECLANG 219BIntermediate Urdu, Second Quarter4
SPECLANG 229ABeginning Pashto, First Quarter5
SPECLANG 229BBeginning Pashto, Second Quarter5
SPECLANG 239ASecond-Year Uzbek, First Quarter3
SPECLANG 239BSecond-Year Uzbek, Second Quarter3
SPECLANG 239CSecond-Year Uzbek, Third Quarter3
SPECLANG 240AThird-Year Uzbek, First quarter3

Latin American Studies Specialization

  1. All courses to be counted toward the minor must be taken at the 100-level or higher, with the exception of Overseas Studies courses (see also note 1, above).
  2. All courses to be counted toward the minor must be taken for a letter grade.
  3. Some courses have prerequisites or special enrollment requirements. Students are responsible for making sure they have completed any prerequisites and/or secured an instructor's permission, as needed.

Culture and Society

Units
AMSTUD 271Mexicans in the United States5
ANTHRO 100DChavin de Huantar Research |Seminar3-5
ANTHRO 102BAztec Language and Culture3
ANTHRO 108AThe Formation of Political State in the Peruvian Andes3-5
ANTHRO 122ARace and Culture in Mexico and Central America3-5
ANTHRO 124NMaya Mythology and the Popol Vuh3
ANTHRO 206AIncas and their Ancestors: Peruvian Archaeology3-5
ANTHRO 215BPeoples and Cultures of Ancient Mesoamerica5
ANTHRO 222ARace and Culture in Mexico and Central America3-5
ANTHRO 222CResearch in Maya Hieroglyphic Writing1-2
ANTHRO 335AAnimism and Alter-Native Modernities5
ARCHLGY 100DChavin de Huantar Research |Seminar3-5
CHILATST 140Migration in 21st Century Latin American Film3-5
CSRE 126BCurricular Public Policies for the Recognition of Afro-Brazilians and Indigenous Population3-4
FILMSTUD 316International Documentary4
HISTORY 106BGlobal Human Geography: Europe and Americas5
HISTORY 112Medicine and Disease in the Ancient World5
HISTORY 170CModern Latin America3-5
HISTORY 273CCaribbean Migration to the United States4-5
HISTORY 274EUrban Poverty and Inequality in Latin America5
HISTORY 274GPublic Space, the Private Sphere, and Dictatorship in Latin America5
HISTORY 275BHistory of Modern Mexico4-5
HISTORY 366BImmigration Debates in America, Past and Present3-5
HISTORY 371Graduate Colloquium: Explorations in Latin American History and Historiography4-5
HISTORY 373EThe Emergence of Nations in Latin America: Independence Through 18804-5
HISTORY 375CHistory of Modern Mexico4-5
HISTORY 379Latin American Development: Economy and Society, 1800-20144-5
ILAC 110NBrazil: Musical Culture and Films3-5
ILAC 113QBorges and Translation3-5
ILAC 131Introduction to Latin America: Cultural Perspectives3-5
ILAC 132EIntroduction to Global Portuguese: Cultural Perspectives3-5
ILAC 140Migration in 21st Century Latin American Film3-5
ILAC 161Modern Latin American Literature3-5
ILAC 226Impersonality and Anonymity in Contemporary Latin American Culture3-5
ILAC 241Fiction Workshop in Spanish3-5
ILAC 242Poetry Workshop in Spanish3-5
ILAC 243Latin American Aesthetics3-5
ILAC 274Aurality and Literature3-5
ILAC 277Senior Seminar: Spanish and Society - Cultures of Salsa3-5
ILAC 278ASenior Seminar: Iberian Islam 1492-16093-5
ILAC 336One World or Many? Representing Distance, Time, and Place in Iberian Expansion3-5
ILAC 342Meat3-5
ILAC 348US-Mexico Border Fictions: Writing La Frontera, Tearing Down the Wall3-5
ILAC 363Visions of the Andes3-5
ILAC 373Baroque Brazil3
LATINAM 248Racial and Gender Inequalities in Latin America3-5
LAW 5027Social Conflict, Social Justice, and Human Rights in 21st Century Latin America2
LAW 5028Regional Human Rights Protections: The Inter-American System3
OSPMADRD 55Latin Americans in Spain: Cultural Identities, Social Practices, and Migratory Experience4
OSPMADRD 83Narrating the Nation: National and Post-National Spanish and Latin American Literature4
OSPSANTG 14Women Writers of Latin America in the 20th Century4-5
OSPSANTG 29Sustainable Cities: Comparative Transportation Systems in Latin America4-5
OSPSANTG 30Short Latin American Fiction of the 20th Century4-5
OSPSANTG 49Chile - Another "End of the World"?3-5
OSPSANTG 68The Emergence of Nations in Latin America4-5
OSPSANTG 119XThe Chilean Economy: History, International Relations, and Development Strategies5
OSPSANTG 129XLatin America in the International System4-5
SOC 350WWorkshop: Migration, Ethnicity, Race and Nation1-3

Environment, Ecology, and Sustainability

Units
ANTHRO 160Social and Environmental Sustainability: The Costa Rican Case3-5
ANTHRO 162Indigenous Peoples and Environmental Problems3-5
ANTHRO 260Social and Environmental Sustainability: The Costa Rican Case3-5
ANTHRO 262Indigenous Peoples and Environmental Problems3-5
ANTHRO 278Evolution and Conservation in Galapagos5
ANTHRO 337BAnthropological Approaches to Health Issues in Contemporary Latin America5
BIO 234Conservation Biology: A Latin American Perspective3
BIOE 371Global Biodesign: Medical Technology in an International Context3
EARTHSYS 121Building a Sustainable Society: New Approaches for Integrating Human and Environmental Priorities3
ETHICSOC 278MIntroduction to Environmental Ethics4-5
GEOPHYS 212Topics in Climate Change2
HISTORY 276KThe Nature State: Latin American Conservation in Global Perspective4-5
HISTORY 278DRace, Ethnicity, and the Environment in Latin America4-5
HISTORY 376KThe Nature State: Latin American Conservation in Global Perspective4-5
HISTORY 378DRace, Ethnicity, and the Environment in Latin America4-5
HUMBIO 129Critical Issues in International Women's Health4
HUMBIO 129SGlobal Public Health4
OSPSANTG 58Living Chile: A Land of Extremes5

Political Economy

Units
ECON 106World Food Economy5
ECON 129Credit markets and development: Some evidence from Latin America and the World5
EDUC 306AEconomics of Education in the Global Economy5
EDUC 404Topics in Brazilian Education: Public Policy and Innovation for the 21st Century1-2
HISTORY 172AMexico: From Colony to Nation, or the History of an impossible Republic?5
HISTORY 177DU.S. Intervention and Regime Change in 20th Century Latin America5
INTNLREL 141ACamera as Witness: International Human Rights Documentaries5
INTNLREL 179Major Themes in U.S.-Latin America Diplomatic History5
IPS 241International Security in a Changing World5
LAW 5017Law in Latin America2
OSPSANTG 119XThe Chilean Economy: History, International Relations, and Development Strategies5
POLISCI 244CPolitical Change in Latin America: The contemporary challenge to democracy5
POLISCI 247GGovernance and Poverty5
POLISCI 248SLatin American Politics3-5
POLISCI 347GGovernance and Poverty3-5
POLISCI 348SLatin American Politics3-5
POLISCI 440BComparative Political Economy3-5

South Asian Studies Specialization

The following is a current selection of courses related to South Asian Studies. Students should consult with their minor adviser to determine the applicability of any course to the minor in Stanford Global Studies, South Asian Studies specialization.

Units
AMELANG 144AFirst-Year Modern Persian, First Quarter5
AMELANG 144BFirst-Year Modern Persian, Second Quarter5
AMELANG 144CFirst-Year Modern Persian, Third Quarter5
AMELANG 146AThird-Year Persian, First Quarter4
AMELANG 146BThird-Year Persian, Second Quarter4
AMELANG 146CThird-Year Persian, Third Quarter4
ANTHRO 28NSecularism and its Critics3-5
ANTHRO 126Urban Culture in Global Perspective5
ANTHRO 149South Asia: History, People, Politics5
FEMGEN 24Sexuality, Gender, and Religion2
FILMSTUD 250BBollywood and Beyond: An Introduction to Indian Film3-5
GLOBAL 250Bollywood and Beyond: An Introduction to Indian Film3-5
HISTORY 39Modern Britain and the British Empire3
HISTORY 139Modern Britain and the British Empire5
MUSIC 30NA Stranger in a Strange Land: Jewish Musics in Translation3
MUSIC 186Religion and Music in South Asia4-5
MUSIC 286Religion and Music in South Asia4-5
RELIGST 24Sexuality, Gender, and Religion2
RELIGST 114Yoga Ancient and Modern4
RELIGST 124Sufi Islam4
RELIGST 209D`Crow Eaters' & `Fire Worshippers': Exploring Contemporary Zoroastrianism Thru Reading Parsi Lit3-5
RELIGST 251Readings in Indian Buddhist Texts3-5
RELIGST 256The Brahma Net Sutra (Fanwang Jing)4
RELIGST 259Religion and Music in South Asia4-5
SPECLANG 109AFirst-Year Bengali, First Quarter5
SPECLANG 109BFirst-Year Bengali, Second Quarter5
SPECLANG 109CFirst-Year Bengali, Third Quarter5
SPECLANG 152AFirst-Year Hindi, First Quarter5
SPECLANG 152BFirst-Year Hindi, Second Quarter5
SPECLANG 152CFirst-Year Hindi, Third Quarter5
SPECLANG 153ASecond-Year Hindi, First Quarter4
SPECLANG 153BSecond-Year Hindi, Second Quarter4
SPECLANG 153CSecond-Year Hindi, Third Quarter4
SPECLANG 154AThird-Year Hindi, First Quarter4
SPECLANG 154BThird-Year Hindi, Second Quarter4
SPECLANG 154CThird-Year Hindi, Third Quarter4
SPECLANG 183AFirst-Year Sanskrit, First Quarter4
SPECLANG 183BFirst-Year Sanskrit, Second Quarter4
SPECLANG 218ABeginning Urdu, First Quarter5
SPECLANG 218BBeginning Urdu, Second Quarter4
SPECLANG 218CBeginning Urdu, Third Quarter4
SPECLANG 219AIntermediate Urdu, First Quarter4
SPECLANG 219BIntermediate Urdu, Second Quarter4
SPECLANG 229ABeginning Pashto, First Quarter5
SPECLANG 229BBeginning Pashto, Second Quarter5
TAPS 157World Drama and Performance4
TIBETLNG 3First Year Tibetan, Third Quarter4
TIBETLNG 23Intermediate/Advance Tibetan, Third Quarter4
URBANST 114Urban Culture in Global Perspective5

African Studies Courses

AFRICAST 31. Media and Conflict in Africa. 3-5 Units.

Introduction to the variety of roles played by local and international media in covering conflict situations across the continent in the late 20t- and early 21st-centuries. The objective is to develop a theoretical and empirical understanding of the media as active participants in conflicts, rather than neutral witnesses. How the media in the African context have become tools for propaganda and for encouraging violence, as well as their role in promoting dialogue, peace and reconciliation between communities. These questions are relevant to the context of contemporary Africa where conflicts fueled by ethnic hatred or democratic aspirations have unfolded along with the development of media and communication technologies. Key concepts such as objectivity, impartiality, hate speech, peace journalism, citizen journalism, and cosmopolitanism, to analyze the role played by the media in case studies in Burundi, Cameroon, Egypt, Ethiopia, Kenya, Nigeria, Rwanda and Uganda. A wide variety of material including: readings drawn from a fields such as media and journalism studies, political sciences, anthropology, and postcolonial theory; linguistic, visual, audio, video and multimedia material produced by news media; and films and documentaries.
Same as: AFRICAST 131

AFRICAST 81. Media Representations of Africa. 3-5 Units.

How has Africa been dominantly represented in the media? How are these representations challenged, complexified and reproduced in the postcolonial context? What is the role of African media in these processes? This class is an introduction to the variety of roles played by the media in representing Africa, with a particular focus on the postcolonial context. The topic is particularly relevant to contemporary Africa as the emerging middle-class, economic and cultural globalization, and the uptake for communication technologies are shaping contested images of the continent. You will: develop a theoretical and empirical understanding of the media as instruments of domination but also of resistance; learn how to critically deconstruct media representations in everyday life; understand the challenges of intercultural communication in an unequal world. Key concepts such as: representation, stereotyping, cultural appropriation, afropessimism, afrocentrism, afro optimism, afropolitanism. Readings drawn from media and cultural studies, anthropology, postcolonial theory and literature. In class-analysis of photographs, news articles and broadcasts, PR campaigns, social media, films and documentaries.
Same as: AFRICAAM 81, AFRICAST 181

AFRICAST 109. Running While Others Walk: African Perspectives on Development. 5 Units.

Throughout the history of modern Africa, Africans have specified their desired future¿development, understood broadly¿and identified the major obstacles in achieving it. Debates about development have intensified in the post-colonial period, especially as African countries have replaced the leaders installed at independence. Amidst the general critique of the imposition of external values and rules, Africans have differed, sometimes sharply, on priorities, process, and programs. While for some the challenge is to catch up with development elsewhere, for others it is essential to leap ahead, to set the pace, to initiate a radical social, economic, and political transformation. To ground and extend the common approaches to studying development that emphasize economics and that rely largely on external commentators, we will explore African perspectives. Our major task will be a broad overview, sampling the analyses of Africa¿s intellectuals in several domains. Course participants will review, compare, and analyze major contributions, developing an understanding of contemporary intellectual currents.
Same as: AFRICAST 209

AFRICAST 111. Education for All? The Global and Local in Public Policy Making in Africa. 5 Units.

Policy making in Africa and the intersection of policy processes and their political and economic dimensions. The failure to implement agreements by international institutions, national governments, and nongovernmental organizations to promote education. Case studies of crowded and poorly equipped schools, overburdened and underprepared teachers, and underfunded education systems.
Same as: AFRICAST 211

AFRICAST 112. AIDS, Literacy, and Land: Foreign Aid and Development in Africa. 5 Units.

Is foreign aid a solution? or a problem? Should there be more aid, less aid, or none at all? How do foreign aid and local initiatives intersect? A clinic in Uganda that addresses AIDS as a family and community problem. Multiple strategies in Tanzania to increase girls' schooling. These are imaginative and innovative approaches to pressing and contested policy challenges. We will examine several contentious issues in contemporary Africa, exploring their roots and the intense conflicts they engender, with special attention to foreign aid and the aid relationship. As African communities and countries work to shape their future, what are the foreign roles and what are their consequences?.
Same as: AFRICAAM 111, AFRICAST 212

AFRICAST 119. Novel Perspectives on South Africa. 2-3 Units.

21st-century South Africa continues its literary effervescence. In this class we¿ll sample some recent novels and related writings to tease out the issues shaping the country (and to some degree the continent) at present. Is `South African literature¿ a meaningful category today? What are the most significant features we can identify in new writings and how do they relate to contemporary social dynamics? The course will appeal to anyone interested in present-day Cape Town or Johannesburg, including students who have spent a term in BOSP-Cape Town or plan to do so in future. Both undergraduate and graduate students are welcome. 2-3 units. Course may be repeated for credit.n nAll students will write short analyses from the prescribed texts. Students taking the course for three units will write an extended essay on a topic agreed with the instructor.
Same as: AFRICAAM 119, AFRICAAM 219, AFRICAST 219, CSRE 119

AFRICAST 127. African Art and Politics, c. 1900 - Present. 4 Units.

This course explores the relationship between art and politics in twentieth century Africa. Artistic production and consumption is considered in the context of various major political shifts, from the experience of colonialism to the struggle against Apartheid. Each week we will look closely at different works of art and examine how artists and designers responded to such challenges as independence, modernization and globalization. We will look at painting, sculpture, religious art, public and performance art, photography and film. How western perceptions and understanding of African art have shifted, and how museums have framed African art throughout the twentieth century will remain important points of discussion throughout the course.
Same as: ARTHIST 127A

AFRICAST 131. Media and Conflict in Africa. 3-5 Units.

Introduction to the variety of roles played by local and international media in covering conflict situations across the continent in the late 20t- and early 21st-centuries. The objective is to develop a theoretical and empirical understanding of the media as active participants in conflicts, rather than neutral witnesses. How the media in the African context have become tools for propaganda and for encouraging violence, as well as their role in promoting dialogue, peace and reconciliation between communities. These questions are relevant to the context of contemporary Africa where conflicts fueled by ethnic hatred or democratic aspirations have unfolded along with the development of media and communication technologies. Key concepts such as objectivity, impartiality, hate speech, peace journalism, citizen journalism, and cosmopolitanism, to analyze the role played by the media in case studies in Burundi, Cameroon, Egypt, Ethiopia, Kenya, Nigeria, Rwanda and Uganda. A wide variety of material including: readings drawn from a fields such as media and journalism studies, political sciences, anthropology, and postcolonial theory; linguistic, visual, audio, video and multimedia material produced by news media; and films and documentaries.
Same as: AFRICAST 31

AFRICAST 132. Literature and Society in Africa and the Caribbean. 4 Units.

