African and African Disapora Studies Department
African and African Disapora Studies Department

AFR 301 • African American Culture

30365 • Jones, Omi
Meets MWF 11:00AM-12:00PM CAL 100
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This course surveys African American cultural production from the 1600s to the present. Topics cover the circumstances and responses of blacks during North American enslavement, the Civil War, Reconstruction, Great Migration, The Harlem Renaissance, The Civil Rights Movement, and in contemporary contexts. Class sessions will reflect our reading of primary and secondary texts that embody a wide range of African American religious, political, social and artistic thought and production. The class will fill gaps in students’ knowledge about African American culture and history and provide a foundation for future Black Studies course work.

Required Texts:

Kindred (Octavia Butler)

Souls of Black Folk (W.E.B. Du Bois)

Why We Can’t Wait (Martin Luther King, Jr.)

Price of the Ticket (Frederick Harris)

Good Ole’ Fashioned Composition Notebook

Graded Assessments (100 points available):

Unannounced (10) Quiz #1 Kindred, lectures & other readings Unannounced

(10) Quiz #2 Souls of Black Folk, lectures & other readings

10/9/14: (30) Mid-term Test

Unannounced (10) Quiz #3 Why We Can’t Wait, lectures & other readings

Unannounced (10) Quiz #4 (Price of the Ticket; lectures & other readings

12/5/14: (30) Final Test 


AFR 310L • Intro To Traditional Africa

30375 • Falola, Oloruntoyin
Meets TTH 11:00AM-12:30PM CLA 1.104
(also listed as AHC 310, HIS 311K)
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This is an introductory, inter-disciplinary course on the peoples and cultures of Africa, designed for students with a limited background in African long precolonial history, as well as those who want to improve their understanding of this huge continent  before 1885. It is an excellent background to the class on Modern Africa.

The course is divided into two parts, one on an outline history over a long period.Among the main historical themes are: early history, kingdoms, interactions with external agencies, and various institutions and customs. The other is on resilient aspects of culture such as the family, religion, sexuality, gender, women, economy, and politics . The subjects cover the long historical era known as the precolonial, which terminated at the turn of the twentieth century when Africa came under European rule.  

Goals

i.) To use a combination of films, lectures, and reading materials to introduce students to a number of themes in African history and cultures.

 ii.) To enable students to reflect on a number of thematic issues in order to reach independent conclusions.

 iii.) To provide an adequate background that will prepare students for other courses on Africa, especially those on the modern and contemporary.

 iv.) To improve the writing and analytical skills of students, by introducing them to the craft of history writing.


AFR 317C • Intro To Ancient Egypt

30385 • Nethercut, William
Meets MWF 12:00PM-1:00PM WAG 101
(also listed as C C 304C)
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This course is for the beginner. There are no pre-requisites other than a fascination for what has always seemed mysterious and powerful. We shall explore the most important chapters of Egypt's story, beginning with what is known of the pre-historical period from 13,000 B.C. down to the Neolithic and Pre-Dynastic era, 6,000 to 4,000 B.C. We shall then study the Old Kingdom, its first dynasties, monuments, personalities, culture, development of the hieroglyphic system, earliest mythological traditions (3100 to 2125 B.C.). The same inclusive review of language, culture, and history will be presented for the Middle Kingdom (2125 to 1550 B.C.) and New Kingdom (1550 to 1069 B.C.) In every instance we shall compare the Egyptian way of thinking with the cultural styles of the major Near Eastern civilizations. It will be particularly instructive to discover the ways in which Egyptian traditions were altered as we move down through the centuries. A startling example is the transformation of Set from a captain of Ra in the Old Kingdom who drove off the underworld Serpent to a base deceiver in the New Kingdom, or of Osiris, a disturbingly powerful force among the Dead in the Old Kingdom, into a more welcoming "St. Peter" in King Tut's funeral chamber (New Kingdom).

This course carries the Global Cultures flag and fulfills the Cultural Expression, Human Experience, & Thought Course area requirement.

Grading:

Three Examinations, each counting 33 1/3% of total grade

Texts:

Manley, Penguin Historical Atlas of Ancient Egypt

Seventy Great Mysteries of Ancient Egypt by Bill Manley ISBN 0 -500 - 05123 - 2


AFR 317C • The United States And Africa

30380 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM CLA 0.126
(also listed as HIS 317L, WGS 301)
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This class will look at the history of the political, economic and cultural relations between the United States and Africa from the early origins of the slave trade to the present. It explores the role of the US in historical global contexts. The class is intended to elucidate historical developments both in the US and on the African continent, and should satisfy students with a strong interest in US history as well as those interested in the place of the US in the African Diaspora.  The semester is divided into four parts, each covering a major theme.

