South Asia-Related Courses at Stanford

Autumn 2015 Classes in South Asian Studies

 

ARTS, LITERATURE, AND CULTURE

 

COMPLIT 14N: Imagining India: Art, Culture, Politics in Modern India (CSRE 15N, FEMGEN 14N, TAPS 14N)

This course explores history via cultural responses in modern India. We will examine a range of fiction, film and drama to consider the ways in which India emerges through its cultural productions. The course will consider key historical events such as the partition of the subcontinent, independence from British rule, Green Revolution, Emergency, liberalization of the Indian economy, among others. We will reflect on epochal historical moments by means of artisticnresponses to these events. For example, Ritwik Ghatak's experimental cinema intervenes into debates around the Bengal partition; Rohinton Mistry's novel, A Fine Balance grapples with the suspension of civil liberties during the emergency between 1975-77; Rahul Varma's play Bhopal reflects on the Bhopal gas tragedy, considered the world's worst industrial disaster. Students willnread, view and reflect on the aesthetic and historical texts through their thoughtful engagement in class discussions and written e ssays. They will also have opportunities to imaginatively respond to these texts via short creative projects, which could range from poems, monologues, solo pieces, web installations, etc. Readings will also include Mahashweta Devi, Amitav Ghosh, Girish Karnad, Jhumpa Lahiri, Manjula Padmanabhan, Salman Rushdie, Aparna Sen, among others.

Terms: Aut | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

Instructors: Menon, J. (PI) 

 

COMPLIT 148B: Indian Epics: Past and Present (RELIGST 108)

The Mahabharata and the Ramayana, the two great epics of India, have been crucial texts in South Asian literatures and cultures for millennia. In this course, we will explore the diverse traditions of both epics from their Sanskrit versions, first composed more than 2,000 years ago, through retellings in newer media forms well into the twenty-first century. Among our primary interests will be comparing versions of each epic that have circulated in South Asia, Southeast Asia, and the West at different times. We begin with abridged translations of both the Sanskrit Mahabharata (including the Bhagavadgita) and the Ramayana. We will discuss the major literary, religious, and social themes of each text as well as subsequent translations and transcreations of the stories in Indian and Southeast Asian contexts during the last thousand years. We will also investigate the modern lives of the epics, including their transformations into Indian television serials, film versions of both narratives (from India and America), and invocations of the epic stories in contemporary art, culture, and political disputes. Students will gain exposure to some of the foundational texts for the study of South Asia, both past and present. More broadly, students will cultivate the ability to fruitfully approach texts from different cultures and learn to critically analyze the impacts and roles of stories in various religious, literary, and historical contexts.

Terms: Aut | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

Instructors: Truschke, A. (PI)

  

HISTORY, LAW, POLITICS AND INTERNATIONAL RELATIONS

HISTORY 96: Gandhi in His Times and Ours

Place the paradox of Gandhi in context of global convulsions of 20th century. Gandhi lived across continents; maturing in South Africa, struggling in India, attaining celebrity in Europe. As leader of masses, his method of Satyagraha was distinctively at odds with his times. Yet, he also privileged sacrifice, dying, even euthanasia. In a world beset by fear and war, Gandhi's complex theory of nonviolence is compelling. What kind of nonviolent politics did Gandhi envision after Fascism, Auschwitz, Hiroshima, and Pakistan?

Terms: Aut | Units: 3 | UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-ER, WAY-SI | Grading: Letter (ABCD/NP)

Instructors: Kumar, A. (PI)

 

HISTORY 196: Gandhi in His Times and Ours

(Same as HISTORY 96. History majors and others taking 5 units, register for 196.) Place the paradox of Gandhi in context of global convulsions of 20th century. Gandhi lived across continents; maturing in South Africa, struggling in India, attaining celebrity in Europe. As leader of masses, his method of Satyagraha was distinctively at odds with his times. Yet, he also privileged sacrifice, dying, even euthanasia. In a world beset by fear and war, Gandhi's complex theory of nonviolence is compelling. What kind of nonviolent politics did Gandhi envision after Fascism, Auschwitz, Hiroshima, and Pakistan?