This course aims to equip students with an understanding of the cultural, political and literary aspects at play in the literatures of Francophone Africa and the Caribbean. Our primary readings will be Francophone novels and poetry, though we will also read some theoretical texts, as well as excerpts of Francophone theater. The assigned readings will expose students to literature from diverse French-speaking regions of the African/Caribbean world. This course will also serve as a "literary toolbox," with the intention of facilitating an understanding of literary forms, terms and practices. Students can expect to work on their production of written and spoken French (in addition to reading comprehension) both in and outside of class. Required readings include: Aimé Césaire, "Cahier d'un retour au pays natal," Albert Memmi, "La Statue de Sel," Kaouther Adimi, "L'envers des autres", Maryse Condé, "La Vie sans fards". Movies include "Goodbye Morocco", "Aya de Yopougon", "Rome plutôt sue Vous". Taught in French. Prerequisite: FRENLANG 124 or consent of instructor.
Same as: AFRICAAM 133, FRENCH 133, JEWISHST 143

AFRICAST 133B. Covering Islam: On What We Learn to See, Think and Hear about Islam & Muslims. 3-5 Units.

In this course, students will think critically about how knowledge about Islam, Muslims, and Muslim Societies is produced and circulated. As a class, we will consider why and how certain kinds of ideas about Islam and Muslims become representative (i.e., authoritative discourse) while others ideas do not. This is an interdisciplinary class; course material will draw on readings from anthropology, literary criticism, history, sociology and media and cultural studies. We will also be engaging with other kinds of material, including news articles, editorials, documentaries, and films.
Same as: ANTHRO 133B, CSRE 133B

AFRICAST 135. Designing Research-Based Interventions to Solve Global Health Problems. 3-4 Units.

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Same as: AFRICAST 235, EDUC 135, EDUC 335, HRP 235, HUMBIO 26, MED 235

AFRICAST 138. Conflict and Reconciliation in Africa: International Intervention. 3-5 Units.

This course will explore recent debates on the causes and structural terms of large-scale violence in Africa in the context of key contemporary models for reconciliation and transitional justice. Discussions will emphasize the broader international legal and political order each presupposes, and specifically whether their underlying reconstitution of rights and subjectivities are compatible with cultural, political or legal diversity. A historical assessment of the predominating Nuremberg paradigm of transitional justice¿structured around international military intervention and criminal trials based on international criminal courts¿will be contrasted with other regional models that engage with the challenges of the political reconciliation of formerly divided political communities. The necessity of understanding the specificities of both global and local historical and structural contexts will be examined with respect to various proposals for how to balance of balance concerns for both justice and peace. Readings will cover case studies from South Africa, Rwanda, DRC, northern Uganda, Sudan (including Darfur and South Sudan), Libya, Mali, and CAR.
Same as: AFRICAST 238, ANTHRO 138A, ANTHRO 238A

AFRICAST 141A. Science, Technology, and Medicine in Africa. 4 Units.

Africa is often depicted as a place simply in need of science, technology, andnmedicine. This class will introduce students to the culture and politics of science innsub-Saharan Africa: to the diverse and rich traditions, histories and contemporarynpredicaments of knowledge practices on the continent. We will consider the rolenof science in the colonial period, covering the expansion of European empires intonAfrica and the forms of technical knowledge that colonial governments encountered, especially as they relate to health and the environment. We will examine the role of science at African independence and in international development work. Finally, we will discuss the techno-politics of medical training and research, resource extraction, and the internet in contemporary Africa. This course will provide some important background for those with an applied interest in Africa as well as provide an introduction to a growing area of scholarship. Course materials include historical and ethnographic works, as well as primary sources and films emphasizing scientific practice in the context of geopolitical relations of power and inequality.
Same as: ANTHRO 141A

AFRICAST 142. Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice. 3-5 Units.

This seminar is part of a broader program on Social Entrepreneurship at CDDRL in partnership with the Haas Center for Public Service. It will use practice to better inform theory. Working with three visiting social entrepreneurs from developing and developed country contexts students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, gender, democracy, development and justice. It interrogates current definitions of democracy and development and explores how they can become more inclusive of marginalized populations. This is a service learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Same as: AFRICAST 242, INTNLREL 142

AFRICAST 145B. The African Atlantic. 3-5 Units.

This course explores the central place Africa holds in prose writing emerging during early and modern periods of globalization across the Atlantic, including the middle passage, exploration and colonialism, black internationalism, decolonization, immigration, and diasporic return. We will begin with Equiano's Interesting Narrative (1789), a touchstone for the Atlantic prose tradition, and study how writers crossing the Atlantic have continued to depict Africa in later centuries: to dramatize scenes of departure and arrival in stories of self-making or new citizenship, to evoke histories of racial unity or examine psychic and social fragmentation, to imagine new national communities or question their norms and borders. Our readings will be selected from English, French, Portuguese and Spanish-language traditions. And we will pay close attention to genres of prose fiction (Conrad, Condé, Olinto), epic and prose poetry (Césaire, Walcott), theoretical reflection (Gilroy, Glissant, Mudimbe, Benitez-Rojo), and literary autobiography (Barack Obama, Saidiya Hartman). Note: To be eligible for WAYS credit, you must take COMPLIT 145B for a minimum of 3 Units and a Letter Grade.
Same as: AFRICAAM 148, COMPLIT 145B, COMPLIT 345B, CSRE 145B, FRENCH 145B, FRENCH 345B

AFRICAST 151. AIDS in Africa. 3 Units.

Medical, social, and political aspects of the HIV epidemic in sub-Saharan Africa including: biology, transmission, diagnosis,and treatment of HIV; mother-to-child transmission and breastfeeding; vaccines; community and activist responses to the HIV epidemic; economics of HIV treatment; governance and health; ethics in research and program implementation.

AFRICAST 181. Media Representations of Africa. 3-5 Units.

How has Africa been dominantly represented in the media? How are these representations challenged, complexified and reproduced in the postcolonial context? What is the role of African media in these processes? This class is an introduction to the variety of roles played by the media in representing Africa, with a particular focus on the postcolonial context. The topic is particularly relevant to contemporary Africa as the emerging middle-class, economic and cultural globalization, and the uptake for communication technologies are shaping contested images of the continent. You will: develop a theoretical and empirical understanding of the media as instruments of domination but also of resistance; learn how to critically deconstruct media representations in everyday life; understand the challenges of intercultural communication in an unequal world. Key concepts such as: representation, stereotyping, cultural appropriation, afropessimism, afrocentrism, afro optimism, afropolitanism. Readings drawn from media and cultural studies, anthropology, postcolonial theory and literature. In class-analysis of photographs, news articles and broadcasts, PR campaigns, social media, films and documentaries.
Same as: AFRICAAM 81, AFRICAST 81

AFRICAST 195. Back from Africa Workshop. 1-2 Unit.

For students who conducted research over the summer in Africa. Students reflect on their time in Africa, transform their observations and research into scholarship, and connect as a community. Cape Town fellows and any others who conducted summer research in Africa can use this course to finish their research.

AFRICAST 199. Independent Study or Directed Reading. 1-5 Unit.

May be repeated for credit.

AFRICAST 209. Running While Others Walk: African Perspectives on Development. 5 Units.

Throughout the history of modern Africa, Africans have specified their desired future¿development, understood broadly¿and identified the major obstacles in achieving it. Debates about development have intensified in the post-colonial period, especially as African countries have replaced the leaders installed at independence. Amidst the general critique of the imposition of external values and rules, Africans have differed, sometimes sharply, on priorities, process, and programs. While for some the challenge is to catch up with development elsewhere, for others it is essential to leap ahead, to set the pace, to initiate a radical social, economic, and political transformation. To ground and extend the common approaches to studying development that emphasize economics and that rely largely on external commentators, we will explore African perspectives. Our major task will be a broad overview, sampling the analyses of Africa¿s intellectuals in several domains. Course participants will review, compare, and analyze major contributions, developing an understanding of contemporary intellectual currents.
Same as: AFRICAST 109

AFRICAST 211. Education for All? The Global and Local in Public Policy Making in Africa. 5 Units.

Policy making in Africa and the intersection of policy processes and their political and economic dimensions. The failure to implement agreements by international institutions, national governments, and nongovernmental organizations to promote education. Case studies of crowded and poorly equipped schools, overburdened and underprepared teachers, and underfunded education systems.
Same as: AFRICAST 111

AFRICAST 212. AIDS, Literacy, and Land: Foreign Aid and Development in Africa. 5 Units.

Is foreign aid a solution? or a problem? Should there be more aid, less aid, or none at all? How do foreign aid and local initiatives intersect? A clinic in Uganda that addresses AIDS as a family and community problem. Multiple strategies in Tanzania to increase girls' schooling. These are imaginative and innovative approaches to pressing and contested policy challenges. We will examine several contentious issues in contemporary Africa, exploring their roots and the intense conflicts they engender, with special attention to foreign aid and the aid relationship. As African communities and countries work to shape their future, what are the foreign roles and what are their consequences?.
Same as: AFRICAAM 111, AFRICAST 112

AFRICAST 219. Novel Perspectives on South Africa. 2-3 Units.

21st-century South Africa continues its literary effervescence. In this class we¿ll sample some recent novels and related writings to tease out the issues shaping the country (and to some degree the continent) at present. Is `South African literature¿ a meaningful category today? What are the most significant features we can identify in new writings and how do they relate to contemporary social dynamics? The course will appeal to anyone interested in present-day Cape Town or Johannesburg, including students who have spent a term in BOSP-Cape Town or plan to do so in future. Both undergraduate and graduate students are welcome. 2-3 units. Course may be repeated for credit.n nAll students will write short analyses from the prescribed texts. Students taking the course for three units will write an extended essay on a topic agreed with the instructor.
Same as: AFRICAAM 119, AFRICAAM 219, AFRICAST 119, CSRE 119

AFRICAST 224. Memory and Heritage In South Africa Syllabus. 1 Unit.

The focus of this course is to provide a forum in which students examine the role of memory and heritage in South Africa. The course will include visiting speakers, discussion and other activities. The complex relationship between memory and heritage in South Africa will provide the basis for a series of broad conversations about citizenship, national reconciliation, memorialization, justice, modernity and heritage ethics.

AFRICAST 229. Literature and Global Health. 3-5 Units.

This course examines the ways writers in literature and medicine have used the narrative form to explore the ethics of care in what has been called the developing world. We will begin with a call made by the editor-in-chief of The Lancet for a literature of global health, namely fiction modeled on the social reform novels of the nineteenth century, understood to have helped readers develop a conscience for public health as the field emerged as a modern medical specialty. We will then spend the quarter understanding how colonial, postcolonial, and world literatures have answered and complicated this call. Readings will include prose fiction by Albert Camus, Joseph Conrad, Tsitsi Dangaremgba, Amitav Ghosh, Susan Sontag as well as physician memoirs featuring Frantz Fanon, Albert Schweitzer, Abraham Verghese, Paul Farmer. And each literary reading will be paired with medical, philosophical, and policy writings that deeply inform the field of global health. Note: To be eligible for WAYS credit, you must take the course for a Letter Grade.
Same as: AFRICAAM 229, COMPLIT 229, CSRE 129B, FRENCH 229, HUMBIO 175L, MED 234

AFRICAST 235. Designing Research-Based Interventions to Solve Global Health Problems. 3-4 Units.

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Same as: AFRICAST 135, EDUC 135, EDUC 335, HRP 235, HUMBIO 26, MED 235

AFRICAST 238. Conflict and Reconciliation in Africa: International Intervention. 3-5 Units.

This course will explore recent debates on the causes and structural terms of large-scale violence in Africa in the context of key contemporary models for reconciliation and transitional justice. Discussions will emphasize the broader international legal and political order each presupposes, and specifically whether their underlying reconstitution of rights and subjectivities are compatible with cultural, political or legal diversity. A historical assessment of the predominating Nuremberg paradigm of transitional justice¿structured around international military intervention and criminal trials based on international criminal courts¿will be contrasted with other regional models that engage with the challenges of the political reconciliation of formerly divided political communities. The necessity of understanding the specificities of both global and local historical and structural contexts will be examined with respect to various proposals for how to balance of balance concerns for both justice and peace. Readings will cover case studies from South Africa, Rwanda, DRC, northern Uganda, Sudan (including Darfur and South Sudan), Libya, Mali, and CAR.
Same as: AFRICAST 138, ANTHRO 138A, ANTHRO 238A

AFRICAST 242. Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice. 3-5 Units.

This seminar is part of a broader program on Social Entrepreneurship at CDDRL in partnership with the Haas Center for Public Service. It will use practice to better inform theory. Working with three visiting social entrepreneurs from developing and developed country contexts students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, gender, democracy, development and justice. It interrogates current definitions of democracy and development and explores how they can become more inclusive of marginalized populations. This is a service learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Same as: AFRICAST 142, INTNLREL 142

AFRICAST 246L. Studies in Ethnomusicology: Musics of Africa and the African Diaspora. 3-5 Units.

An introduction to musics of Africa and the African Diaspora. Topics include: music and nationalism, religion, embodiment, diaspora, migration, resistance, gender, globalization, and race. Musical regions and nations may include: Zimbabwe, South Africa, West Africa, Central Africa, Somalia, Ethiopia, the Caribbean, and the United States. This is a seminar-based course in which students will write short reflective papers and a final, research-based paper.Pre- or co-requisite for WIM credit: MUSIC 22. WIM at 4 or 5 letter-graded units only.
Same as: MUSIC 146L, MUSIC 246L

AFRICAST 299. Independent Study or Directed Reading. 1-10 Unit.

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AFRICAST 300. Contemporary Issues in African Studies. 1 Unit.

Guest scholars present analyses of major African themes and topics. Brief response papers required. May be repeated for credit.

AFRICAST 301A. The Dynamics of Change in Africa. 4-5 Units.

Crossdisciplinary colloquium; required for the M.A. degree in African Studies. Open to advanced undergraduates and PhD students. Addresses critical issues including patterns of economic collapse and recovery; political change and democratization; and political violence, civil war, and genocide. Focus on cross-cutting issues including the impact of colonialism; the role of religion, ethnicity, and inequality; and Africa's engagement with globalization.
Same as: HISTORY 246, HISTORY 346, POLISCI 246P, POLISCI 346P

AFRICAST 302. Research Workshop. 1 Unit.

Required for African Studies master's students. Student presentations.

AFRICAST 801. TGR Project. 0 Units.

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East Asian Studies Courses

EASTASN 24. Traditional Japan through Ordinary Eyes: The Social and Cultural History of Early Modern Japan. 3-5 Units.

In the Tokugawa period (1603-1868), political power was restricted to members of the ruling class- the samurai, whose public possession of sword and surname distinguished them from the rest of the society. Yet the samurai accounted for only six percent of the population. How successful was the ruling class in exerting control over its subjects, and how did the people respond? How were power relations in the society determined- between ordinary people and elites, women and men, center and periphery? To what extent and in what way did the common people contribute to shape the cultural and social life in early modern Japan? By examining a variety of source materials written by commoners, including popular novels, peasant petitions, folktales, tourist maps, and woodblock prints, and by locating the cases discussed on historical maps, we will grapple with these questions. In the map/image exercise, we will see and touch real materials courtesy of the East Asia Library. In so doing, we will illuminate the world of ordinary people in Japan before the modern westernization through their own eyes.
Same as: EASTASN 224

EASTASN 94. The Rise of China in World Affairs. 3-5 Units.

This course examines the impact and implications of the rise of China in contemporary world politics from a historical and international relations perspective. It reviews China's halting progress into the international system, sketches the evolution of PRC foreign policy since 1949, and analyzes China's developmental priorities and domestic political context as they figure into Beijing's interactions with the world. It sketches American policy toward the PRC, and it assesses alternative approaches to dealing with China on such issues as arms and nuclear proliferation, regional security arrangements, international trade and investment, human rights, environmental problems, and the Taiwan and Tibet questions.
Same as: EASTASN 294

EASTASN 95. Korean Economy and Business: Theory, Practice, and Strategic Implications. 3 Units.

This course addresses the key factors behind Korea's accelerated growth over the past 50 years. Existing Western theories cannot fully explain Korea's economic and business development, because these theories were established under a different political, economic, and social system. This course focuses on the fundamental driving forces behind Korea's success, many of which continue to be neglected in ongoing studies. This course aims to introduce a new framework that presents strategic implications that are more appropriate for Korea; review the fundamental background of Korea's growth in detail and apply this new framework to better explain Korea's success; and evaluate Korea as a case study to provide useful guidelines for other countries.
Same as: EASTASN 295

EASTASN 97. The International Relations of Asia since World War II. 3-5 Units.

