Classes Related to Peace and Justice at Stanford, Spring Quarter 2013

by Cole Manley, ’15

peace studiesIn 1985, a Peace Studies Task Force comprised of faculty and students compiled a list of over 100 courses at Stanford that related to peace. Such is the nature of the field of peace studies that there can be tens of courses related to peace and justice even without a peace studies minor or major. While there are hundreds of peace studies, peace and conflict studies, and peace and justice minors and majors across the United States and around the world, there has never been a peace studies program at Stanford. At UC Berkeley, Brandeis University, American University, the University of Notre Dame, and many other notable schools, peace and justice are studied in a structured, meaningful way, with dedicated faculty, administrators, and graduates. Yet even though the Task Force’s efforts at expanding peace curricula at Stanford did not result in a minor or major, there remain many courses which relate to peace and justice issues.

In 2012, I conducted a preliminary study similar to that of the Task Force. For the spring quarter, the updated list of courses related to peace and justice at Stanford includes 55 from at least 15 departments surveying peace and justice in its historical, economic, sociological, political, psychological, religious, and environmental meanings, among others. This is by no means definitive, and, like the task force, I have used a broad definition of peace and justice.

In analyzing the 100 courses in 1985, the Task Force found that there was a question that went unanswered: “how can war be prevented, and what alternatives are possible?” Today, I think our university’s answers to this question remain weak. The courses listed below in no way make up for the absence of a peace/justice/nonviolence minor or major, but they are in part what we have to thank for the Task Force’s efforts to institutionalize the study of peace and justice at Stanford. Take one of these courses and you may just study peace, justice, nonviolence, violence and conflict from a wholly new and refreshing vantage point.

For more information on Stanford’s history related to peace and justice, and to find out how you can be a part of a group trying to create peace and justice curricula (and maybe a minor or major) at Stanford, please visit http://peaceatstanford.ning.com/ and email Cole Manley at csmanley at stanford dot edu. There is a new group of students and faculty working towards the study of peace and justice at Stanford, and we hope that you can be a part of it.

The courses, arranged in alphabetical order by department:

