Mar 13, 2026  
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2025-2026 Undergraduate Catalog

HS 318 Applied Antiracist Migrant Advocacy

(4 Credits)
Applied Antiracist Migrant Advocacy (AAMA) is an integrative course grounded in an antiracist and participatory-action approach to advocacy. This approach involves engaging migrants and asylum seekers as equal partners whose knowledge, experience, skills, and expertise are central to and direct our work together. AAMA combines (i) classroom-based academic learning, through which students develop an understanding of this form of advocacy, and (ii) applied learning generated through internships with migrant-led collectives; small immigration law firms, and legal services organizations, through which they practice this form of advocacy. Depending on a student’s placement, they will learn alongside partners from Mexico, El Salvador, Venezuela, Haiti, and Afghanistan, among other countries. In the internships, students engage in substantial projects that generate concrete deliverables for AAMA’s partners and cultivate their professional skills and networks. In Weeks 1-8, the class is largely dedicated to academic learning, with short-term applied learning opportunities peppered throughout. In this part of the semester, students acquire the historical, political-economic, cultural, and practical knowledge they need to succeed in the internships; most weeks, we host as a guest speaker one or more of AAMA’s partners, so students can begin to learn about their work. In Weeks 9-14, the course changes focus to the internships. Students are placed into internship working groups with 3-4 of their class colleagues, generally students working with the same AAMA partner. The working groups have regular meetings with their internship supervisors; they also meet independently to give each other feedback; share resources; and identify struggles. As students realize their applied projects, they also complete internship-related coursework, receiving regular feedback from the instructor. This work facilitates students in (i) organizing their internship projects into manageable tasks realizable between class sessions, and (ii) writing weekly reflections on the knowledge, skills, and interpersonal connections they are building through the internships. The class sessions in Weeks 9-14 are dedicated to supporting students’ applied projects. Sometimes this necessitates that we use a portion of class time to deepen our academic knowledge. But the majority of these sessions involve discussions and in-class work that help students advance their projects in conversation with the instructor; the full class; and their working groups.

INTERNSHIP DETAILS

**Please see attached attach course syllabus

Fall