Asian international relations since World War II were dominated by the efforts of the newly independent nation-states of Asia, almost all of which had been colonies before the war, to establish and maintain sovereignty in a context of American and Soviet competition for influence in the region. This course traces the major developments of the period, including the Chinese civil war, the U.S. occupation of Japan, the division of Korea and the Korean War, the South and Southeast Asian independence struggles, the American and Soviet alliance systems, the Vietnam War, the strategic realignments that led to the end of the Cold War in Asia, the emergence of Central Asia, and the legacy of issues that the period has posed for the region today.
Same as: EASTASN 297

EASTASN 117. Health and Healthcare Systems in East Asia. 3-5 Units.

China, Japan, and both Koreas. Healthcare economics as applied to East Asian health policy, including economic development, population aging, infectious disease outbreaks (SARS, avian flu), social health insurance, health service delivery, payment incentives, competition, workforce policy, pharmaceutical industry, and regulation. No prior knowledge of economics or healthcare required.
Same as: EASTASN 217

EASTASN 120E. East Asian Internets. 4 Units.

This course examines the social, cultural, aesthetic, and political dimensions of internet culture in China, Japan, and the two Koreas. Working with web texts, social media, streaming music and video, and film and fiction engaging with online culture, we will trace the social impact of networked life in East Asia over the last three decades.
Same as: EASTASN 220E

EASTASN 143. Taiwan's Democratic Evolution. 3-5 Units.

This course is an introduction to the contemporary politics of Taiwan. Once a poor, insecure autocracy, today Taiwan has been transformed into a prosperous and stable liberal democracy, albeit one whose long-term security remains imperiled by the rising power of the People's Republic of China. We will draw on concepts and theories from political science to explore distinct aspects of this ongoing political evolution, including the transition to and consolidation of democracy, origins and trajectory of economic and social development, sources of Taiwanese nationalism, security of the Taiwanese state and its relationship to the PRC and the United States, parties and elections, and public policy processes and challenges.
Same as: EASTASN 243

EASTASN 151. Innovation-Based Economic Growth: Silicon Valley and Japan. 4 Units.

Innovation is essential for the growth of a matured economy. An important reason for Japan's economic stagnation over the past two decades was its failure to transform its economic system from one suited for catch-up growth to one that supports innovation-based economic growth. This course examines the institutional factors that support innovation-based economic growth and explores policies that may encourage innovation-based growth in Japan. The course is a part of a bigger policy implementation project that aims to examine the institutional foundations of innovation-based economic growth, to suggest government policies that encourage innovation-based growth in Japan, and to help implement such policies. The central part of the course will be several group research projects conducted by the students. Each student research project evaluates a concrete innovation policy idea. Each student research group is to report the findings to the class and prepare the final paper.
Same as: EASTASN 251, IPS 225

EASTASN 153. Japan & the World: Innovation, Economic Growth, Globalization, and Int'l Security Challenges. 3-5 Units.

This course introduces students to the economy, politics, and international relations of contemporary Japan. The course puts a particular emphasis on several emerging issues in Japan including innovation and economic dynamism, Japan's contributions to international peace and cooperation, and Japan's response to international economic and geopolitical challenges. The course will invite several guest instructors, each of whom is an expert on at least one of the issues that Japan faces today, to give lectures in addition to the main instructors. The guest lecturers will also be available outside of the classroom for further discussion during their stays at Stanford.
Same as: EASTASN 253, ECON 120, POLISCI 115E

EASTASN 162. Seminar on the Evolution of the Modern Chinese State, 1550-Present. 3-5 Units.

This seminar will assess the evolving response of the late imperial, early Republican, Nanjing Republic, and the PRC regimes in response to China's changing international setting, to successive revolutions in warfare, and to fundamental economic, social and demographic trends domestically from the 16th century to present. It will assess the capacities of each successive Chinese state to extract resources from society and economy and to mobilize people behind national purposes, to elaborate centralized institutions to pursue national priorities, to marshal military forces for national defense and police forces to sustain domestic order, and to generate popular identities loyal to national authority.
Same as: EASTASN 262

EASTASN 189K. Higher Education and Development in Korea. 3 Units.

As the Republic of Korea (i.e. Korea) faces new challenges of economic stagnation, the role of higher education has become a major focus of policy attention in recent decades. In particular, in the context of a shrinking working-age population and declining birth rates, the globalization of higher education in Korea has been viewed as a viable solution to attracting skilled labor, questioning long-held cultural beliefs and practices and moving beyond the dominant idea of South Korea as an ethnically "homogenous" country. How has Korea globalized its higher education sector in recent decades? How has the internal sociology of Korean universities changed as a result and what contradictions and challenges remain? How can higher education reform affect Korea's future development? This course examines the role of globalization of higher education in Korea and its broader implications for social and cultural change in Korea and Asia. May be repeat for credit.
Same as: EASTASN 289K

EASTASN 217. Health and Healthcare Systems in East Asia. 3-5 Units.

China, Japan, and both Koreas. Healthcare economics as applied to East Asian health policy, including economic development, population aging, infectious disease outbreaks (SARS, avian flu), social health insurance, health service delivery, payment incentives, competition, workforce policy, pharmaceutical industry, and regulation. No prior knowledge of economics or healthcare required.
Same as: EASTASN 117

EASTASN 220E. East Asian Internets. 4 Units.

This course examines the social, cultural, aesthetic, and political dimensions of internet culture in China, Japan, and the two Koreas. Working with web texts, social media, streaming music and video, and film and fiction engaging with online culture, we will trace the social impact of networked life in East Asia over the last three decades.
Same as: EASTASN 120E

EASTASN 224. Traditional Japan through Ordinary Eyes: The Social and Cultural History of Early Modern Japan. 3-5 Units.

In the Tokugawa period (1603-1868), political power was restricted to members of the ruling class- the samurai, whose public possession of sword and surname distinguished them from the rest of the society. Yet the samurai accounted for only six percent of the population. How successful was the ruling class in exerting control over its subjects, and how did the people respond? How were power relations in the society determined- between ordinary people and elites, women and men, center and periphery? To what extent and in what way did the common people contribute to shape the cultural and social life in early modern Japan? By examining a variety of source materials written by commoners, including popular novels, peasant petitions, folktales, tourist maps, and woodblock prints, and by locating the cases discussed on historical maps, we will grapple with these questions. In the map/image exercise, we will see and touch real materials courtesy of the East Asia Library. In so doing, we will illuminate the world of ordinary people in Japan before the modern westernization through their own eyes.
Same as: EASTASN 24

EASTASN 243. Taiwan's Democratic Evolution. 3-5 Units.

This course is an introduction to the contemporary politics of Taiwan. Once a poor, insecure autocracy, today Taiwan has been transformed into a prosperous and stable liberal democracy, albeit one whose long-term security remains imperiled by the rising power of the People's Republic of China. We will draw on concepts and theories from political science to explore distinct aspects of this ongoing political evolution, including the transition to and consolidation of democracy, origins and trajectory of economic and social development, sources of Taiwanese nationalism, security of the Taiwanese state and its relationship to the PRC and the United States, parties and elections, and public policy processes and challenges.
Same as: EASTASN 143

EASTASN 251. Innovation-Based Economic Growth: Silicon Valley and Japan. 4 Units.

Innovation is essential for the growth of a matured economy. An important reason for Japan's economic stagnation over the past two decades was its failure to transform its economic system from one suited for catch-up growth to one that supports innovation-based economic growth. This course examines the institutional factors that support innovation-based economic growth and explores policies that may encourage innovation-based growth in Japan. The course is a part of a bigger policy implementation project that aims to examine the institutional foundations of innovation-based economic growth, to suggest government policies that encourage innovation-based growth in Japan, and to help implement such policies. The central part of the course will be several group research projects conducted by the students. Each student research project evaluates a concrete innovation policy idea. Each student research group is to report the findings to the class and prepare the final paper.
Same as: EASTASN 151, IPS 225

EASTASN 253. Japan & the World: Innovation, Economic Growth, Globalization, and Int'l Security Challenges. 3-5 Units.

This course introduces students to the economy, politics, and international relations of contemporary Japan. The course puts a particular emphasis on several emerging issues in Japan including innovation and economic dynamism, Japan's contributions to international peace and cooperation, and Japan's response to international economic and geopolitical challenges. The course will invite several guest instructors, each of whom is an expert on at least one of the issues that Japan faces today, to give lectures in addition to the main instructors. The guest lecturers will also be available outside of the classroom for further discussion during their stays at Stanford.
Same as: EASTASN 153, ECON 120, POLISCI 115E

EASTASN 256. 350 Years of America-China Relations. 4-5 Units.

The history of turbulent relations, military conflict, and cultural clashes between the U.S. and China, and the implications for the domestic lives of these increasingly interconnected countries. Diplomatic, political, social, cultural, and military themes from early contact to the recent past.
Same as: HISTORY 256, HISTORY 356

EASTASN 262. Seminar on the Evolution of the Modern Chinese State, 1550-Present. 3-5 Units.

This seminar will assess the evolving response of the late imperial, early Republican, Nanjing Republic, and the PRC regimes in response to China's changing international setting, to successive revolutions in warfare, and to fundamental economic, social and demographic trends domestically from the 16th century to present. It will assess the capacities of each successive Chinese state to extract resources from society and economy and to mobilize people behind national purposes, to elaborate centralized institutions to pursue national priorities, to marshal military forces for national defense and police forces to sustain domestic order, and to generate popular identities loyal to national authority.
Same as: EASTASN 162

EASTASN 285. The United States, China, & Global Security. 2 Units.

This graduate-level seminar will be taught simultaneously on the campuses of Stanford University and Peking University and will feature a lecture series in which prominent American and Chinese scholars provide presentations that focus on key global security issues. The course content will highlight topics relevant to current U.S.- China relations and their respective roles in Asian and global security. Proposed lecture topics include: an introduction to U.S.- China relations; finance, trade, and investment; cyber security; nonproliferation; maritime security; terrorism; and energy and the environment. Hosted jointly by Stanford University and Peking University, enrollment will be limited to 20 students at each campus and, at Stanford, will be restricted to graduate students and undergraduates with senior standing. Enrollment is competitive, so potential students must complete an application by April 2, 2017 at 5pm: https://web.stanford.edu/dept/CEAS/EASTASN285.fb.

EASTASN 289K. Higher Education and Development in Korea. 3 Units.

As the Republic of Korea (i.e. Korea) faces new challenges of economic stagnation, the role of higher education has become a major focus of policy attention in recent decades. In particular, in the context of a shrinking working-age population and declining birth rates, the globalization of higher education in Korea has been viewed as a viable solution to attracting skilled labor, questioning long-held cultural beliefs and practices and moving beyond the dominant idea of South Korea as an ethnically "homogenous" country. How has Korea globalized its higher education sector in recent decades? How has the internal sociology of Korean universities changed as a result and what contradictions and challenges remain? How can higher education reform affect Korea's future development? This course examines the role of globalization of higher education in Korea and its broader implications for social and cultural change in Korea and Asia. May be repeat for credit.
Same as: EASTASN 189K

EASTASN 294. The Rise of China in World Affairs. 3-5 Units.

This course examines the impact and implications of the rise of China in contemporary world politics from a historical and international relations perspective. It reviews China's halting progress into the international system, sketches the evolution of PRC foreign policy since 1949, and analyzes China's developmental priorities and domestic political context as they figure into Beijing's interactions with the world. It sketches American policy toward the PRC, and it assesses alternative approaches to dealing with China on such issues as arms and nuclear proliferation, regional security arrangements, international trade and investment, human rights, environmental problems, and the Taiwan and Tibet questions.
Same as: EASTASN 94

EASTASN 295. Korean Economy and Business: Theory, Practice, and Strategic Implications. 3 Units.

This course addresses the key factors behind Korea's accelerated growth over the past 50 years. Existing Western theories cannot fully explain Korea's economic and business development, because these theories were established under a different political, economic, and social system. This course focuses on the fundamental driving forces behind Korea's success, many of which continue to be neglected in ongoing studies. This course aims to introduce a new framework that presents strategic implications that are more appropriate for Korea; review the fundamental background of Korea's growth in detail and apply this new framework to better explain Korea's success; and evaluate Korea as a case study to provide useful guidelines for other countries.
Same as: EASTASN 95

EASTASN 297. The International Relations of Asia since World War II. 3-5 Units.

Asian international relations since World War II were dominated by the efforts of the newly independent nation-states of Asia, almost all of which had been colonies before the war, to establish and maintain sovereignty in a context of American and Soviet competition for influence in the region. This course traces the major developments of the period, including the Chinese civil war, the U.S. occupation of Japan, the division of Korea and the Korean War, the South and Southeast Asian independence struggles, the American and Soviet alliance systems, the Vietnam War, the strategic realignments that led to the end of the Cold War in Asia, the emergence of Central Asia, and the legacy of issues that the period has posed for the region today.
Same as: EASTASN 97

EASTASN 300. Graduate Directed Reading. 1-7 Unit.

Independent studies under the direction of a faculty member for which academic credit may properly be allowed. For East Asian Studies M.A. students only.

EASTASN 330. Core Seminar: Issues and Approaches in East Asian Studies. 1 Unit.

For East Asian Studies M.A. students only.

EASTASN 390. Practicum Internship. 1 Unit.

On-the-job training under the guidance of experienced, on-site supervisors. Meets the requirements for curricular practical training for students on F-1 visas. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit. Prerequisite: qualified offer of employment and consent of adviser.

EASTASN 402A. Topics in International Technology Management. 1 Unit.

Theme for Autumn 2017 is "The Rise of Commercial Space Businesses in Asia." Distinguished guest speakers from industry, governments, and universities present and discuss businesses from Asia related to outer space, including telecommunications, debris removal, payload launch services, space medicine, etc. See syllabus for specific requirements, which may differ from those of other seminars at Stanford.
Same as: EE 402A

EASTASN 402T. Entrepreneurship in Asia. 1 Unit.

Distinctive patterns and challenges of entrepreneurship in Asia; update of business and technology issues in the creation and growth of start-up companies in major Asian economies. Distinguished speakers from industry, government, and academia.
Same as: EALC 402T, EE 402T

EASTASN 801. TGR Project. 0 Units.

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International Policy Studies Courses

IPS 201. Managing Global Complexity. 3 Units.

Is international relations theory valuable for policy makers? The first half of the course will provide students with a foundation in theory by introducing the dominant theoretical traditions and insights in international relations. The second half of the course focuses on several complex global problems that cut across policy specializations and impact multiple policy dimensions. Students will assess the value of major theories and concepts in international relations for analyzing and addressing such complex global policy issues.

IPS 202. Topics in International Macroeconomics. 5 Units.

Topics: standard theories of open economy macroeconomics, exchange rate regimes, causes and consequences of current account imbalances, the economics of monetary unification and the European Monetary Union, recent financial and currency crises, the International Monetary Fund and the reform of the international financial architecture. Prerequisites: ECON 52 and ECON 165.

IPS 203. Issues in International Economics. 5 Units.

Topics in international trade and international trade policy: trade, growth and poverty, the World Trade Organization (WTO), regionalism versus multilateralism, the political economy of trade policy, trade and labor, trade and the environment, and trade policies for developing economies. Prerequisite: ECON 51, ECON 166.

IPS 204A. Microeconomics for Policy. 4-5 Units.

Microeconomic concepts relevant to decision making. Topics include: competitive market clearing, price discrimination; general equilibrium; risk aversion and sharing, capital market theory, Nash equilibrium; welfare analysis; public choice; externalities and public goods; hidden information and market signaling; moral hazard and incentives; auction theory; game theory; oligopoly; reputation and credibility. Undergraduate Public Policy students may take PUBLPOL 51 as a substitute for the ECON 51 major requirement. Economics majors still need to take ECON 51. Prerequisites: ECON 50 and MATH 51 or equiv.
Same as: PUBLPOL 51, PUBLPOL 301A

IPS 204B. Economic Policy Analysis for Policymakers. 4-5 Units.

This class provides economic and institutional background necessary to conduct policy analysis. We will examine the economic justification for government intervention and illustrate these concepts with applications drawn from different policy contexts. The goal of the course is to provide you with the conceptual foundations and the practical skills and experience you will need to be thoughtful consumers or producers of policy analysis. Prerequisites: ECON 102B or PUBLPOL 303D.
Same as: PUBLPOL 301B

IPS 205. Introductory Statistics for Policy. 5 Units.

Introduction to key elements of probability and statistical analysis, focusing on international and public policy relevant applications. Topics will include basic probability, discrete and continuous random variables, exploratory data analysis, hypothesis testing, and elements of mathematical statistics. Lectures will include both theoretical and practical components, and students will be introduced to R statistical programming and LaTeX.

IPS 206. Applied Statistics for Policy. 5 Units.

Introduction to the use of statistical models and their application in quantitative policy analysis and data interpretation in policy contexts, with an emphasis on regression analysis, aiming to enable students to become intelligent and capable consumers and producers of regression analyses. Attention will be given to providing both applied experience with regression analyses and knowledge of the underlying statistical theory.

IPS 207. Economics of Corruption. 3-5 Units.