Course Objectives

To develop a base of African and US history and increase the level of awareness of the African Diaspora in the US. 

Toobtain a well-rounded approach to the political, economic, and cultural connections between the United States and Africa.

To reevaluate perceptions of Africa, to recognize the vibrant nature of African culture, and to apply new knowledge to the different cultural agents active in US popular culture, such as music, dance, literature, business and science.

To help students understand present-day politics in Africa at a deeper level and to obtain a better understanding of racial conditions in the US.

To learn how to assess historical materials -- their relevance to a given interpretative problem, their reliability and their importance -- and to determine the biases present within particular scholarship. These include historical documents, literature and films.

 

1. Joseph E. Holloway, ed., Africanisms in American Culture  (Bloomington: Indiana University Press, 2005 second edition).

2. Curtis A. Keim, Mistaking Africa: Curiosities and Inventions of the American Mind (Westview Press, 1999).

3. Alusine Jalloh, ed., The United States and West Africa (Rochester, NY: University of Rochester Press, 2008).

4. Kevin Roberts, ed., The Atlantic World 1450-2000 (Bloomington: Indiana University Press, 2008).

5. Karen Bouwer, Gender and Decolonization in the Congo: the Legacy of Patrice Lumumba (New York: Palgrave Macmillan, 2010).

6. Gendering the African diaspora : women, culture, and historical change in the Caribbean and Nigerian hinterland / edited by Judith A. Byfield, LaRay Denzer, and Anthea Morrison. Bloomington: Indiana University Press, 2010.           

i. Public Lecture Review 10%    

ii. First  Examination 25%

iii. Book Review 20%

iv.   Book Review 20%

v. Second Examination 25%


AFR 317D • Black Integration At Ut

30405 • Burt, Brenda
Meets TTH 9:30AM-11:00AM BUR 214
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AFR 317D • Intro East Austin Ethnography

30391 • Adelakun, Abimbola
Meets MWF 11:00AM-12:00PM GWB 1.130
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AFR 317D • Mlk Jr: A Moral Obligation

30415 • Burt, Brenda
Meets TTH 11:00AM-12:30PM BUR 220
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This course will explore the Civil Rights Movement focusing on the specific work of Dr. Martin Luther King, Jr.  The selected readings will help the student to explore the history of Blacks from slavery to the present, using Dr. Martin Luther King, Jr.’s work as a lens.  The history of the MLK statue on the UT campus will be a main unit of the course, with the anticipation of a Black Studies History tour to Memphis, TN or Atlanta, GA as a “study abroad” opportunity. The course will incorporate the use of lectures, readings, video, simulation exercises, research, and extensive class discussions to assist students as they explore the impact of the Civil Rights Movement, using The University of Texas as one case study among many.


AFR 317D • Race/Gender/Education At Ut

30395 • Tinsley, Natasha
Meets TTH 11:00AM-12:30PM PAR 208
(also listed as WGS 301)
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Description:

While the struggles of black and Latino men in higher education have gained much-needed visibility in the last decade, the challenges faced by women of color in university settings continue even as they are increasingly invisibilized. This course opens inquiry about the resources and skills that women of color need to succeed in higher education in general, and at the University of Texas in particular. Through interdisciplinary readings, we will explore avenues for women of color to bolster their academic, social, physical, emotional, and sexual wellbeing while pursuing advanced degrees.

  

 Readings:

  • Nnedi Okafor, Binti
  • Gabriella Gutierrez y Muhs, Presumed Incompetent: The Intersections of Race and Class for Women in Academia
  • Theodora Regina Berry, From Oppression to Grace: Women of Color and Their Dilemmas in the Academy
  • Esmeralda Santiago, Almost a Woman

  

Grading:

3 papers, 20%/each

Class participation, 40%


AFR 317D • Rights In Modern America

30400 • Green, Laurie
Meets MWF 1:00PM-2:00PM UTC 3.110
(also listed as AMS 315, HIS 317L, WGS 301)
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Description

