Upper-Division

Engages diasporic and people of color (POC) writers whose work inspires social justice. Through course materials and creative exercises, students examine and break down the roadblocks that create silence. Focuses on the craft of writing, and revision and performance to create socially relevant and powerful words through community engagement.

Engages literature and culture from multiple generations of diasporic Central Americans in the U.S. whose work inspires conversations on politics and identity. Through course materials and oral history projects, examines the (in)visibility of this emergent Latinx group. Focus on oral history, aesthetics, poetics, and projects of representation.

Gives students a broad overview of the historical and social construction of queer identities in the United States. Through assigned readings and archival research, students contribute to the project of documenting queer history in the present. Students also examine how queer theory addresses the meanings that U.S. politics and culture have placed on sexual orientation over time.

Required seminar for first-quarter students in the Corre la Voz program. Examines theories, curriculum design, and teaching methods that emphasize social connection, leadership, verbal enrichment, multi-modal literacies, and community empowerment. Taken concurrently with field study. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements. Co-requisite(s): course 151B. Enrollment is by interview only and successful application to the Corre la Voz program. (Formerly Corre la Voz: Community Literacies and Power.)

Field study for Corre la Voz interns. Intensive on-site training and participation in team teaching of dual-language (Spanish English) students (4th-5th grade). Literacies include social-emotional, expressive (artistic/dramatic), collaborative problem-solving, academic, and use of digital tools as well as traditional tools. Enrollment by interview only, and successful application to the Corre la Voz program. Concurrent enrollment in course 151A is required during the first quarter after which course 151B may be repeated by itself.

Combines a seminar on critical inquiry into different theories and practices of transformative literacy work with community-service placement or a creative project to assist a local organization in its mission communicating internally and externally.

Students study the theories and methods of community mapping, and work in research teams to design and conduct social-research projects. Emphasizes research questions that focus on assets and capacities, as well as on participatory-action research for justice.

Examines the complexities of food systems with special attention to labor practices, food access, and food production. Students consider the nature of culture in advancing problematic notions of food options and sustainability. A service-learning project is required.

Interrogates the relationship between freedom and race in our current political moment by looking to historical and theoretical models that inform the present. Considers how race operates in legal, scientific, and visual discourses to shape individual and collective freedoms.

Offers placement, standards, and support during on-site experiential training in professional skills and ethics for students working in the legal field or with legal information to empower under-served communities. Concurrent enrollment in LGST 188A or OAKS 188A and by permission of instructor.

Teaching a lower-division seminar under faculty supervision. (See course 42.) Prerequisite(s): upper-division standing in Oakes; a proposal supported by a faculty member willing to supervise.

Supervised off-campus study conducted under the immediate and direct guidance of a faculty supervisor. To be used primarily by upper-division students doing part-time off-campus study. Prerequisite(s): approval of student's adviser, certification of adequate preparation, approval of provost. If taking two or more such courses in any one quarter, must obtain approval of academic adviser.

Senior thesis related to college-sponsored individual majors. Students submit petition to sponsoring agency. Sponsoring faculty must be member of individual major committee.

College-sponsored individual study programs off campus for which faculty supervision is not in person (e.g., supervision is by correspondence). Up to three such courses may be taken for credit in any one quarter. Prerequisite(s): approval of the student's adviser, certification of adequate preparation, and approval by provost.

Individual study for junior and senior members of Oakes College directed by a fellow of Oakes. Students submit petition to sponsoring agency.

Independent study on various topics to be arranged between student and instructor. Students submit petition to sponsoring agency.