The role of corruption in the growth and development experience of countries with a focus on the economics of corruption. Topics covered: the concept and measurement of corruption; theory and evidence on the impact of corruption on growth determinants and development outcomes, including public and private investment, financial flows, human capital accumulation, poverty and income inequality; the link between corruption and financial crises, including the recent crises in the US and the Eurozone; the cultural, economic, and political determinants of corruption; and policy measures for addressing corruption, including recent civil society initiatives and use of liberation technology.nPrerequisite: ECON 1.

IPS 207B. Public Policy and Social Psychology: Implications and Applications. 4 Units.

Theories, insights, and concerns of social psychology relevant to how people perceive issues, events, and each other, and links between beliefs and individual and collective behavior will be discussed with reference to a range of public policy issues including education, public health, income and wealth inequalities, and climate change, Specific topics include: situationist and subjectivist traditions of applied and theoretical social psychology; social comparison, dissonance, and attribution theories; stereotyping and stereotype threat, and sources of intergroup conflict and misunderstanding; challenges to universality assumptions regarding human motivation, emotion, and perception of self and others; also the general problem of producing individual and collective changes in norms and behavior.
Same as: PSYCH 216, PUBLPOL 305B

IPS 208A. International Justice. 4-5 Units.

This course will examine the arc of an atrocity. It begins with an introduction to the interdisciplinary scholarship on the causes and enablers of mass violence genocide, war crimes, terrorism, and state repression. It then considers political and legal responses ranging from humanitarian intervention (within and without the Responsibility to Protect framework), sanctions, commissions of inquiry, and accountability mechanisms, including criminal trials before international and domestic tribunals. The course will also explore the range of transitional justice mechanisms available to policymakers as societies emerge from periods of violence and repression, including truth commissions, illustrations, and amnesties. Coming full circle, the course will evaluate current efforts aimed at atrocity prevention, rather than response, including President Obama¿s atrocities prevention initiative. Readings address the philosophical underpinnings of justice, questions of institutional design, and the way in which different societies have balanced competing policy imperatives. Cross-listed with LAW 5033.
Same as: HUMRTS 102

IPS 209. Practicum. 1-8 Unit.

Applied policy exercises in various fields. Multidisciplinary student teams apply skills to a contemporary problem in a major international policy exercise with a public sector client such as a government agency. Problem analysis, interaction with the client and experts, and presentations. Emphasis is on effective written and oral communication to lay audiences of recommendations based on policy analysis. Enrollment must be split between Autumn and Winter Quarters for a total of 8 units.

IPS 209A. IPS Master's Thesis. 1-8 Unit.

For IPS M.A. students only (by petition). Regular meetings with thesis advisers required.

IPS 210. The Politics of International Humanitarian Action. 3-5 Units.

The relationship between humanitarianism and politics in international responses to civil conflicts and forced displacement. Focus is on policy dilemmas and choices, and the consequences of action or inaction. Case studies include northern Iraq (Kurdistan), Bosnia, Rwanda, Kosovo, and Darfur. In addition to class attendance, each student will meet with the instructor for multiple one-on-one sessions during the quarter.

IPS 211. The Transition from War to Peace: Peacebuilding Strategies. 3-5 Units.

How to find sustainable solutions to intractable internal conflicts that lead to peace settlements. How institutions such as the UN, regional organizations, and international financial agencies attempt to support a peace process. Case studies include Bosnia, East Timor, Kosovo, Burundi, Liberia, and Afghanistan. In addition to class attendance, each student will meet with the instructor for multiple one-on-one sessions during the quarter.

IPS 213. International Mediation and Civil Wars. 3-5 Units.

This graduate seminar will examine international mediation efforts to achieve negotiated settlements for civil wars over the last two decades. Contending approaches to explain the success or failure of international mediation efforts will be examined in a number of cases from Africa (Sudan, Sierra Leone, Burundi), the Balkans (Bosnia, Macedonia), and Asia (Cambodia, Indonesia/Aceh). In addition to class attendance, each student will meet with the instructor for multiple one-on-one sessions during the quarter. Satisfies the IPS Policy Writing Requirement.

IPS 214. Refugees in the Twenty-first Century. 3-5 Units.

The focus of this graduate seminar is policy dilemmas in international responses to massive population movements. In 2015 and 2016 hundreds of thousands of persons from the Middle East (particularly Syria) and Africa fled their home countries and attempted to cross into Europe by sea. In September 2016, the United Nations General Assembly unanimously adopted the "New York Declaration for Refugees and Migrants". This political declaration aims to improve the international response to large movements of refugees and migrants, including protracted refugee situations. One of the many challenges confronting this multilateral diplomatic undertaking is that the definition of the word "refugee" is contested, as is the process to determine who is a refugee. This course will provide an immersive examination of the causes and consequences of refugee movements. This course is a seminar that requires full student attendance and participation. A focus of the course is to develop the skills of students in writing policy memos. Students will meet with the instructor for multiple one-on-one sessions on their policy memos.

IPS 216. Making Things Happen in the Real World: Leadership and Implementation. 3 Units.

For any problem we want to solve - reducing poverty, improving education, ending civil wars, integrating refugee populations, increasing access to quality health care - someone has to take proposed solutions and make them stick. Course emphasis is on how to make change in the real world by focusing on policy implementation: what skilled leaders do when they engage stakeholders, confront opposition, prioritize goals, find and marshal resources, fail and learn, and succeed or not. In particular, the course will tackle problems that many policy courses ignore, such as why implementation is difficult and what strategies and capacities leaders need to put plans into actions. Focus will be on case analysis and discussion led by professors from a variety of different disciplinary backgrounds in economics, pediatrics, epidemiology, public health, and political science.

IPS 219. Intelligence and National Security. 3 Units.

How intelligence supports U.S. national security and foreign policies. How it has been used by U.S. presidents to become what it is today; organizational strengths and weaknesses; how it is monitored and held accountable to the goals of a democratic society; and successes and failures. Current intelligence analyses and national intelligence estimates are produced in support of simulated policy deliberations.

IPS 224. Economic Development and Challenges of East Asia. 3-5 Units.

This course explores East Asia¿s rapid economic development and the current economic challenges. For the purpose of this course, we will focus on China, Japan, and Korea. The first part of the course examines economic growth in East Asia and the main mechanisms. In this context, we will examine government and industrial policy, international trade, firms and business groups, and human capital. We will discuss the validity of an East Asian model for economic growth. However, rapid economic growth and development in East Asia was followed by economic stagnation and financial crisis. The second part of the course focuses on the current economic challenges confronting these countries, in particular, inequality, demography, and entrepreneurship and innovation. Readings will come from books, journal articles, reports, news articles, and case studies. Many of the readings will have an empirical component and students will be able to develop their understanding of how empirical evidence is presented in articles. Prerequisite course: IPS 206, POLISCI 350B, ECON 102B, or equivalent.

IPS 225. Innovation-Based Economic Growth: Silicon Valley and Japan. 4 Units.

Innovation is essential for the growth of a matured economy. An important reason for Japan's economic stagnation over the past two decades was its failure to transform its economic system from one suited for catch-up growth to one that supports innovation-based economic growth. This course examines the institutional factors that support innovation-based economic growth and explores policies that may encourage innovation-based growth in Japan. The course is a part of a bigger policy implementation project that aims to examine the institutional foundations of innovation-based economic growth, to suggest government policies that encourage innovation-based growth in Japan, and to help implement such policies. The central part of the course will be several group research projects conducted by the students. Each student research project evaluates a concrete innovation policy idea. Each student research group is to report the findings to the class and prepare the final paper.
Same as: EASTASN 151, EASTASN 251

IPS 230. Democracy, Development, and the Rule of Law. 5 Units.

Links among the establishment of democracy, economic growth, and the rule of law. How democratic, economically developed states arise. How the rule of law can be established where it has been historically absent. Variations in how such systems function and the consequences of institutional forms and choices. How democratic systems have arisen in different parts of the world. Available policy instruments used in international democracy, rule of law, and development promotion efforts.
Same as: INTNLREL 114D, POLISCI 114D, POLISCI 314D

IPS 231. Russia, the West and the Rest. 4 Units.

Focus on understanding the diversity of political, social, and economic outcomes in Russia since the collapse of the Soviet Union. Exploration of questions, including: Is Russia still a global power? Where does it have influence internationally, how much, and why? Developmentally, what is the relevant comparison set of countries? Is Russia's economic growth over the last decade truly similar to Brazil, China, and India or is it more comparable to Kazakhstan, Nigeria, and Kenya? How has Russia's domestic political trajectory from liberalizing country to increasingly autocratic affected its foreign policy toward Ukraine, Georgia, and other formerly Soviet states? Finally, is Russia's reemergence as an important global actor more apparent than real?.
Same as: REES 231

IPS 231A. Russia and the West. 5 Units.

Today, American-Russian relations, and Russia¿s relations with West more generally, are tense and confrontational. One has to look deep into the Cold War to find a similar era of confrontation and competition. Yet, relations between Russia and the West were not always this way. The end of the Cold War, for instance, ushered in a period of cooperation. Back then, many believed that Russia was going to develop democratic and market institutions and integrate into Western international institutions. This seminar will examine various explanations for these variations in Russia¿s relations with the West, starting in the 19th century, and briefly examining the Cold War period, but a real focus on the last thirty years. In evaluating competing explanations. the course will focus on balance of power theories, culture, historical legacies, institutional design, and individual actors in both the United States (and sometimes Europe) and Russia.
Same as: POLISCI 213A, REES 213A

IPS 232. Hacking for Diplomacy: Tackling Foreign Policy Challenges with the Lean Launchpad. 3-4 Units.

At a time of significant global uncertainty, diplomats are grappling with transnational and cross-cutting challenges that defy easy solution including: the continued pursuit of weapons of mass destruction by states and non-state groups, the outbreak of internal conflict across the Middle East and in parts of Africa, the most significant flow of refugees since World War II, and a changing climate that is beginning to have impacts on both developed and developing countries. While the traditional tools of statecraft remain relevant, policymakers are looking to harness the power of new technologies to rethink how the U.S. government approaches and responds to these and other long-standing challenges. In this class, student teams will take actual foreign policy challenges and learn how to apply lean startup principles, ("mission model canvas," "customer development," and "agile engineering¿) to discover and validate agency and user needs and to continually build iterative prototypes to test whether they understood the problem and solution. Teams take a hands-on approach requiring close engagement with officials in the U.S. State Department and other civilian agencies. Team applications required at the end of shopping period. Limited enrollment.
Same as: MS&E 298

IPS 236. The Politics of Private Sector Development. 3-5 Units.

This is a case-based course on how to achieve public policy reform with the aim of promoting private sector development in developing countries. It will deal with issues like privatization, reducing informality, infrastructure development, trade promotion, and combatting corruption.

IPS 237. Religion and Politics: A Threat to Democracy?. 4-5 Units.

The meddling of religion in politics has become a major global issue. Can religion co-exist with politics in a democracy? In Israel this is an acute issue exhibiting an existential question: To what extent religion is a source of the weaknesses and vulnerabilities of Israeli Democracy? The course offered is a research workshop, part of a policy-oriented applied research in motion. The workshop will meet a few times during the Fall Quarter and the instructor will be available to consult with the workshop's participants on a bi-weekly basis. The workshop will include unique opportunities for hands-on, team-based research.
Same as: JEWISHST 237

IPS 238. Overcoming Practical Obstacles to Policy Implementation. 3-5 Units.

Many of the obstacles to effective governance lie less in the proper formulation of public policies than in their implementation. Modern government is complex, multilayered, and often highly politicized. This course will focus on problems of implementation based on the practical experiences of policy practitioners. This will be a team-taught course utilizing faculty from across the Freeman Spogli Institute for International Studies (FSI), and will encompass diverse policy areas including national security, foreign policy, crime, health, food safety, and environment.

IPS 241. International Security in a Changing World. 5 Units.

This class examines the most pressing international security problems facing the world today: nuclear crises, nuclear non-proliferation, terrorism, and climate change. Alternative perspectives--from political science, history, and STS (Science, Technology, and Society) studies--are used to analyze these problems. The class includes an award-winning two-day international negotiation simulation.
Same as: HISTORY 104D, POLISCI 114S

IPS 242. American Foreign Policy: Interests, Values, and Process. 5 Units.

This seminar will examine the tension in American foreign policy between pursuing U.S. security and economic interests and promoting American values abroad. The course will retrace the theoretical and ideological debates about values versus interests, with a particular focus on realism versus liberalism. The course will examine the evolution of these debates over time, starting with the French revolution, but with special attention given to the Cold War, American foreign policy after September 11th, and the Obama administration. The course also will examine how these contending theories and ideologies are mediated through the U.S. bureaucracy that shapes the making of foreign policy. ** NOTE: The enrollment of the class is by application only. Please provide a one page double-spaced document outlining previous associated coursework and why you want to enroll in the seminar to Anna Coll (acoll@stanford.edu) by February 22nd. Any questions related to this course can be directed to Anna Coll.
Same as: GLOBAL 220, POLISCI 217A

IPS 243. U.S. Policy Options in North Korea. 3-4 Units.

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IPS 244. U.S. Policy toward Northeast Asia. 5 Units.

Case study approach to the study of contemporary U.S. policy towards Japan, Korea, and China. Historical evolution of U.S. foreign policy and the impact of issues such as democratization, human rights, trade, security relations, military modernization, and rising nationalism on U.S. policy. Case studies include U.S.-Japan trade tensions, anti-Americanism in Korea, and cross-straits relations between China and Taiwan. Satisfies the IPS Policy Writing Requirement.

IPS 245. Does Google Need a Foreign Policy? Private Corporations & International Security in the Digital Age. 4 Units.

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Same as: PUBLPOL 245

IPS 246. China on the World Stage. 4 Units.

China's reemergence as a global player is transforming both China and the international system. Other nations view China's rise with a mixture of admiration, anxiety, and opportunism. Some welcome China's rise as a potential counterweight to US preeminence; others fear the potential consequences of Sino-American rivalry and erosion of the US-led international system that has fostered unprecedented peace and prosperity. This course provides an overview of China's engagement with countries in all regions and on a wide range of issues since it launched the policy of opening and reform in 1978. The goal is to provide a broad overview and systematic comparisons across regions and issues, and to examine how China's global engagement has changed over time.

IPS 247. Organized Crime and Democracy in Latin America. 5 Units.

Scholars and policy analysts have long emphasized the strength of the rule of law as a key determinant of economic development and social opportunity. They also agree that the rule of law requires an effective and accountable legal system. The growth of transnational organized crime is a major impediment, however, to the creation of effective and accountable legal systems. nThis seminar examines how and why transnational criminal organizations have developed in Latin America, explores why they constitute a major challenge to the consolidation of democratic societies, economic development and individual rights. It also examines the efforts of governments to combat them, with a focus on the experiences of Mexico, Colombia, and Brazil. The course examines these cases in order to draw lessons¿by pointing to both successes and failures¿of use to policy analysts, legal scholars, and practitioners.
Same as: INTNLREL 152

IPS 248. America's War in Afghanistan: Multiple Actors and Divergent Strategies. 3-5 Units.

Establishing clear and consistent political-military objectives when waging limited wars is an essential but difficult task. Efforts to develop coherent campaign strategies are complicated by competing interests among US government actors (diplomatic, development, military and intelligence), members of the coalition intervention force, and relevant international organizations. This course will examine post-9/11 efforts to defeat Al Qaeda and stabilize Afghanistan from the perspectives of key US, international, and Afghan actors including the White House, State Department, Defense Department, Central Intelligence Agency, United Nations, NATO, Pakistan, and Afghan political elite and civil society. Classes will include presentations by individuals with firsthand diplomatic and military experience in Afghanistan and Pakistan.

IPS 250. International Conflict Resolution. 2 Units.

Same as LAW 5009; formerly Law 656) This seminar examines the challenges of managing and resolving intractable political and violent intergroup and international conflicts. Employing an interdisciplinary approach drawing on social psychology, political science, game theory, and international law, the course identifies various tactical, psychological, and structural barriers that can impede the achievement of efficient solutions to conflicts. We will explore a conceptual framework for conflict management and resolution that draws not only on theoretical insights, but also builds on historical examples and practical experience in the realm of conflict resolution. This approach examines the need for the parties to conflicts to address the following questions in order to have prospects of creating peaceful relationships: (1) how can the parties to conflict develop a vision of a mutually bearable shared future; (2) how can parties develop trust in the enemy; (3) how can each side be persuaded, as part of a negotiated settlement, to accept losses that it will find very painful; and (4) how do we overcome the perceptions of injustice that each side are likely to have towards any compromise solution? We will consider both particular conflicts, such as the Israeli-Palestinian conflict and the South African transition to majority rule, as well as cross-cutting issues, such as the role international legal rules play in facilitating or impeding conflict resolution, the intragroup dynamics that affect intergroup conflict resolution efforts, and the role of criminal accountability for atrocities following civil wars. Special Instructions: Section 01: Grades will be based on class participation, written assignments, and a final exam. Section 02: Up to five students, with consent of the instructor, will have the option to write an independent research paper for Research (R) credit in lieu of the written assignments and final exam for Section 01. After the term begins, students (max 5) accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor.
Same as: PSYCH 383

IPS 250A. International Conflict Resolution Colloquium. 1 Unit.