This course explores the history of social movements for rights in twentieth-century America. Whether they used a language of equality, justice, freedom or liberation, an array of social groups in modern America forged struggles and organizations that advocated for recognition of their rights. And yet there was no unanimity about the meaning of rights; the course examines changing and often conflicting interpretations, focusing on Blacks, Latinos, Asian Americans, Native Americans, women, working-class people, and gay men and lesbians. Instead of isolating them from each other, we use both comparative and relational approaches to the history of these movements. We strive not only to make sense of similarities and differences, but how they influenced each other. It what ways, for instance, did the Civil Rights Movement of the early 1960s inspire the Women’s Liberation Movement? Such an approach can lead to surprises; in Austin, for example, African American and Mexican American attorneys filed suit for school desegregation on the same day. A goal is for students to get a sense of how historians approach their work, thus readings include original historical documents and memoirs in addition to scholarly analyzes. This is primarily a lecture course, but some classes are devoted to group projects.

 

Possible readings:

Selected historical documents and articles

Melba Pattillo Beals, Warriors Don’t Cry:  A Searing Memoir of the Battle to Integrate Little Rock’s Central High

Carlos Bulosan, American is in the Heart: A Personal History

Charles Denby, Indignant Heart: A Black Worker’s Journal

José Angel Gutiérrez, The Making of a Civil Rights Leader: José Angel Gutiérrez

Audre Lorde, Zami: A New Spelling of My Name

Wilma Mankiller, Mankiller: A Chief and Her People

 

Requirements:

Midterm                                                                                                          25%

Final exam                                                                                                      35%

3 short quizzes on lecture terms (5% each)                                                  15%

1 500-word writing assignment on a selected reading (15%)                      15%

2 historical documents analyses (Submission grade, 5% each)                    10%

Attendance is required. Extra credit opportunities are available


AFR 317D • The Black Power Movement

30410 • Moore, Leonard
Meets TTH 11:00AM-12:30PM UTC 2.112A
(also listed as HIS 317L)
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The Black Power movement was a distinct period from the late 1960s and early 1970s that emphasized racial pride and the creation of black political and cultural institutions to nurture and promote black collective interests and advance black values, and secure black autonomy. The range of black power ideology ranged from the desire to create an all-black nation-state to the promotion of black economic power. This course will look at the major organizations, key figures, and ideologies of the black power movement.

Exams will be given approximately every five weeks and the group project is due at the end of the semester.

Exam 1: 25%

Exam 2: 25%

Exam 3: 25%

Group Project: 25%

 


AFR 317E • Afro-Brazilian Diaspora

30420 • Afolabi, Omoniyi
Meets MWF 1:00PM-2:00PM WEL 3.402
(also listed as C L 305, LAS 310)
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Description:

This course focuses on post-abolition Afro-Brazilian life, history, culture, politics, and letters.  It engages a wide range of literary texts, socio-cultural movements, visual arts, and cultural performances, while raising a number of questions that would lead to provocative midterm and final research papers, while simultaneously honing students’ writing skills with a number of response papers that may be expanded into a research paper. Most concepts and issues will be illustrated with multimedia clips or movies to ensure that students gain a richer experience of the Afro-Brazilian diaspora world.

Some of the questions the course will grapple with include the following: (i) What explains the continued exclusion of Afro-Brazilians from political power?; (ii) What is the legacy or impact of slavery within this context?; (iii) How is the concept of Africa (re)imagined, distorted, and manipulated in this regard?; (iv)What are the discourses used to justify social inequalities and racial discrimination in Brazil?; (v) How is the “radical” view on discrimination silenced while the “co-opted” perspective is promoted?; (vi) What are the effects of governmental patronage on cultural producers as they negotiate what Carl Degler calls the “mulatto escape hatch”?; and (vii) What are the limitations of ideology in an era of “globalization” and pragmatism?  These among other issues will form the basis of the course which will additionally analyze the social condition that goes beyond the more apparent “culture game”; and must also be seen as a political game towards visibility, participation, gendered equality, and empowerment.

 

Objectives:

  1. Students will be able to meet writing, global, and cultural diversity flags.
  2. Students will be exposed to the dynamics of coping mechanism with social inequalities.
  3. Students will not only be exposed to elements of style, they will improve their writing skills by having opportunities to re-write their assignments.
  4. Transnational resonances will be invoked for comparative analysis within contexts and texts in order to see the African Diaspora beyond a continental prism.