Terms: Aut | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-ER, WAY-SI | Grading: Letter (ABCD/NP)

Instructors: Kumar, A. (PI)

 

HISTORY 209C: Liberalism and Violence (HISTORY 309C)

Does LIberalism have a theory of violence? What does modern political thought, in privileging humanity and rights, share with "terrorists" and "rogue states?" How is liberalism transformed by the use of religion and death for political ends? We read key thinkers of modern life- Adorno, Arendt, Agamben, Benjamin, Derrida, Fanon, Foucault, Gandhi, Heidegger, and Schmitt- to interrogate the relationship between religion, sacrifice, and democracy. At the center are connections between war and modern life, and between violence and non-violence.

Terms: Aut | Units: 4-5 | UG Reqs: GER:EC-EthicReas, WAY-ER, WAY-SI | Grading: Letter (ABCD/NP)

Instructors: Kumar, A. (PI) 

 

LAW 259: State-Building and the Rule of Law Seminar

The State-Building and Rule of Law Seminar is centrally concerned with bridging theory and practice. The seminar introduces the key theories relevant to state-building generally and strengthening the rule of law in particular. This course explores the multidisciplinary nature of development -- through readings, lectures, guest lectures, and seminar discussions -- and asks how lawyers fit in and contribute to the process. Essentially, in a given context, what is the relationship of law to political, social, and economic change? This course will employ case studies as a way to analyze rule-of-law practice within development theory. The set of developing countries considered within the scope of this workshop is broad. It includes, among others, states engaged in post-conflict reconstruction, e.g., Cambodia, Timor Leste, Rwanda, Iraq, Sierra Leone; states still in conflict, e.g., Afghanistan, Somalia; the poorest states of the world that may not fall neatly into the categories of conflict or post-conflict, e.g., Nepal, Haiti; least developed states that are not marked by high levels of violent conflict at all, e.g., Bhutan; and more developed states at critical stages of transition, e.g., Tunisia, Georgia, Hungary. Grading is based on participation, a presentation of research or a proposal, and, in consultation with the professor, a research paper (for R credit) or an in-depth research proposal either of which could be the basis for future field research. CONSENT APPLICATION: The seminar is open by consent to up to twelve (12) JD, SPILS, and LLM students, and graduate students from other departments within Stanford University. To apply for this course, students must complete and e-mail the Consent Application Form available on the SLS Registrar's Office website (see Registration) to the instructor. See Consent Application Form for submission deadline.

Terms: Aut | Units: 3 | Grading: Law Honors/Pass/R credit/Fail

Instructors: Jensen, E. (PI) 

 

LAW 414P: Policy Practicum: Impact Investing In Developing Countries: Legal Institutions and Work-Arounds

What legal institutions are important to the success of businesses serving the world's poorest people, and what are feasible work-arounds when those institutions are absent? An increasing number of business enterprises in developing countries, including India and much of Africa, seek to provide health, sanitation, housing, savings, insurance, and other essential services to the very poor. But many of them operate in countries that lack stable property rights, independent judiciaries, and other elements of the "rule of law" that investors and entrepreneurs take for granted in more developed countries. We will study how entrepreneurs operate and attract investors in these situations. The first phase of the project will involve in-depth interviews with and data gathering from foundations, funds, and other institutional investors who have a sophisticated knowledge of the conditions that conduce to the success of their investee enterprises and a return on their investments. Our client will likely be a foundation or other organization making impact investments in developing countries. GSB, Political Science, and Economics students as well as Law students are welcome to participate. Elements used in grading: TBD with instructor. NOTE: 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 e-mail the Consent Application Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students) to the instructor. See Consent Application Form for submission deadline.