(Same as LAW 611.) Sponsored by the Stanford Center on International Conflict and Negotiation (SCICN). Conflict, negotiation, and dispute resolution with emphasis on conflicts and disputes with an international dimension, including conflicts involving states, peoples, and political factions such as the Middle East and Northern Ireland. Guest speakers. Issues including international law, psychology, and political science, economics, anthropology, and criminology.
Same as: PSYCH 283

IPS 252. Implications of Post-1994 Conflicts in Great Lakes Region of Africa: an American Perspective. 3 Units.

Seminar will explore the post-1994 conflicts in the Great Lakes Region from the perspective of the former US Special Envoy to the region. Particular emphasis will be placed on the intensified regional and international efforts to resolve these conflicts since the M23 rebellion of 2012. It will consider the implications these activities have for the region, legal accountability, international peacekeeping and the conduct of American foreign policy. The seminar will include the following segments: 1) the origins and nature of the post-1994 conflicts and recent efforts to resolve them with particular attention to the relationship between modern Congolese history and the Rwandan genocide and the peace-making efforts initiated by the Peace, Security and Cooperation Framework agreement of February 2013; 2) accountability for conflict-related crimes committed in the region including sex and gender-based crimes and the legal and other regimes established to address conflict minerals; and 3) the broader implications of the conflict for American foreign policy in Africa (in particular and in general, and lessons learned about the way in which such policy is formulated) as well as the implications of this conflict for international peace-making and peace-keeping efforts. The course is cross-listed for IPS and law school students.

IPS 255. Policy Practicum: Rethinking INTERPOL's Governance Model. 2-3 Units.

Today, the international community faces increasingly complex security challenges arising from transnational criminal activities. Effective international cooperation among national and local police agencies is critical in supporting efforts to combat cross-boundary criminal threats like terrorism, human and drug trafficking, and cybercrime. INTERPOL---the world's largest international police organization'is constantly innovating to respond effectively to the world's evolving threat landscape. As a leader in global policing efforts, INTERPOL launched the INTERPOL 2020 Initiative to review the Organization's strategy and develop a roadmap for strengthening its policing capabilities. INTERPOL 2020 will provide the strategic framework to ensure the Organization remains a leader and respected voice in global security matters. This practicum will allow students to assist INTERPOL in modernizing its organizational structure to better fight cyber-crime and terrorism. Students in this practicum will contribute to the Strategic Framework 2017-2020, focusing on comparative governance practices for international organizations. The practicum will analyze decision-making processes within the organization and across other similar organizations (acknowledging their respective mandates) with respect to specific issues identified by INTERPOL. The work product developed during the course of this practicum will serve as part of a framework for INTERPOL to guide and support the development of its governance model. Students in practicum will work directly with INTERPOL clients (via Video-conferencing and email) and may have opportunities to travel to INTERPOL headquarters in Lyon for meetings with clients to develop our policy guidance and provide policy briefings. In addition, selected students in the practicum may have the opportunity to pursue internships and/or externships at the Office of Legal Affairs, INTERPOL General Secretariat in Lyon, France and/or at INTERPOL Global Complex for Innovation in Singapore. Open to graduate students from outside the Law School and, in exceptional cases, to advanced undergraduate students, the practicum seeks those who demonstrate strong interest and background in global security and international law, organizational behavior, and strategic management. This practicum takes place for two quarters (Fall and Winter). Although students may enroll for either one or both quarters, we will give preference to students who agree to enroll for both quarters. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Class participation, Written Assignments, Final Paper. NOTE (for LAW students): Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Cross-listed with LAW 805Z.

IPS 264. Behind the Headlines: An Introduction to US Foreign Policy in South and East Asia. 3-5 Units.

Introduction to India, Af-Pak and China. Analyzes historical forces that shaped the region, recent history and current state of key countries: the economic and political rise of India and China; rise of the Taliban and Al Qaeda in Afghanistan; Pakistan's government, military, and mullahs; and China's impact on the region. nExplores U.S. policy in depth: U.S. intervention in- and upcoming withdrawal from Afghanistan, U.S. relations with Pakistan and India, the "pivot to Asia" and its implications for US-China relations and the strategic balance in Asia. nSatisfies the IPS policy writing requirement.

IPS 266. Managing Nuclear Waste: Technical, Political and Organizational Challenges. 3 Units.

The essential technical and scientific elements of the nuclear fuel cycle, focusing on the sources, types, and characteristics of the nuclear waste generated, as well as various strategies for the disposition of spent nuclear fuel - including reprocessing, transmutation, and direct geologic disposal. Policy and organizational issues, such as: options for the characteristics and structure of a new federal nuclear waste management organization, options for a consent-based process for locating nuclear facilities, and the regulatory framework for a geologic repository. A technical background in the nuclear fuel cycle, while desirable, is not required.
Same as: GS 266

IPS 270. The Geopolitics of Energy. 3-5 Units.

The global energy landscape is undergoing seismic shifts with game-changing economic, political and environmental ramifications. Technological breakthroughs are expanding the realms of production, reshuffling the competition among different sources of energy and altering the relative balance of power between energy exporters and importers. The US shale oil and gas bonanza is replacing worries about foreign oil dependence with an exuberance about the domestic resurgence of energy-intensive sectors. China¿s roaring appetite for energy imports propels its national oil companies to global prominence. Middle Eastern nations that used to reap power from oil wealth are bracing for a struggle for political relevance. Many African energy exporters are adopting promising strategies to break with a history dominated by the ¿resource curse¿.nThis course provides students with the knowledge, skill set and professional network to analyze how the present and past upheavals in oil and gas markets affect energy exporters and importers, their policymaking, and their relative power. Students will gain a truly global perspective thanks to a series of exciting international guest speakers and the opportunity to have an impact by working on a burning issue for a real world client. Satisfies the IPS Policy Writing Requirement.

IPS 274. International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development. 4-5 Units.

Comparative approach to sustainable cities, with focus on international practices and applicability to China. Tradeoffs regarding land use, infrastructure, energy and water, and the need to balance economic vitality, environmental quality, cultural heritage, and social equity. Student teams collaborate with Chinese faculty and students partners to support urban sustainability projects. Limited enrollment via application; see internationalurbanization.org for details. Prerequisites: consent of the instructor(s).
Same as: CEE 126, EARTHSYS 138, URBANST 145

IPS 275. UN Habitat III: Bridging Cities and Nations to Tackle Urban Development. 3-5 Units.

From climate change to refugee housing, cities have powered into an expanding role in international affairs, helping national governments navigate critical global challenges. Every twenty years, the world convenes at the United Nations Conference on Housing and Sustainable Urban Development (HABITAT) to debate human settlement and collectively redraw our urban future. Using HABITAT III in Quito as a lens, we explore urban growth and governance; technology and finance; environmental and cultural sustainability; international negotiations and multilateral cooperation. Includes independent research on themes from HABITAT III and the New Urban Agenda.

IPS 280. Transitional Justice, Human Rights, and International Criminal Tribunals. 3-5 Units.

Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.
Same as: ETHICSOC 280, HUMRTS 103, INTNLREL 180A

IPS 290. Practical Approaches to Global Health Research. 3 Units.

How do you come up with an idea for health research overseas? How do you develop a research question, concept note, and get your project funded? How do you manage personnel in the field, difficult cultural situations, or unexpected problems? How do you create a sampling strategy, select a study design, and ensure ethical conduct with human subjects? This course takes students through the process of health research in under-resourced countries from the development of the initial research question and literature review to securing support and detailed planning for field work. Students progressively develop and receive weekly feedback on a concept note to support a funding proposal addressing a research question of their choosing. Aims at graduate students; undergraduates in their junior or senior year may enroll with instructor consent. This course is restricted to undergraduates unless they have completed 85 units or more.
Same as: HRP 237, MED 226

IPS 298. Practical Training. 1-3 Unit.

Students obtain internship in a relevant research or industrial activity to enhance their professional experience consistent with their degree program and area of concentration. Prior to enrolling students must get internship approved by associate director. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. Student is responsible for arranging own internship. Limited to International Policy Studies students only. May be repeated for credit.

IPS 299. Directed Reading. 1-5 Unit.

IPS students only. May be repeated for credit.

IPS 300. IPS Student-Faculty Colloquium. 1 Unit.

Presentations of techniques and applications of international policy analysis by students, faculty, and guests, including policy analysis practitioners.

IPS 316S. Decision Making in U.S. Foreign Policy. 5 Units.

Formal and informal processes involved in U.S. foreign policy decision making. The formation, conduct, and implementation of policy, emphasizing the role of the President and executive branch agencies. Theoretical and analytical perspectives; case studies. Interested students should attend the first day of class. Admission will be by permission of the instructor. Priority to IPS students.
Same as: POLISCI 316S

IPS 802. TGR Dissertation. 0 Units.

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International Relations Courses

INTNLREL 60Q. United Nations Peacekeeping. 3 Units.

Focus is on an examination of United Nations peacekeeping, from its inception in 1956 in the wake of the Suez Crisis, to its increasingly important role as an enforcer of political stability in sub-Saharan Africa. Examines the practice of "classic" peacekeeping as it developed during the Cold War, the rise and fall of "second-generation" peacekeeping, and the reemergence of a muscular form of peacekeeping in sub-Saharan Africa more recently. Topics include the basic history of the United Nations since 1945, he fundamentals of the United Nations Charter, and the historical trajectory of U.N. peaeckeeping and the evolving arguments of its proponents and critics over the years.

INTNLREL 61Q. Food and security. 3 Units.

The course will provide a broad overview of key policy issues concerning agricultural development and food security, and will assess how global governance is addressing the problem of food security. At the same time the course will provide an overview of the field of international security, and examine how governments and international institutions are beginning to include food in discussions of security.
Same as: EARTHSYS 61Q, ESS 61Q

INTNLREL 62Q. Mass Atrocities and Reconciliation. 3 Units.

This seminar considers the theory and practice of transitional justice as exemplified by diverse case studies, such as Germany, South Africa, Bosnia, and Rwanda. We will ask ourselves throughout the term whether and to what extent mass atrocities and grave human rights violations can be ameliorated and healed, and what legal, institutional, and political arrangements may be most conducive to such attempts. We will study war crimes tribunals and truth commissions, and we will ask about their effectiveness, especially in regards to their potential of fostering reconciliation in a given society. In every case we will encounter and evaluate specific shortcomings and obstacles, which will provide us with a more nuanced understanding of the complex process of coming to terms with the past.

INTNLREL 101Z. Introduction to International Relations. 4 Units.

Approaches to the study of conflict and cooperation in world affairs. Applications to war, terrorism, trade policy, the environment, and world poverty. Debates about the ethics of war and the global distribution of wealth.
Same as: POLISCI 101Z

INTNLREL 102. History of the International System. 5 Units.

After defining the characteristics of the international system at the beginning of the twentieth century, this course reviews the primary developments in its functioning in the century that followed. Topics include the major wars and peace settlements; the emergence of Nazism and Communism; the development of the Cold War and nuclear weapons; the rise of China, India, and the EU; and the impact of Islamic terrorism. The role of international institutions and international society will also be a focus as will the challenge of environment, health, poverty, and climate issues to the functioning of the system.
Same as: HISTORY 102

INTNLREL 110C. America and the World Economy. 5 Units.

Examination of contemporary US foreign economic policy. Areas studied: the changing role of the dollar; mechanism of international monetary management; recent crises in world markets including those in Europe and Asia; role of IMF, World Bank and WTO in stabilizing world economy; trade politics and policies; the effects of the globalization of business on future US prosperity. Enroll in POLISCI 110C for WIM credit.
Same as: POLISCI 110C, POLISCI 110X

INTNLREL 110D. War and Peace in American Foreign Policy. 5 Units.

(Students not taking this course for WIM, register for 110Y.) The causes of war in American foreign policy. Issues: international and domestic sources of war and peace; war and the American political system; war, intervention, and peace making in the post-Cold War period.
Same as: AMSTUD 110D, POLISCI 110D, POLISCI 110Y

INTNLREL 114D. Democracy, Development, and the Rule of Law. 5 Units.

Links among the establishment of democracy, economic growth, and the rule of law. How democratic, economically developed states arise. How the rule of law can be established where it has been historically absent. Variations in how such systems function and the consequences of institutional forms and choices. How democratic systems have arisen in different parts of the world. Available policy instruments used in international democracy, rule of law, and development promotion efforts.
Same as: IPS 230, POLISCI 114D, POLISCI 314D

INTNLREL 118S. Political Economy of International Trade and Investment. 5 Units.

How domestic and international politics influence the economic relations between countries. Why do governments promote or oppose globalization? Why do countries cooperate economically in some situations but not others? Why do countries adopt bad economic policies? Focus on the politics of international trade and investment. Course approaches each topic by examining alternative theoretical approaches and evaluate these theories using historical and contemporary evidence from many geographical regions around the world. Prerequisites: ECON 1A, ECON 1B, and a statistics course.
Same as: POLISCI 218S

INTNLREL 122. Introduction to European Studies. 5 Units.

This course offers an introduction to major topics in the study of historical and contemporary Europe. We focus on European politics, economics and culture. First, we study what makes Europe special, and how its distinct identity has been influenced by its history. Next, we analyze Europe's politics. We study parliamentary government and proportional representation electoral systems, and how they affect policy. Subsequently, we examine the challenges the European economy faces. We further study the European Union and transatlantic relations.
Same as: POLISCI 213E

INTNLREL 123. The Future of the European Union: Challenges and Opportunities. 5 Units.

First, this course analyzes the EU's greatest challenge, preserving the monetary union, and discusses the political and economic reforms needed to achieve that goal. In this context the course also studies the fiscal and budgetary polices of the EU. Second, the course discusses the EU's role in global politics, its desire to play a more prominent role, and the ways to reach that objective. Third, the course analyzes the EU's institutional challenges in its efforts to enhance its democratic character.

INTNLREL 135A. International Environmental Law and Policy. 4-5 Units.

This course addresses the nature, content, and structure of international environmental law. We will discuss its sources (formal and informal) and general principles, along with the emerging principles (sustainable development, precautionary principle, etc.) We will evaluate the role of international and non-governmental organizations, as well as examine the negotiation, conclusion, and implementation of international environmental agreements. Problem areas to be examined include global warming, stratospheric ozone depletion, exports of hazardous substances, transboundary pollution, trade and environment, and development and environment. RECOMMENDED PREREQ: students have completed POLISCI 101 and/or INTNLREL 140A.

INTNLREL 136R. Introduction to Global Justice. 4 Units.

This course provides an overview of core ethical problems in international politics, with special emphasis on the question of what demands justice imposes on institutions and agents acting in a global context. The course is divided into three sections. The first investigates the content of global justice, and comprises of readings from contemporary political theorists and philosophers who write within the liberal contractualist, utilitarian, cosmopolitan, and nationalist traditions. The second part of the course looks at the obligations which global justice generates in relation to five issues of international concern ¿ global poverty, climate change, immigration, warfare, and well-being of women. The final section of the course asks whether a democratic international order is necessary for global justice to be realized.
Same as: ETHICSOC 136R, PHIL 76, POLISCI 136R, POLISCI 336

INTNLREL 140A. International Law and International Relations. 5 Units.

What is the character of international legal rules? Do they matter in international politics, and if so, to what degree? How effective can they really be? What should we expect from international law in shaping international relations? This seminar will provide introductory knowledge of the foundational principles and sources of public international law and a brief review of the most prominent IR-theories. Besides exploring how these theories address the role of IL in international politics, we will also consider a set of practical problems, where IL and IR intersect most dramatically, such as intervention by force, human rights, and enforcement of criminal law. Course satisfies the WiM requirement for International Relations majors.

INTNLREL 140C. The U.S., U.N. Peacekeeping, and Humanitarian War. 5 Units.

The involvement of U.S. and the UN in major wars and international interventions since the 1991 Gulf War. The UN Charter's provisions on the use of force, the origins and evolution of peacekeeping, the reasons for the breakthrough to peacemaking and peace enforcement in the 90s, and the ongoing debates over the legality and wisdom of humanitarian intervention. Case studies include Croatia and Bosnia, Somalia, Rwanda, Kosovo, East Timor, and Afghanistan. * Course satisfies the WiM requirement for International Relations majors.
Same as: HISTORY 201C

INTNLREL 141A. Camera as Witness: International Human Rights Documentaries. 5 Units.

Rarely screened documentary films, focusing on global problems, human rights issues, and aesthetic challenges in making documentaries on international topics. Meetings with filmmakers.

INTNLREL 142. Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice. 3-5 Units.