Required Texts:

  1. Johnson, Crook et al. ed. Black Brazil: Culture, Identity, and Social Mobilization
  2. Alves, Miriam and C. R. Durham. Finally Us/Enfim Nós
  3. Almeida, Bira. Capoeira: A Brazilian Art Form: History, Philosophy, and Practice
  4. Guimarães, Geni. The Color of Tenderness
  5. Gomes, Dias. Journey to Bahia

  

Course Requirements and Grading:

5 Response Papers (2 pages)             = 10%

5 Re-Written Papers (2 pages each)  = 10%

Midterm Paper (5-7 pages)                = 20%

Research Proposal and Annotated

Bibliography                                        = 10%

Final Research Paper  (10 pages)       = 20%

Oral Presentation                               = 10%

Attendance                                         = 20%  


AFR 317E • Black Queer Art Worlds

30425 • Gill, Lyndon
Meets MWF 2:00PM-3:00PM WEL 3.402
(also listed as ANT 310L, WGS 301)
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Exploration of over two decades of work produced by and about black queer subjects throughout the circum-Atlantic world. Provides an introduction to various artists and intellectuals of the black queer diaspora, as well as an examination of the viability of black queer aesthetic practice as a form of theorizing.


AFR 317F • African American Lit And Cul

30435 • Sirenko, Valerie
Meets TTH 8:00AM-9:30AM PAR 204
(also listed as E 314V)
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E 314V  l  1-African American Literature and Culture

 

Instructor:  Sirenko, V

Unique #:  34980

Semester:  Fall 2017

Cross-lists:  AFR 317F

Restrictions:  n/a

Computer Instruction:  No

 

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

 

Description:  Throughout American history, African Americans have struggled against a legal system designed to disempower them.  From slavery to Jim Crow to the civil rights movement, African Americans’ combative relationship with the law has required African American intellectual leaders to marshal a variety of cultural resources and rhetorical forces to their aid, not least of which has been fiction.  This course will explore how African American writers have used literature to engage with and combat social and racial injustice.

 

The primary aim of this course is to help students develop and improve the critical reading, writing, and thinking skills needed for success in upper-division courses in English and other disciplines.  They will also gain practice in using the Oxford English Dictionary and other online research tools and print resources that support studies in the humanities.  Students will learn basic information literacy skills and models for approaching literature with various historical, generic, and cultural contexts in mind.

 

This course contains a writing flag.  The writing assignments in this course are arranged procedurally with a focus on invention, development through instructor and peer feedback, and revision; they will comprise a major part of the final grade.

 

Tentative Texts:  Harriet Jacobs, Incidents in the Life of a Slave Girl; Charles Chesnutt, The Marrow of Tradition; and Toni Morrison, Beloved.

 

Requirements & Grading:  There will be a series of 3 short essays, the first of which must be revised and resubmitted.  Subsequent essays may also be revised and resubmitted by arrangement with the Instructor (75% of the final grade).  There will also be reading quizzes, response papers, and required class attendance and participation (25% of the final grade).


AFR 317F • African American Lit And Cul

30430 • Maner, Sequoia
Meets TTH 3:30PM-5:00PM BEN 1.122
(also listed as E 314V)
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E 314V  l  1-African American Literature and Culture

 

Instructor:  Maner, S

Unique #:  34975

Semester:  Fall 2017

Cross-lists:  AFR 317F

Restrictions:  n/a

Computer Instruction:  No

 

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

 

Description:  This course explores the richness of African American literary and cultural traditions.  We will read novels, poetry, and essays that explore the construction and expression of black identity from chattel slavery through our contemporary #BlackLivesMatter era.  Additionally, music and film will help us think through how race, gender, and class have been negotiated in African American culture.

 

The primary aim of this course is to help students develop and improve the critical reading, writing, and thinking skills needed for success in upper-division courses in English and other disciplines.  They will also gain practice in using the Oxford English Dictionary and other online research tools and print resources that support studies in the humanities.  Students will learn basic information literacy skills and models for approaching literature with various historical, generic, and cultural contexts in mind.

 

This course contains a writing flag.  The writing assignments in this course are arranged procedurally with a focus on invention, development through instructor and peer feedback, and revision; they will comprise a major part of the final grade.

 

Tentative Texts:  Harriet Jacobs’s Incidents in the Life of a Slave Girl; James Baldwin’s Notes of a Native Son; Alice Walker’s The Color Purple.

 

Requirements & Grading:  There will be a series of 3 short essays, the first of which must be revised and resubmitted.  Subsequent essays may also be revised and resubmitted by arrangement with the Instructor (70% of the final grade).  There will also be short reading quizzes and weekly blog posts (30% of the final grade).