Terms: Aut | Units: 3 | Grading: Law Honors/Pass/R credit/Fail

Instructors: Brest, P. (PI)

 

HEALTHCARE

STRAMGT 381: Leading Strategic Change in the Health Care Industry

This seminar provides the opportunity for students to study the structure and dynamics of the U.S. health care industry, and some of the ways it intersects with the global health care industry. The U.S. health care industry represents over 15 percent of the nation's GDP and is rapidly changing as a result of government regulatory reform enacted in 2010. The seminar's aim is to develop participants' ability to create strategically informed action plans that are imaginative, inspiring and workable in this highly dynamic environment. The seminar's pedagogy involves informed debate to evaluate and hone well-researched views by the participants and instructors, as well as the writing and presentation of position papers by small groups of seminar participants on the key dynamics of the industry. In the course of the seminar discussions, we aim to deepen our understanding of strategic dynamics and transformational change at the societal, industry and organizational levels of analysis. After developing a complete picture of the structure of the health care industry and the strategic relationships among the key players - the strategic landscape -, the seminar will focus on how health care reform and other external forces will affect the strategic opportunities and challenges of four types of players in the strategic landscape: (1) Incumbents (e.g., pharmaceutical companies, hospital companies, insurance companies); (2) entrepreneurial startups (e.g., home monitoring, genetic testing companies, information services); (3) cross-boundary disruptors (e.g., health clinics, Wal-Mart, Cisco, Google); and (4) international health care providers (e.g. in Mexico, India, Thailand) Four student teams will be formed to focus on one of the four types of players. Each team will prepare a research paper focused on determining how their type of player can take advantage of the regulatory, technological, social, cultural and demographic changes, and who will be the likely winners and why. During the first round of discussions (sessions 2-5) all participants will take part in examining the different parts of the competitive landscape. During the second round (sessions 6-9), the different teams will present their research findings and perspectives about the strategic opportunities and threats which exist. As part of the second set of sessions, the instructors will bring in domain experts to further augment the discussion.

Units: 3 | Grading: GSB Letter Graded

Instructors: Burgelman, R. (PI) ; Pearl, R. (SI) 

 

RELIGION 

ANTHRO 133B: Covering Islam: On What We Learn to See, Think and Hear about Islam & Muslims (AFRICAST 133B, CSRE 133B)

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.

Terms: Aut | Units: 3-5 | Grading: Letter (ABCD/NP)

Instructors: Ghani, A. (PI)

 

RELIGST 50: Exploring Buddhism

From its beginnings to the 21st century. Principal teachings and practices, institutional and social forms, and artistic and iconographical expressions. (Formerly RELIGST 14.)

Terms: Aut | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED | Grading: Letter or Credit/No Credit

Instructors: Harrison, P. (PI)

 

RELIGST 385: Research in Buddhist Studies

Independent study in Buddhism. May be repeated for credit. Prerequisite: consent of instructor.

Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit | Grading: Letter or Credit/No Credit

Instructors: Bashir, S. (PI) ; Bielefeldt, C. (PI) ; Copeland, K. (PI) ; Fonrobert, C. (PI) ... 

 

SLE 91: Structured Liberal Education

Three quarter sequence; restricted to and required of SLE students. Comprehensive study of the intellectual foundations of the western tradition in dialogue with eastern, indigenous, and postcolonial perspectives. The cultural foundations of western civilization in ancient Greece, Rome, and the Middle East, with attention to Buddhist and Hindu counterparts and the questions these traditions address in common. Texts and authors include Homer, Plato, Aristotle, Greek tragedy, Sappho, the Hebrew Bible, the New Testament, Saint Augustine, and texts from Hindu and Buddhist traditions.

Terms: Aut | Units: 8 | UG Reqs: GER:DB-Hum, GER:IHUM-1, THINK, WAY-A-II, Writing SLE | Grading: Letter (ABCD/NP)

Instructors: Bogucki, M. (PI) ; Coggeshall, E. (PI) ; Hicks, L. (PI) ; Landy, J. (PI) ... 