This seminar is part of a broader program on Social Entrepreneurship at CDDRL in partnership with the Haas Center for Public Service. It will use practice to better inform theory. Working with three visiting social entrepreneurs from developing and developed country contexts students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, gender, democracy, development and justice. It interrogates current definitions of democracy and development and explores how they can become more inclusive of marginalized populations. This is a service learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Same as: AFRICAST 142, AFRICAST 242

INTNLREL 145. Genocide and Humanitarian Intervention. 4 Units.

The course, traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo, and Sudan. The final session of the course will be devoted to a discussion of the International Criminal Court and the separate criminal tribunals that have been tasked with investigating and punishing the perpetrators of genocide.

INTNLREL 152. Organized Crime and Democracy in Latin America. 5 Units.

Scholars and policy analysts have long emphasized the strength of the rule of law as a key determinant of economic development and social opportunity. They also agree that the rule of law requires an effective and accountable legal system. The growth of transnational organized crime is a major impediment, however, to the creation of effective and accountable legal systems. nThis seminar examines how and why transnational criminal organizations have developed in Latin America, explores why they constitute a major challenge to the consolidation of democratic societies, economic development and individual rights. It also examines the efforts of governments to combat them, with a focus on the experiences of Mexico, Colombia, and Brazil. The course examines these cases in order to draw lessons¿by pointing to both successes and failures¿of use to policy analysts, legal scholars, and practitioners.
Same as: IPS 247

INTNLREL 168. America as a World Power: U.S. Foreign Relations, 1914 to Present. 5 Units.

This course will examine the modern history of American foreign relations, from 1914 to the present. Beginning with the fateful decision to intervene in the First World War, it will examine the major crises and choices that have defined the "American Century." Our study of U.S. foreign relations will consider such key factors as geopolitics, domestic politics, bureaucracy, psychology, race, and culture. Students will be expected to undertake their own substantial examination of a critical episode in the era studied.

INTNLREL 168A. American Interventions, 1898-Present. 5 Units.

This class seeks to examine the modern American experience with limited wars, beginning with distant and yet pertinent cases, and culminating in the war in Iraq. Although this class will examine war as a consequence of foreign policy, it will not focus primarily on presidential decision making. Rather, it will place wartime policy in a broader frame, considering it alongside popular and media perceptions of the war, the efforts of antiwar movements, civil-military relations, civil reconstruction efforts, and conditions on the battlefield. We will also examine, when possible, the postwar experience.
Same as: HISTORY 259E, HISTORY 359E

INTNLREL 173. Presidents and Foreign Policy in Modern History. 5 Units.

Nothing better illustrates the evolution of the modern presidency than the arena of foreign policy. This class will examine the changing role and choices of successive presidential administrations over the past century, examining such factors as geopolitics, domestic politics, the bureaucracy, ideology, psychology, and culture. Students will be encouraged to think historically about the institution of the presidency, while examining specific case studies, from the First World War to the conflicts of the 21st century.
Same as: HISTORY 261G

INTNLREL 174. Diplomacy on the Ground: Case Studies in the Challenges of Representing Your Country. 5 Units.

The tragic death of Ambassador Chris Stevens has recently highlighted the dangers of diplomacy in the modern era. This class will look at how Americans in embassies have historically confronted questions such as authoritarian rule, human rights abuses, violent changes of government, and covert action. Case studies will include the Berlin embassy in the 1930s, Tehran in 1979, and George Kennan's experiences in Moscow, among others. Recommended for students contemplating careers in diplomatic service. * Course satisfies the WiM requirement for International Relations majors.
Same as: HISTORY 252B

INTNLREL 179. Major Themes in U.S.-Latin America Diplomatic History. 5 Units.

This seminar provides an overview of the most important events and initiatives that have characterized the relationship of the United States of America with its neighbors to the south, including Mexico, the Caribbean (especially Cuba, Haiti, and the Dominican Republic), Central America, and South America since the proclamation of the Monroe Doctrine in the early 19th century until the Obama Administration. In particular, the course examines the motivations for the Theodore Roosevelt Corollary to the Monroe Doctrine and the resulting period of blatant interventionism known as ¿Dollar Diplomacy¿, the Good Neighbor Policy of Franklin Delano Roosevelt, the brutal Cold War period, as well as policies pursued by the Clinton, George W. Bush, and Obama administrations, such as the Free Trade Area of the Americas (FTAA) and the Energy and Climate Partnership of the Americas (ECPA). The seminar explores not only what motivated U.S. policy makers and how their polices were implemented (and explains why they either succeeded or failed), but also discusses the impacts on individual countries and/or the region as a whole and the long-term consequences whose repercussions are still being felt today. The course also examines the major features of the inter-American system from the Pan American Union to the creation of the Organization of American States (OAS) and its continued relevancy in light of new institutional frameworks such as the Community of Latin American and Caribbean States (CELAC) and the Union of South American Nations (UNASUR) that exclude the United States of America.

INTNLREL 180A. Transitional Justice, Human Rights, and International Criminal Tribunals. 3-5 Units.

Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.
Same as: ETHICSOC 280, HUMRTS 103, IPS 280

INTNLREL 182. The Great War. 5 Units.

The First World War provided a prototype for a new, horrific kind of war. It catalyzed the emergence of modern means of warfare and the social mechanisms necessary to sustain the industrialized war machine. Killing millions, it became the blueprint for the total war that succeeded it. It also brought about new social and political orders, transforming the societies which it mobilized at unprecedented levels.n nThis course will examine the military, political, economic, social and cultural aspects of the conflict. We will discuss the origins and outbreak of the war, the land, sea and air campaigns, the war's economic and social consequences, the home fronts, the war's final stages in eastern and western Europe as well as non-European fronts, and finally, the war's impact on the international system and on its belligerents and participants' perceptions of the new reality it had created.

INTNLREL 189. PRACTICAL TRAINING. 1-3 Unit.

Students obtain internship in a relevant research or industrial activity to enhance their professional experience consistent with their degree program and area of concentration. Prior to enrolling students must get internship approved by the director. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. Student is responsible for arranging own internship. Limited to declared International Relations students only who are non-US citizens. May be repeated for credit.

INTNLREL 197. Directed Reading in International Relations. 1-5 Unit.

Open only to declared International Relations majors.n (Staff).

INTNLREL 198. Senior Thesis. 2-10 Units.

Open only to declared International Relations majors with approved senior thesis proposals.

INTNLREL 200A. International Relations Honors Field Research. 3 Units.

For juniors planning to write an honors thesis during senior year. Initial steps to prepare for independent research. Professional tools for conceptualizing a research agenda and developing a research strategy. Preparation for field research through skills such as data management and statistics, references and library searches, and fellowship and grant writing. Creating a work schedule for the summer break and first steps in writing. Prerequisite: acceptance to IR honors program.

INTNLREL 200B. International Relations Honors Seminar. 3 Units.

Second of two-part sequence. For seniors working on their honors theses. Professional tools, analysis of research findings, and initial steps in writing of thesis. How to write a literature review, formulate a chapter structure, and set a timeline and work schedule for the senior year. Skills such as data analysis and presentation, and writing strategies. Prerequisites: acceptance to IR honors program, and 199 or 200A. * Course satisfies the WiM requirement for International Relations majors who are accepted into the IR Honors program.

INTNLREL 200C. IR Honors Thesis Writing. 1 Unit.

Mandatory seminar for International Relations Honors Students who are writing their Honors Thesis. INTNLREL 200A and 200B are prerequisites.

Jewish Studies Courses

JEWISHST 4N. A World History of Genocide. 3-5 Units.

Reviews the history of genocide from ancient times until the present. Defines genocide, both in legal and historical terms, and investigates its causes, consequences, and global dimensions. Issues of prevention, punishment, and interdiction. Main periods of concern are the ancient world, Spanish colonial conquest; early modern Asia; settler genocides in America, Australia, and Africa; the Armenian genocide and the Holocaust; genocide in communist societies; and late 20th century genocide.
Same as: HISTORY 4N

JEWISHST 5. Biblical Greek. 3-5 Units.

(Formerly CLASSGRK 5.) This is a one term intensive class in Biblical Greek. After quickly learning the basics of the language, we will then dive right into readings from the New Testament and the Septuagint, which is the ancient Greek translation of the Hebrew Bible. No previous knowledge of Greek required. If demand is high for a second term, an additional quarter will be offered in the Spring.
Same as: CLASSICS 6G, RELIGST 171A

JEWISHST 5B. Biblical Greek. 3-5 Units.

(Formerly CLASSGRK 6) This is a continuation of the Winter Quarter Biblical Greek Course. Pre-requisite: CLASSICS 6G (Formerly CLASSGRK 5) or a similar introductory course in Ancient Greek.
Same as: CLASSICS 7G

JEWISHST 5G. Intensive Biblical Greek. 8 Units.

Equivalent to two quarters of Biblical Greek (CLASSICS 6G, 7G). Students will learn the core of New Testament Greek with the goal of learning to accurately translate and read the New Testament. Students will read one-third of the Gospel of John during the course and will be well-prepared to read the Greek New Testament independently after the course. Focus on knowledge of key vocabulary and grammar needed to read the Greek Bible with ease. No previous knowledge of Greek required. Course does not fulfill the Stanford language requirement.
Same as: RELIGST 171X

JEWISHST 18N. Religion and Politics: Comparing Europe to the U.S.. 3-4 Units.

Interdisciplinary and comparative. Historical, political, sociological, and religious studies approaches. The relationship between religion and politics as understood in the U.S. and Europe. How this relationship has become tense both because of the rise of Islam as a public religion in Europe and the rising influence of religious groups in public culture. Different understandings and definitions of the separation of church and state in Western democratic cultures, and differing notions of the public sphere. Case studies to investigate the nature of public conflicts, what issues lead to conflict, and why. Why has the head covering of Muslim women become politicized in Europe? What are the arguments surrounding the Cordoba House, known as the Ground Zero Mosque, and how does this conflict compare to controversies about recent constructions of mosques in Europe? Resources include media, documentaries, and scholarly literature.
Same as: RELIGST 18N

JEWISHST 19N. Everyone Eats: Food, Religion and Culture. 3 Units.

Food is one of the most essential aspects of the human experience. The decisions and choices we make about food define who we have been, who we are now, and who we want to become. In this seminar we will study how food habits have shaped religious traditions, and vice versa, how religious traditions have shaped food ways. Some traditions are centered around food regiments such as the dietary laws, derived from biblical law that shapes Jewish and Christian tradition very differently. Indeed, many religious and ethical thinkers, as well as anthropologists, have interpreted the meanings of the dietary laws very differently. Further, in many religious traditions the killing of animals and consumption of meat is deeply fraught. We will explore the history of food practices and their contemporary impact; the connections between food, religion, and identity; the meanings that religious thinkers and anthropologists have attributed to food habits; as well as the creative translations of religious traditions into contemporary food ethics by various social movements and groups, predominantly in the U.S.
Same as: CSRE 19N, RELIGST 19N

JEWISHST 37Q. Zionism and the Novel. 3 Units.

At the end of the nineteenth century, Zionism emerged as a political movement to establish a national homeland for the Jews, eventually leading to the establishment of the State of Israel in 1948. This seminar uses novels to explore the changes in Zionism, the roots of the conflict in the Middle East, and the potentials for the future. We will take a close look at novels by Israelis, both Jewish and Arab, in order to understand multiple perspectives, and we will also consider works by authors from the North America and from Europe. Note: This course must be taken for a letter grade to be eligible for WAYS credit.
Same as: COMPLIT 37Q

JEWISHST 38A. Germany and the World Wars, 1870-1990. 3 Units.

(Same as HISTORY 138A. Majors and others taking 5 units, enroll in 138A.) This course examines Germany's tumultuous history from the Second Empire through the end of the Cold War. During this time, Germany ushered in five regimes and two world wars, seesawing between material ruin and economic prosperity on the frontline of Europe¿s military and ideological rifts. Beginning with Bismarck¿s wars of unification, the class spans World War One, the Weimar Republic, the rise of Nazism, World War Two, the Holocaust, the division of communist East and capitalist West Germany, and the fall of the Iron Curtain.
Same as: HISTORY 38A

JEWISHST 39S. The Other Side: Ethnography and Travel Writing through Jewish, Christian and Muslim Eyes. 3 Units.

In an age of reality television and social media, we are bombarded with snapshots of the exotic, monstrous, and bizarre. Yet despite their quantity, these images pale in comparison to the qualities of terror, wonder and curiosity that ancient travelers evoked in their encounters with foreign lands and peoples. Early ethnographers, too, painstakingly explored the beliefs and practices of unfamiliar peoples sometimes very close to home. This course surveys their most vivid writings, from ancient Greece to the colonization of the New World, focusing on the relation between fascination with the other and the author's own religious imagination. In particular, it introduces the contributions of Jewish travelers and ethnographers to this history, which has often been written from the standpoint of imperial, ecclesiastical or colonial power. It stresses literary continuities across three general periods (ancient, medieval, and colonial), showing how remarkably consistent patterns of identification spring from diverse encounters.

JEWISHST 53. Exploring Jewish Spirituality. 4 Units.

It was once accepted as fact that Judaism is a purely rational religion devoid of any authentic mystical tradition. But the past century of scholarship has reversed this claim, demonstrating that the spiritual life has been integral to Judaism's vital heart since ancient times. This yearning for a direct immediate experience of God's Presence, a longing to grasp the mysteries of the human soul and know the inner dynamics of the Divine realm, has taken on many different forms across the centuries. This course will introduce students to the major texts and core ideas of Jewish mysticism and spirituality, tracking their development from the Hebrew Bible to the present day. Close attention will be paid to the sources¿ historical context, and we will also engage with broader methodological questions regarding the academic study of religion and the comparative approach to mysticism.
Same as: RELIGST 53

JEWISHST 71. Jews and Christians: Conflict and Coexistence. 3 Units.

The relationship between Judaism and Christianity has had a long a controversial history. Christianity originated as a dissident Jewish sect but eventually evolved into an independent religion, with only tenuous ties to its Jewish past and present. Since the Holocaust, Jews and Christians have begun the serious work of forging more meaningful relationships with each other. This course explores the most significant moments that have shaped the relationship between Judaism and Christianity and examines some of the theological complexities imbedded in these traditions, while searching constructive ways of situating oneself amidst such complexities.
Same as: RELIGST 71

JEWISHST 80T. Jewish Music in the Lands of Islam. 4 Units.

An Interdisciplinary study of Music, Society, and Culture in communities of the Jewish Diaspora in Islamic countries. The course examines the diverse and rich musical traditions of the Jews in North Africa and the Middle East. Based on the "Maqamat" system, the Arabic musical modes, Jewish music flourished under Islamic rule, encompassing the fields of sacred music, popular songs, and art music. Using musicological, historical, and anthropological tools, the course compares and contrasts these traditions from their original roots through their adaptation, appropriation, and re-synthesis in contemporary art music and popular songs.
Same as: MUSIC 80T

JEWISHST 85B. Jews in the Contemporary World: Faith and Ethnicity, Visibility and Vulnerability. 3 Units.

(Same as HISTORY 185B. History majors and others taking 5 units, register for 185B.) This course explores the full expanse of Jewish life today and in the recent past. The inner workings of religious faith, the content of Jewish identify shorn of belief, the interplay between Jewish powerlessness and influence, the myth and reality of Jewish genius, the continued pertinence of antisemitism, the rhythms of Jewish economic life ¿ all these will be examined in weekly lectures, classroom discussion, and with the use of a widely diverse range of readings, films, and other material. Explored in depth will the ideas and practices of Zionism, the content of contemporary secularism and religious Orthodoxy, the impact Holocaust, the continued crisis facing Israel and the Palestinians. Who is to be considered Jewish, in any event, especially since so many of the best known (Spinoza, Freud, Marx) have had little if anything to do with Jewish life with their relationships to it indifferent, even hostile?.
Same as: CSRE 85B, HISTORY 85B, REES 85B

JEWISHST 85S. A History of Strangers: Jews in the Mediterranean. 5 Units.

A community needs outsiders. Sometimes it needs them to provide material things, but always it needs them to define itself. Focusing on Jews in the early-modern Mediterranean (1450-1750), this course asks questions about the nature of community, the causes and effects of exclusion, and processes of creating the "other." We will look at primary sources produced by "strangers" and so-called "host" societies. Sources include travelogues, maps, novels, poetry, paintings, contracts, Ottoman edicts, Italian charters, and rulings from religious courts.
Same as: HISTORY 85S

JEWISHST 86Q. Blood and Money: The Origins of Antisemitism. 4-5 Units.

For over two millennia, Jews and Judaism have been the object of sustained anxieties, fears, and fantasies, which have in turn underpinned repeated outbreaks of violence and persecution. This course will explore the development and impact of antisemitism from Late Antiquity to the Enlightenment, including the emergence of the Blood libel, the association between Jews and moneylending, and the place of Judaism in Christian and Islamic theology. No prior background in history or Jewish studies is necessary. Prerequisite: PWR 1.
Same as: HISTORY 86Q

JEWISHST 101A. First-Year Hebrew, First Quarter. 5 Units.