Discourse of Liberation and Equity in Communities and Classrooms 130 African-American Studies Spring 3-5 A., Ball
Culture Wars: Art and Social Conflict in the USA, 1890-1950 145M American Studies Spring 4 R., Meyer
The Anthropology of Global Supply Chains 136 or 236 Anthropology Spring 5 S., Yanagisako
Feminism and Contemporary Art 176 Art History Spring 4 P., Lee
Religion and the Politics of Culture in Chicana/o & Latina/o America 176S Chicana/o-Latina/o Studies Spring 5 S., Gallardo
The Other Forms of Capital: Human, Cultural, and Social 54I CSRE Spring 3 Unknown
Twice-Told Tales: Race, Revision and the Politics of Redress 54S CSRE Spring 3 S., Perkins
Race and Ethnic Relations in the USA 145 or 245 CSRE and Sociology Spring 5 C., Snipp
Indigenous Identity in Diaspora: People of Color Art Practice in North America 179G or 279G CSRE Spring 3-5 C., Moraga
The Changing Face of America: Building Leaders for Civil Rights and Education 203A CSRE Spring 5 J., Steyer
Queer of Color Critique: Race, Sex, Gender in Cultural Representations 289E CSRE (FEMST 389E, ILAC 389E) Spring 3-5 Y., Yarbro-Bejarano
Climate Change: Science & Society 37N Earth Systems Spring 3 Unknown
Principles and Practices of Sustainable Agriculture 180B Earth Systems Spring 3-4 P., Archie
The Literature of Inequality: Have and Have-Nots from the Gilded Age to the Occupy Era (AMSTUD 50N) 50N English Spring 3 M., Elam
Wastelands 151C English Spring 5 M., McGurl
Politics and Evil 237M Ethics in Society Spring 5 A., McQueen
Looking Back, Moving Forward: Raising Critical Awareness in Gender and Sports 109 Feminist Studies Spring 3 Myers, K. ; Sanders, J.; Shaffer, L.
Queer Art and Performance 140P Feminist Studies Spring 4-5 M., Hunter
Gender and Higher Education: National and International Perspectives 173 Feminist Studies Spring 4 C., Wotipka
Queer Almodovar 210 Feminist Studies Spring 3-5 Y., Yarbro-Bejarano
Colonialism and Collaboration in East Asia 291D or 391D History Spring 5 Y., Moon
Tibet: A Place in Time 290B History Spring 5 L., Van Slyke
Jews and the Russian Revolution 286C History Spring 5 S., Zipperstein
LGBT/Queer Life in the United States 257C History Spring 4-5 A., Davies
Constructing Race and Religion in America 256G History Spring 4 K., Lum
Education, Race, and Inequality in African American History, 1880-1990 255E History Spring 3-5 L., Gordon
Totalitarianism 204E or 307E History Spring 4-5 A., Weiner
The Great War 202E History Spring 4-5 G., Vardi
Transnational Latin American Migration to the United States 175B History Spring 5 A., Minian Andjel
Environmental Crises and Historical Change 169 History (and Earth Systems) Spring 4-5 R., White
Religion and War in America 154D History Spring 4 K., Lum
City Between Empires: Nationalism, Colonialism, and Identity in Hong Kong 1841-1997 96S History Spring 5 G., Russo
Modern Islamic Movements 82N History Spring 3 R., Crews
From Coffee to Cocaine: Commodities, Society, and Environment in Modern South America 79S History Spring 5 F., de Freitas
Gay Autobiography 36N History Spring 4 P., Robinson
Revolutionary England: The Stuart Age 33B History Spring 3 D., Como
U.S. Intervention and Regime Change in Latin America 277D History Spring 5 M., Wolfe
Formation of the Contemporary Middle East 181B History Spring 3 or 5 J., Beinin
Liberalism and Violence 209C History Spring 5 A., Kumar
Human Trafficking: Historical, Legal, and Medical Perspectives 5C History Spring 3 K., Jolluck, S., Lippert, etc.
Social Democracy from Marx to Gross National Happiness 107C History Spring 5 M., Mancall
The Environmental History of North America 169 History Spring 4-5 R., White
War and Society 204G History Spring 5 A., Weiner
Capital and Empire 239D History Spring 4-5 P., Satia
Dictatorships in Latin America through testimonies and film 257 Iberian and Latin American Cultures Spring 3-5 J., Ruffinelli
Transitional Justice, International Criminal Tribunals, and the International Criminal Court 180A International Relations Spring 3-5 J., Cohen
Psychology and American Indian Mental Health 240 Native American Studies Spring 3-5 T., LaFromboise
RELIGION AND ETHICS: The Limits of Dialogue 124 Religious History and Jewish History Spring 3 C., Fonrobert
Human Rights and Humanitarianism 27 Thinking Matters Spring 4 J., Daughton
Poverty, Inequality, and Social Policy in the United States 135 Sociology Spring 5 C., Young
Markets and Governance 162 and 262 Sociology Spring 5 C., Young
Understanding Large-Scale Societal Change: The Case of the 1960s 219 Sociology Spring 5 D., McAdam
Social Movements and Collective Action 318 Sociology Spring 4-5 D., McAdam
Design Approaches to Mending a City: Rethinking the 101 in East Palo Alto 172 Urban Studies Spring 4 N., Alizadeh

For more information, please read Ain’t Gonna Study War No More: On Peace Studies (Stanford, SCIRE, 1985). The pamphlet is available in Green Library to read through and has some fascinating quotes, stories, and interviews with Stanford professors, some of whom are still here, such as Byron Bland.

 

Cole Manley is a sophomore at Stanford originally from San Francisco, CA. He is studying History and is an anti-war, pro-peace and justice activist. He is working to develop a peace/justice/nonviolence minor or major on campus.

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One thought on “Classes Related to Peace and Justice at Stanford, Spring Quarter 2013

  1. J says:

    “I must study politics and war, that my sons may have the liberty to study mathematics and philosophy, natural history and naval architecture, in order to give their children a right to study painting, poetry, music, architecture, tapestry, and porcelain.” – John Adams

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