 

LANGUAGE COURSES

SPECLANG 152A: First-Year Hindi, First Quarter

Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Hindi culture.

Terms: Aut | Units: 5 | Grading: Letter or Credit/No Credit

Instructors: Samarth, B. (PI)

 

SPECLANG 154A: Third-Year Hindi: Hindi Advance Reading and Writing

The Third Year Hindi  is the highest level of the Hindi language courses at Stanford. It provides training on all four skills of listening, speaking, reading and writing while focusing on formal reading and writing. The course is designed to introduce authentic texts from different genres spanning several chronological periods. Course materials include works on social, political, economic, and cultural topics and literature in various genres. The course is aimed to help students reach higher proficiency levels that serve their needs in professional communication in Hindi language environment.  

 

SPECLANG 153A: Second-Year Hindi: Cultural Emphasis, First Quarter Second-year sequence integrating culture and language with emphasis on developing oral and written discourse.  Course aims to pose and probe questions of national identity, gender, masculinity, women's roles, caste and class, and politics as manifested in Hindi films.  Coursework includes essay writing, attendance at required weekly film screenings as well as a final project. Students will examine Indian culture as represented in South Asian cinema and learn to articulate new ways of approaching Bollywood movies while enhancing their Hindi language proficiency.

Instructors: Samarth, B. (PI)

 

SPECLANG 109A: First-Year Bengali, First Quarter

Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Bengali culture.

Terms: Aut | Units: 5 | Grading: Letter or Credit/No Credit

Instructors: Sultana, A. (PI)

 

SPECLANG 110A: Second-Year Bengali

Second Year Bengali is the first course in a three-quarter sequence. The course focuses on developing all four skills as students gain practice in the use of the language in a range of situations, including conversations discussions and presentations. The course is organized thematically, with each lesson integrating elements of Bengali culture, review of relevant grammar concepts, and opportunities to use the language in real-world communication contexts. We use Bengali texts, multimedia products and other materials designed to suit the students¿ interests and proficiency.

Terms: Aut | Units: 4 | Grading: Letter or Credit/No Credit

Instructors: Sultana, A. (PI)

 

SPECLANG 162A: Beginning Tamil, First Quarter

Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Tamil culture.

Terms: Aut | Units: 4 | Grading: Letter or Credit/No Credit

 

SPECLANG 183: BEGINNING SANSKRIT

Full class in the script, grammar, and vocabulary of the Sanskrit language of ancient India. Also included will be some readings from the Bhagavad Gita. No previous knowledge of Sanskrit required.

Terms: Aut | Units: 4 | Grading: Letter or Credit/No Credit

Instructors: Porta, F. (PI)

 

AMELANG 144A: First-Year Modern Persian, First Quarter

One-year sequence. Modern Persian for beginners; concentrates on rapidly developing basic skills in speaking, reading, writing, and understanding modern Persian. Strong emphasis is on the links between language and culture. The course is based on a fully integrated multimedia program. Students will learn the language with an emphasis on communicative and interactive classroom activities.

Terms: Aut | Units: 5 | Grading: Letter or Credit/No Credit

Instructors: Emami, A. (PI)

 

AMELANG 145A: Second-Year Modern Persian, First Quarter

Continuationof AMELANG 144C. Expands students' proficiency in Persian language and culture at intermediate level through various texts and multimedia. It stresses oral fluency, written expression, and reading comprehension. Students will continue to learn the language with an emphasis on communicative and interactive classroom activities. Students will be introduced to contemporary as well as classical short poems by famous Persian poets like Rumi. Prerequisite: Placement nnTest, AMELANG 144C.

Terms: Aut | Units: 5 | Grading: Letter or Credit/No Credit

Instructors: Emami, A. (PI)

AMELANG 146A: Third-Year Persian, First Quarter

 Continuation of AMELANG 145C. Prerequisite: Placement Test, AMELANG 145C.

 Terms: Aut | Units: 4 | Grading: Letter or Credit/No Credit

 Instructors: Emami, A. (PI)