.
Same as: AMELANG 128A

JEWISHST 101B. First-Year Hebrew, Second Quarter. 5 Units.

Continuation of AMELANG 128A. Prerequisite: Placement Test, AMELANG 128A.
Same as: AMELANG 128B

JEWISHST 101C. First-Year Hebrew, Third Quarter. 5 Units.

Continuation of AMELANG 128B. Prerequisite: Placement Test, AMELANG 128B. Fulfill the University Foreign Language Requirement.
Same as: AMELANG 128C

JEWISHST 102A. Second-Year Hebrew, First Quarter. 4 Units.

Continuation of AMELANG 128C. Prerequisite: Placement Test, AMELANG 128C.
Same as: AMELANG 129A

JEWISHST 102B. Second-Year Hebrew, Second Quarter. 4 Units.

Continuation of AMELANG 129A. Prerequisite: Placement Test, AMELANG 129A.
Same as: AMELANG 129B

JEWISHST 102C. Second-Year Hebrew, Third Quarter. 4 Units.

Continuation of AMELANG 129B. Prerequisite: Placement Test, AMELANG 129B.
Same as: AMELANG 129C

JEWISHST 103A. Third-Year Hebrew, First Quarter. 3 Units.

Continuation of AMELANG 129C. Prerequisite: Placement Test, AMELANG 129C.
Same as: AMELANG 130A

JEWISHST 104. Hebrew Forum. 2 Units.

Intermediate and advanced level. Biweekly Hebrew discussion on contemporary issues with Israeli guest speakers. Vocabulary enhancement. Focus on exposure to academic Hebrew. May be repeat for credit.
Same as: AMELANG 131A

JEWISHST 104A. First-Year Yiddish, First Quarter. 4 Units.

Reading, writing, and speaking.
Same as: AMELANG 140A

JEWISHST 104B. First-Year Yiddish, Second Quarter. 4 Units.

Continuation of AMELANG 140A. Prerequisite: AMELANG.
Same as: AMELANG 140B

JEWISHST 104C. First-Year Yiddish, Third Quarter. 4 Units.

Continuation of AMELANG 140B. Prerequisite: AMELANG 140B. Fulfills the University Foreign Language Requirement.
Same as: AMELANG 140C

JEWISHST 105. Hebrew Forum. 2-4 Units.

Intermediate and advanced level. Biweekly Hebrew discussion on contemporary issues with Israeli guest speakers. Vocabulary enhancement. Focus on exposure to academic Hebrew. May repeat for credit.
Same as: AMELANG 131B

JEWISHST 106. Reflection on the Other: The Jew and the Arab in Literature. 3-5 Units.

How literary works outside the realm of Western culture struggle with questions such as identity, minority, and the issue of the Other. How the Arab is viewed in Hebrew literature, film and music and how the Jew is viewed in Palestinian works in Hebrew or Arabic (in translation to English). Historical, political, and sociological forces that have contributed to the shaping of these writers' views. Guest lectures about the Jew in Palestinian literature and music. Note: To be eligible for WAYS credit, you must take course for a Letter Grade.
Same as: AMELANG 126, COMPLIT 145

JEWISHST 107A. Biblical Hebrew, First Quarter. 2 Units.

Establish a basic familiarity with the grammar and vocabulary of Biblical Hebrew and will begin developing a facility with the language. Students that are enrolled in this course must also enroll in Beginning Hebrew. This course requires no prior knowledge of Hebrew and will begin with learning the alphabet. By the end of the year, students will be able to translate basic biblical texts, will be familiar with common lexica and reference grammars, and will have sufficient foundational knowledge to enable them to continue expanding their knowledge either in a subsequent course or own their own.
Same as: AMELANG 170A, RELIGST 170A

JEWISHST 107B. Biblical Hebrew, Second Quarter. 2 Units.

Continuation of 170A.
Same as: AMELANG 170B

JEWISHST 107C. Biblical Hebrew, Third Quarter. 2 Units.

Continuation of 170B.
Same as: AMELANG 170C

JEWISHST 120. Sex and Gender in Judaism and Christianity. 3 Units.

What role do Jewish and Christian traditions play in shaping understandings of gender differences? Is gender always imagined as dual, male and female? This course explores the variety of ways in which Jewish and Christian traditions - often in conversation with and against each other - have shaped gender identities and sexual politics. We will explore the central role that issues around marriage and reproduction played in this conversation. Perhaps surprisingly, early Jews and Christian also espoused deep interest in writing about 'eunuchs' and 'androgynes,' as they thought about Jewish and Christian ways of being a man or a woman. We will examine the variety of these early conversations, and the contemporary Jewish and Christian discussions of feminist, queer, trans- and intersex based on them.
Same as: FEMGEN 130, RELIGST 130

JEWISHST 125. Modern Jewish Mystics: Devotion in a Secular Age. 4 Units.

The twentieth-century was a time of tremendous upheaval and unspeakable tragedy for the Jewish communities of Europe. But the past hundred years were also a period of great renewal for Jewish spirituality, a renaissance that has continued into the present day. We will explore the mystic writings of figures from the Safed Renaissance, the Hasidic masters, with a particular focus on the works of Martin Buber, Hillel Zeitlin, Abraham Isaac Kook, Abraham Joshua Heschel, and Arthur Green. We will examine their teachings in light of the challenges of the two World Wars, the Holocaust, and the processes of modernity and secularism. Consideration will be made of the unique cultural contexts of modern Israel and contemporary America.
Same as: RELIGST 165

JEWISHST 127D. Readings in Talmudic Literature. 1 Unit.

Readings of the talmudic texts. Some knowledge of Hebrew is preferred. The ongoing seminar is designed to study the making of the talmudic sugya (unit of discourse), along with classic commentaries. Students will consider some of the recent developments in the academic study of Talmudic literature, introduced by the instructor. The goal of the ongoing seminar is to provide Stanford students and faculty with the opportunity to engage in regular Talmud study, and to be introduced to a variety of approaches to studying Talmudic texts. Class meets on Fridays, from 12:00-1:15 pm in Hillel (Koret Pavilion Taube Hillel House; Ziff Center for Jewish Life). May be repeat for credit.
Same as: JEWISHST 227D, RELIGST 170D

JEWISHST 127E. Readings in Talmudic Literature Advanced. 1 Unit.

Readings of the talmudic texts. Knowledge of Hebrew is required. The ongoing seminar is designed to study the making of the talmudic sugya (unit of discourse), along with classic commentaries. Students will consider some of the recent developments in the academic study of Talmudic literature, introduced by the instructor. The goal of the ongoing seminar is to provide Stanford students and faculty with the opportunity to engage in regular Talmud study, and to be introduced to a variety of approaches to studying Talmudic texts. Meeting time and location TBA. May be repeated for credit.
Same as: JEWISHST 227E, RELIGST 170E

JEWISHST 129. Sacred Words: Jewish Thought and the Question of Language. 4 Units.

Jews have long been referred as the people of the book, but they might better be referred to as the people of the word. Drawing upon texts from the Hebrew Bible to the works of modern Hebrew writers like of Hayyim Nahman Bialik and Amoz Oz, this seminar will chart the development of Jewish thinking on language over the past two millennia. We will explore issues such as: the idea of canonization; oral versus written language; the nature and possibility of translation; the origins of language; notions of negative theology; mystical approaches to the word; the rebirth of Hebrew as a spoken and cultural language; and the limits of language after the Holocaust. This course will also bring Jewish thought into dialogue with contemporary philosophical reflections on issues of language. Modern explorations of language will prove an interesting way of deepening our understanding of the Jewish thinkers on one hand, and enriching contemporary intellectual discourse on the other.
Same as: RELIGST 169

JEWISHST 132. Between Nation-Building and Liberalization: The Welfare State in Israel. 3 Units.

According to one commentator, the political economy of Israel is characterized by embedded illiberalism. In the context of a national and territorial conflict, the Israeli state fostered comprehensive nation-building projects (such as immigration absorption), via employment and social protection schemes. This course surveys the distinctive development of the Israeli welfare state in comparative perspective, and analyzes its particular politics and outcomes in the form of inclusion but also exclusion of different populations from full citizenship. The course will follow a chronological path from the pre-state crystallization of national welfare institutions to the current neo-liberalization trend that seems to undermine collectivist projects and advance the re-commodification of citizenship. Throughout the course we will discuss issues such as: the role of labor and nationalism in the design of social policy, the production of national, ethnic and gender inequality, and the dynamics of change and continuity following heightened liberalization and internationalization since the 1980s. The course exposes students to key issues of the sociology of the welfare state with particular emphasis on the development and role of the state in a deeply conflicted society, using the Israeli experience. At the conclusion of the course students are expected to understand how welfare state institutions reflect but also reproduce societal schisms and conflicts, and be familiar with central aspects of Israeli politics past and present.
Same as: SOC 102

JEWISHST 132D. Sociology of Jewishness. 3-5 Units.

Examines the place of the Jewish people in society throughout various locales and historical periods to understand how interactions among Jews and with other groups have shaped Jewish identities. Topics include modernism, the Holocaust, Israel/nationhood, race/ethnicity, intermarriage, and assimilation. Uses theoretical, empirical, and historical material from multiple social scientific fields of study and explores the study of Judaism from several major sociological lenses.
Same as: CSRE 132J, SOC 132J

JEWISHST 133. Sociology of Citizenship. 3 Units.

Not only a legal status, citizenship forms a major concern for political sociologists interested in questions of membership, exclusion, redistribution, and struggles over the boundaries of collective identity. Citizenship is in essence membership in a political community that entails rights and duties, and structures a tripartite relationship between the individual, community and state. The institutions of citizenship include formal and bureaucratic rules of eligibility ¿ but also informal institutions such as identity and belonging. Throughout the course, students are exposed to key issues of the sociology of citizenship such as the historically different paths of men, women, minority groups and immigrants into citizenship, the contested development of rights and duties, the regulation of population, as well as insurgency and collective attempts to rearticulate the terms of the ¿contract¿ with the state. Israel, the USA, France and Germany are used as empirical illustrations. At the conclusion of the course students will know how to utilize the analytic framework of citizenship in order to analyze a wide range of political phenomena in contemporary societies.
Same as: SOC 103

JEWISHST 138A. Germany and the World Wars, 1870-1990. 5 Units.

(Same as HISTORY 38A. Majors and others taking 5 units, enroll in 138A.) This course examines Germany's tumultuous history from the Second Empire through the end of the Cold War. During this time, Germany ushered in five regimes and two world wars, seesawing between material ruin and economic prosperity on the frontline of Europe¿s military and ideological rifts. Beginning with Bismarck¿s wars of unification, the class spans World War One, the Weimar Republic, the rise of Nazism, World War Two, the Holocaust, the division of communist East and capitalist West Germany, and the fall of the Iron Curtain.
Same as: HISTORY 138A

JEWISHST 139. Rereading Judaism in Light of Feminism. 4 Units.

During the past three decades, Jewish feminists have asked new questions of traditional rabbinic texts, Jewish law, history, and religious life and thought. Analysis of the legal and narrative texts, rituals, theology, and community to better understand contemporary Jewish life as influenced by feminism.
Same as: FEMGEN 139

JEWISHST 143. Literature and Society in Africa and the Caribbean. 4 Units.

This course aims to equip students with an understanding of the cultural, political and literary aspects at play in the literatures of Francophone Africa and the Caribbean. Our primary readings will be Francophone novels and poetry, though we will also read some theoretical texts, as well as excerpts of Francophone theater. The assigned readings will expose students to literature from diverse French-speaking regions of the African/Caribbean world. This course will also serve as a "literary toolbox," with the intention of facilitating an understanding of literary forms, terms and practices. Students can expect to work on their production of written and spoken French (in addition to reading comprehension) both in and outside of class. Required readings include: Aimé Césaire, "Cahier d'un retour au pays natal," Albert Memmi, "La Statue de Sel," Kaouther Adimi, "L'envers des autres", Maryse Condé, "La Vie sans fards". Movies include "Goodbye Morocco", "Aya de Yopougon", "Rome plutôt sue Vous". Taught in French. Prerequisite: FRENLANG 124 or consent of instructor.
Same as: AFRICAAM 133, AFRICAST 132, FRENCH 133

JEWISHST 144B. Poetic Thinking Across Media. 4 Units.

Even before Novalis claimed that the world must be romanticized, thinkers, writers, and artists wanted to perceive the human and natural world poetically. The pre- and post-romantic poetic modes of thinking they created are the subject of this course. Readings include Ecclestias, Zhaozhou Congshen, Montaigne, Nietzsche, Kafka, Benjamin, Arendt, and Sontag. This course will also present poetic thinking in the visual arts--from the expressionism of Ingmar Bergman to the neo-romanticism of Gerhard Richter.

JEWISHST 145. Masterpieces: Kafka. 3-5 Units.

This class will address major works by Franz Kafka and consider Kafka as a modernist writer whose work reflects on modernity. We will also examine the role of Kafka's themes and poetics in the work of contemporary writers.
Same as: COMPLIT 114, GERMAN 150

JEWISHST 147A. The Hebrew Bible in Literature. 3-5 Units.

Close reading of major biblical stories and poems that influenced modern literature written in English and Hebrew. Hebrew texts will be read in translation to English. Each class will include a section from the Hebrew Bible as well as a modern text or film based on the biblical story/poem. Discussion of questions such as: the meaning and function of myths and the influence of the Hebrew Bible on the development of literary styles and genres.
Same as: JEWISHST 347A

JEWISHST 147B. The Hebrew and Jewish Short Story. 3-5 Units.

Short stories from Israel, the US and Europe including works by Agnon, Kafka, Keret, Castel-Bloom, Kashua, Singer, Benjamin, Freud, biblical myths and more. The class will engage with questions related to the short story as a literary form and the history of the short story. Reading and discussion in English. Optional: special section with readings and discussions in Hebrew. Note: To be eligible for WAYS credit, you must take the course for a Letter Grade.
Same as: COMPLIT 127B

JEWISHST 148. Writing Between Languages: The Case of Eastern European Jewish Literature. 1-5 Unit.

Eastern European Jews spoke and read Hebrew, Yiddish, and their co-territorial languages (Russian, Polish, etc.). In the modern period they developed secular literatures in all of them, and their writing reflected their own multilinguality and evolving language ideologies. We focus on major literary and sociolinguistic texts. Reading and discussion in English; students should have some reading knowledge of at least one relevant language as well.
Same as: JEWISHST 348, SLAVIC 198, SLAVIC 398

JEWISHST 155D. Jewish American Literature. 5 Units.

From its inception, Jewish-American literature has taken as its subject as well as its context the idea of ¿Jewishness¿ itself. Jewish culture is a diasporic one, and for this reason the concept of ¿Jewishness¿ differs from country to country and across time. What stays remarkably similar, though, is Jewish self-perception and relatedly Jewish literary style. This is as true for the first-generation immigrant writers like Isaac Bashevis Singer and Anzia Yezierska who came to the United States from abroad as it is for their second-generation children born in the United States, and the children of those children. In this course, we will consider the difficulties of displacement for the emigrant generation and their efforts to sustain their cultural integrity in the multicultural American environment. We¿ll also examine the often comic revolt of their American-born children and grandchildren against their (grand-)parents¿ nostalgia and failure to assimilate. Only by considering these transnational roots can one understand the particularity of the Jewish-American novel in relation to mainstream and minority American literatures. In investigating the link between American Jewish writers and their literary progenitors, we will draw largely but not exclusively from Russia and the countries of Eastern Europe.
Same as: AMSTUD 145D, ENGLISH 145D, REES 145D

JEWISHST 183. The Holocaust. 4-5 Units.

The emergence of modern racism and radical anti-Semitism. The Nazi rise to power and the Jews. Anti-Semitic legislation in the 30s. WW II and the beginning of mass killings in the East. Deportations and ghettos. The mass extermination of European Jewry.
Same as: HISTORY 137, HISTORY 337, JEWISHST 383

JEWISHST 185B. Jews in the Contemporary World: Faith and Ethnicity, Vulnerability and Visibility. 4-5 Units.

(Same as HISTORY 85B.) This course explores the full expanse of Jewish life today and in the recent past. The inner workings of religious faith, the content of Jewish identify shorn of belief, the interplay between Jewish powerlessness and influence, the myth and reality of Jewish genius, the continued pertinence of antisemitism, the rhythms of Jewish economic life ¿ all these will be examined in weekly lectures, classroom discussion, and with the use of a widely diverse range of readings, films, and other material. Explored in depth will the ideas and practices of Zionism, the content of contemporary secularism and religious Orthodoxy, the impact Holocaust, the continued crisis facing Israel and the Palestinians. Who is to be considered Jewish, in any event, especially since so many of the best known (Spinoza, Freud, Marx) have had little if anything to do with Jewish life with their relationships to it indifferent, even hostile?.
Same as: CSRE 185B, HISTORY 185B, HISTORY 385C, REES 185B

JEWISHST 199B. Directed Reading in Yiddish, Second Quarter. 1-5 Unit.

For intermediate or advanced students. May be repeated for credit.

JEWISHST 205. Reading Hebrew, First Quarter. 2-4 Units.

Introduction to Hebrew literature through short stories and poetry by notable Israeli writers. In Hebrew. Prerequisite: one year of Hebrew or equivalent.
Same as: AMELANG 250A

JEWISHST 221D. Readings in Syriac Literature. 2-5 Units.

In recent years, there has been growing interest in the works of Syriac speaking Christians in antiquity and beyond. This course offers an introduction to the Syriac language, including its script, vocabulary and grammar, and a chance to read from a selection of foundational Syriac Christian texts.
Same as: JEWISHST 321D, RELIGST 221D, RELIGST 321D

JEWISHST 224. Emmanuel Levinas: Ethics, Philosophy and Religion. 4 Units.

Emmanuel Levinas (1906-1995) is a major French philosopher of the second half of the twentieth century and is among the half-dozen most important Jewish thinkers of the century. Born in Lithuania, Levinas lived most of his life in France; he was primarily a philosopher but also a deeply committed Jewish educator who often lectured and wrote about Judaism and Jewish matters. Levinas was influenced by Bergson, Husserl, Heidegger, and others, like Buber and Rosenzweig. We will look at the philosophical world in which he was educated and explore his unique development as a philosopher in the years after World War Two. Levinas reacted against the main tendencies of Western philosophy and religious thought and as a result shaped novel, powerful, and challenging ways of understanding philosophy, religion, ethics, and politics. n In this course, we will examine works from every stage of Levinas's career, from his early study of Husserl and Heidegger to the emergence of his new understanding of the human condition and the primacy of ethics, the face-to-face encounter with the human other, the role of language and the relationship between ethics and religion, and finally his understanding of Judaism and its relationship to Western philosophy. We will be interested in his philosophical method, the relevance of his thinking for ethics and religion, the role of language in his philosophy and the problem of the limits of expressibility, and the implications of his work for politics. We shall also consider his conception of Judaism, its primary goals and character, and its relation to Western culture and philosophy.
Same as: JEWISHST 324, RELIGST 234, RELIGST 334

JEWISHST 227D. Readings in Talmudic Literature. 1 Unit.

Readings of the talmudic texts. Some knowledge of Hebrew is preferred. The ongoing seminar is designed to study the making of the talmudic sugya (unit of discourse), along with classic commentaries. Students will consider some of the recent developments in the academic study of Talmudic literature, introduced by the instructor. The goal of the ongoing seminar is to provide Stanford students and faculty with the opportunity to engage in regular Talmud study, and to be introduced to a variety of approaches to studying Talmudic texts. Class meets on Fridays, from 12:00-1:15 pm in Hillel (Koret Pavilion Taube Hillel House; Ziff Center for Jewish Life). May be repeat for credit.
Same as: JEWISHST 127D, RELIGST 170D

JEWISHST 227E. Readings in Talmudic Literature Advanced. 1 Unit.

Readings of the talmudic texts. Knowledge of Hebrew is required. The ongoing seminar is designed to study the making of the talmudic sugya (unit of discourse), along with classic commentaries. Students will consider some of the recent developments in the academic study of Talmudic literature, introduced by the instructor. The goal of the ongoing seminar is to provide Stanford students and faculty with the opportunity to engage in regular Talmud study, and to be introduced to a variety of approaches to studying Talmudic texts. Meeting time and location TBA. May be repeated for credit.
Same as: JEWISHST 127E, RELIGST 170E

JEWISHST 237. Religion and Politics: A Threat to Democracy?. 4-5 Units.

The meddling of religion in politics has become a major global issue. Can religion co-exist with politics in a democracy? In Israel this is an acute issue exhibiting an existential question: To what extent religion is a source of the weaknesses and vulnerabilities of Israeli Democracy? The course offered is a research workshop, part of a policy-oriented applied research in motion. The workshop will meet a few times during the Fall Quarter and the instructor will be available to consult with the workshop's participants on a bi-weekly basis. The workshop will include unique opportunities for hands-on, team-based research.
Same as: IPS 237

JEWISHST 240. The Yiddish Story. 3-5 Units.

The Yiddish language is associated with jokes, folktales, and miracle legends, as well as modern stories. This class traces the development of Yiddish literature through these short oral and written forms, following Jewish writers out of the East European market town to cities in the Soviet Union, Israel, and especially the United States. We conclude with stories written in other languages about Yiddish writers. Readings include Sholem Aleichem, I. L. Peretz, Isaac Bashevis Singer, Esther Singer-Kreitman, Cynthia Ozick, and Dina Rubina. Readings in English; optional discussion section for students who read Yiddish.
Same as: AMSTUD 240Y

JEWISHST 271C. Campaigns and Elections in Israel. 5 Units.

Employing a theoretical and comparative framework, this seminar focuses on campaigns and elections in Israel. The seminar is divided into two interrelated sections. In the first section, we will cover voting behavior. Here we will look at Israel¿s election laws, its political culture, socialization and cleavages, turnout, political sophistication, ideology, partisanship and issue voting. In the second half of the semester we will examine elections from the perspective of candidates and campaign strategists. The topics we will focus on include election laws, public and private campaign finance, campaign strategy, media, polling, and advertising. In examining these topics, we will cover a variety of elections campaigns since Israel¿s birth, with an emphasis on the most recent ones.
Same as: POLISCI 241C

JEWISHST 275D. Special Topics: Dilemmas of Democracy and Security in Israel and the Middle East. 5 Units.

The Middle East is known to be a volatile region, characterized by political violence, armed conflicts, and social instabilities. This volatility is of relevance for many countries including the US with its invested interests in the region and Israel that exists at the heart of the region, and along with its conflict with the Palestinians is considered to be one of the root causes of this volatility. Moreover, the volatility brings into encounter two kinds of collective goods: democracy and security. Their encounter in a conflictual and unstable environment raises a host of questions and dilemmas, both moral and practical: should we balance democracy and security and if so how? Can the two be accommodated at all? Does democracy is better or worse in addressing security problems? Does democracy and security constitute each other conceptually? Do democratic states tend to cooperate with each other when confronting security issues? And what about democratization: how good a ca use is it as a foreign policy? How good a cause is it in justifying war and/or not ending one? From its establishment the State of Israel found itself torn by these and others related questions and the recent decades saw the US drawn by these dilemmas as well (think of the Bybee Memo and the Patriot acts). In the course we will introduce these dilemmas, analyze them and examine different normative and policy answers that were discussed in academia and in the policy world.
Same as: POLISCI 215D

JEWISHST 282. Circles of Hell: Poland in World War II. 5 Units.

Looks at the experience and representation of Poland's wartime history from the Nazi-Soviet Pact (1939) to the aftermath of Yalta (1945). Examines Nazi and Soviet ideology and practice in Poland, as well as the ways Poles responded, resisted, and survived. Considers wartime relations among Polish citizens, particularly Poles and Jews. In this regard, interrogates the traditional self-characterization of Poles as innocent victims, looking at their relationship to the Holocaust, thus engaging in a passionate debate still raging in Polish society.
Same as: HISTORY 228, HISTORY 328, JEWISHST 382

JEWISHST 282K. The Holocaust and Its Aftermath. 4-5 Units.

This seminar gives an overview over different aspects of the history of the Holocaust and its aftermath and will examine key issues in recent Holocaust historiography and questions of memory and representation. Special emphasis is put on the nature of the historian's task, as viewed through the lens of historians of the Holocaust, as well as to the significance of the Holocaust in history and how it has changed over time. The course will confront students with historiographical texts and historical documents, with photography and film, works of scholarship and art.
Same as: HISTORY 202K, HISTORY 302K, JEWISHST 382K

JEWISHST 284C. Genocide and Humanitarian Intervention. 3 Units.

Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Same as: HISTORY 224C, HISTORY 324C, JEWISHST 384C, PEDS 224

JEWISHST 286. Jews Among Muslims in Modern Times. 4-5 Units.

The history of Jewish communities in the lands of Islam and their relations with the surrounding Muslim populations from the time of Muhammad to the 20th century. Topics: the place of Jews in Muslim societies, Jewish communal life, variation in the experience of communities in different Muslim lands, the impact of the West in the Modern period, the rise of nationalisms, and the end of Jewish life in Muslim countries.
Same as: HISTORY 286, HISTORY 386, JEWISHST 386

JEWISHST 287S. Research Seminar in Middle East History. 4-5 Units.

Student-selected research topics. May be repeated for credit.
Same as: HISTORY 481, JEWISHST 481

JEWISHST 289A. Nationhood and Belonging: Poles and Jews. 3 Units.

Examines changing conceptions of nationhood in Poland, late-19th century to present, with focus on place of Jews in Polish society. What conditions fostered the early political sense of the nation? Why was it replaced with integral nationalism, and for some, fascism? How did Jews relate to their homeland? Emphasis on post-1918 history: impact of independence, Great Depression, West European fascism, World War II, imposition of communist rule, and collapse of the Soviet Bloc. Considers current Polish-Jewish relations.
Same as: HISTORY 229A, HISTORY 329A, JEWISHST 389A

JEWISHST 291X. Learning Religion: How People Acquire Religious Commitments. 4 Units.

This course will examine how people learn religion outside of school, and in conversation with popular cultural texts and practices. Taking a broad social-constructivist approach to the variety of ways people learn, this course will explore how people assemble ideas about faith, identity, community, and practice, and how those ideas inform individual, communal and global notions of religion. Much of this work takes place in formal educational environments including missionary and parochial schools, Muslim madrasas or Jewish yeshivot. However, even more takes place outside of school, as people develop skills and strategies in conversation with broader social trends. This course takes an interdisciplinary approach to questions that lie at the intersection of religion, popular culture, and education. May be repeat for credit.
Same as: AMSTUD 231X, EDUC 231, RELIGST 231X

JEWISHST 297X. American Jewish History: Learning to be Jewish in America. 2-4 Units.

This course will be a seminar in American Jewish History through the lens of education. It will address both the relationship between Jews and American educational systems, as well as the history of Jewish education in America. Plotting the course along these two axes will provide a productive matrix for a focused examination of the American Jewish experience. History students must take course for at least 3 units.
Same as: AMSTUD 279X, EDUC 279, HISTORY 288D, RELIGST 279X

JEWISHST 299A. Directed Reading in Yiddish, First Quarter. 1-5 Unit.

Directed Reading in Yiddish, First Quarter.

JEWISHST 321D. Readings in Syriac Literature. 2-5 Units.

In recent years, there has been growing interest in the works of Syriac speaking Christians in antiquity and beyond. This course offers an introduction to the Syriac language, including its script, vocabulary and grammar, and a chance to read from a selection of foundational Syriac Christian texts.
Same as: JEWISHST 221D, RELIGST 221D, RELIGST 321D

JEWISHST 324. Emmanuel Levinas: Ethics, Philosophy and Religion. 4 Units.

Emmanuel Levinas (1906-1995) is a major French philosopher of the second half of the twentieth century and is among the half-dozen most important Jewish thinkers of the century. Born in Lithuania, Levinas lived most of his life in France; he was primarily a philosopher but also a deeply committed Jewish educator who often lectured and wrote about Judaism and Jewish matters. Levinas was influenced by Bergson, Husserl, Heidegger, and others, like Buber and Rosenzweig. We will look at the philosophical world in which he was educated and explore his unique development as a philosopher in the years after World War Two. Levinas reacted against the main tendencies of Western philosophy and religious thought and as a result shaped novel, powerful, and challenging ways of understanding philosophy, religion, ethics, and politics. n In this course, we will examine works from every stage of Levinas's career, from his early study of Husserl and Heidegger to the emergence of his new understanding of the human condition and the primacy of ethics, the face-to-face encounter with the human other, the role of language and the relationship between ethics and religion, and finally his understanding of Judaism and its relationship to Western philosophy. We will be interested in his philosophical method, the relevance of his thinking for ethics and religion, the role of language in his philosophy and the problem of the limits of expressibility, and the implications of his work for politics. We shall also consider his conception of Judaism, its primary goals and character, and its relation to Western culture and philosophy.
Same as: JEWISHST 224, RELIGST 234, RELIGST 334

JEWISHST 347A. The Hebrew Bible in Literature. 3-5 Units.

Close reading of major biblical stories and poems that influenced modern literature written in English and Hebrew. Hebrew texts will be read in translation to English. Each class will include a section from the Hebrew Bible as well as a modern text or film based on the biblical story/poem. Discussion of questions such as: the meaning and function of myths and the influence of the Hebrew Bible on the development of literary styles and genres.
Same as: JEWISHST 147A

JEWISHST 348. Writing Between Languages: The Case of Eastern European Jewish Literature. 1-5 Unit.

Eastern European Jews spoke and read Hebrew, Yiddish, and their co-territorial languages (Russian, Polish, etc.). In the modern period they developed secular literatures in all of them, and their writing reflected their own multilinguality and evolving language ideologies. We focus on major literary and sociolinguistic texts. Reading and discussion in English; students should have some reading knowledge of at least one relevant language as well.
Same as: JEWISHST 148, SLAVIC 198, SLAVIC 398

JEWISHST 382. Circles of Hell: Poland in World War II. 5 Units.

Looks at the experience and representation of Poland's wartime history from the Nazi-Soviet Pact (1939) to the aftermath of Yalta (1945). Examines Nazi and Soviet ideology and practice in Poland, as well as the ways Poles responded, resisted, and survived. Considers wartime relations among Polish citizens, particularly Poles and Jews. In this regard, interrogates the traditional self-characterization of Poles as innocent victims, looking at their relationship to the Holocaust, thus engaging in a passionate debate still raging in Polish society.
Same as: HISTORY 228, HISTORY 328, JEWISHST 282

JEWISHST 382K. The Holocaust and Its Aftermath. 4-5 Units.

This seminar gives an overview over different aspects of the history of the Holocaust and its aftermath and will examine key issues in recent Holocaust historiography and questions of memory and representation. Special emphasis is put on the nature of the historian's task, as viewed through the lens of historians of the Holocaust, as well as to the significance of the Holocaust in history and how it has changed over time. The course will confront students with historiographical texts and historical documents, with photography and film, works of scholarship and art.
Same as: HISTORY 202K, HISTORY 302K, JEWISHST 282K

JEWISHST 383. The Holocaust. 4-5 Units.

The emergence of modern racism and radical anti-Semitism. The Nazi rise to power and the Jews. Anti-Semitic legislation in the 30s. WW II and the beginning of mass killings in the East. Deportations and ghettos. The mass extermination of European Jewry.
Same as: HISTORY 137, HISTORY 337, JEWISHST 183

JEWISHST 384C. Genocide and Humanitarian Intervention. 3 Units.

Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Same as: HISTORY 224C, HISTORY 324C, JEWISHST 284C, PEDS 224

JEWISHST 385A. Core Colloquium in Jewish History, 17th-19th Centuries. 4-5 Units.

.
Same as: HISTORY 385A

JEWISHST 385B. Graduate Colloquium in Modern Jewish History. 4-5 Units.

Instructor consent required.
Same as: HISTORY 385B

JEWISHST 386. Jews Among Muslims in Modern Times. 4-5 Units.

The history of Jewish communities in the lands of Islam and their relations with the surrounding Muslim populations from the time of Muhammad to the 20th century. Topics: the place of Jews in Muslim societies, Jewish communal life, variation in the experience of communities in different Muslim lands, the impact of the West in the Modern period, the rise of nationalisms, and the end of Jewish life in Muslim countries.
Same as: HISTORY 286, HISTORY 386, JEWISHST 286

JEWISHST 389A. Nationhood and Belonging: Poles and Jews. 3 Units.

Examines changing conceptions of nationhood in Poland, late-19th century to present, with focus on place of Jews in Polish society. What conditions fostered the early political sense of the nation? Why was it replaced with integral nationalism, and for some, fascism? How did Jews relate to their homeland? Emphasis on post-1918 history: impact of independence, Great Depression, West European fascism, World War II, imposition of communist rule, and collapse of the Soviet Bloc. Considers current Polish-Jewish relations.
Same as: HISTORY 229A, HISTORY 329A, JEWISHST 289A

JEWISHST 393X. The Education of American Jews. 4 Units.

This course will take an interdisciplinary approach to the question of how American Jews negotiate the desire to retain a unique ethnic sensibility without excluding themselves from American culture more broadly. Students will examine the various ways in which people debate, deliberate, and determine what it means to be an "American Jew". This includes an investigation of how American Jewish relationships to formal and informal educational encounters through school, popular culture, religious ritual, and politics.
Same as: EDUC 313, RELIGST 313X

JEWISHST 481. Research Seminar in Middle East History. 4-5 Units.

Student-selected research topics. May be repeated for credit.
Same as: HISTORY 481, JEWISHST 287S

JEWISHST 486A. Graduate Research Seminar in Jewish History. 4-5 Units.

.
Same as: HISTORY 486A

JEWISHST 486B. Graduate Research Seminar in Jewish History. 4-5 Units.

Prerequisite: HISTORY 486A.
Same as: HISTORY 486B