AFR 317F • Music Of African Americans

30440-30455 • Carson, Charles
Meets MWF 12:00PM-1:00PM MRH 2.608
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AFR 357C • African American Hist To 1860

30460 • Walker, Juliet
Meets TTH 11:00AM-12:30PM GAR 1.126
(also listed as AMS 321E, HIS 357C)
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This upper division course examines the history of Blacks in the United States from the West African Heritage to the Civil War and provides a critical examination on central issues under scholarly debate in the reconstruction of the Black experience in America. The course thus engages the debate on the evolution of African-American slavery as a social, economic and political institution, with a special focus on antebellum slavery, including plantation slavery, industrial slavery, and urban slavery in addition to slave culture.

Also, the course assesses the institutional development of the free black community, during the age of slavery, with emphasis on free black protest activities, organizations, and leaders. Equally important, information is provided on the business and entrepreneurial activities of both slave and free blacks before the Civil War to underscore the long historic tradition of black economic self-help. Invariably, those slaves who purchased their freedom were slaves involved in various business enterprises. Also emphasized in the course are the various ways in which slave and free black women responded to slavery and racism before the Civil War, giving consideration to gender issues within the intersection of the dynamics of race, class, and sex.

The course format is primarily lecture, with informal class discussion, utilizing in part the Socratic method of teaching/pedagogy (especially useful for students who are pre-law), as we examine topics that broaden historical consciousness and critical thinking skills, such as: the role Africans played in the Atlantic slave trade; the historical forces that contributed to the origin of racism in Colonial America; the anomaly of black plantation slave owners in a race-based slave society; how white economic disparities and hegemonic masculinities were played out in class subordination and racial oppression; why race takes precedence over class in assessing the black historical experience; the extent to which judicial cases provide a pragmatic assessment of the realities of slave life; the extent to which American law supported the racial subordination of slave and free blacks; whether or not the economic and political imperatives that prompted antebellum African American settlement in West Africa can be considered colonialist in design and intent.

These and other questions will bring to the forefront the central issue of the agency of African Americans in their attempts to survive racism and slavery in attempts forge their own political and economic liberation. This course, consequently, emphasizes both the deconstruction of prevailing assessments and interpretations of the African American experience as well as provides information for a new reconstruction of the Black Experience from slavery to freedom. In each instance, emphasis will be on exploring different historical interpretations of the Black Experience.

African American slaves did not lead a monolithic slave experience. They shared life-time, hereditary, involuntary servitude, racial oppression and subordination. But many manipulated the institution and slave codes in attempts to mitigate that oppression. Others, such as Nat Turner and Dred Scott used other means to bring about an end to their servitude, while free blacks also fought to end slavery as well as improve their economic, societal and legal status.

The primary purposes of this course, then, are 1) to develop an understanding of the nature of historical inquiry and 2). to heighten historical consciousness 3), encourage critical thinking and analysis of historical material and 4) to recognizing the difference between what might have happened and what actually happened to blacks, both slave and free blacks during the age of slavery to the Civil War.

Franklin, John H. and Alfred Moss, FROM SLAVERY TO FREEDOM, 9th ed

Holt, T. and Barkley-Brown, E. MAJOR PROBLEMS IN AFRICAN AMERICAN HISTORY, vol 1

Owens, Leslie, THIS SPECIES OF PROPERTY: SLAVE LIFE AND CULTURE IN THE OLD SOUTH

Tyler, Ron and Lawrence, R. Murphy, The Slave Narratives of Texas

Walker, Juliet E. K., FREE FRANK: A BLACK PIONEER ON THE ANTEBELLUM FRONTIER

Walker, Juliet E. K., THE HISTORY OF BLACK BUSINESS IN AMERICA: CAPITALISM, RACE,    ENTREPRENEURSHIP

White, Deborah G.  AREN’T I A WOMAN:  FEMALE SLAVES PLANTATION SOUTH

MID-TERM EXAM                         35%

RESEARCH PAPER                        30%

EXAM 2 (TAKE-HOME)                 35%


AFR 372C • Race/Gender/Surveillance

30465 • Browne, Simone
Meets TTH 9:30AM-11:00AM CLA 0.102
(also listed as SOC 322V, WGS 322)
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Drawing from social science readings, science fiction (Gattaca, THX-1138, Ex-Machina, Grounded), documentaries, and popular media (24, South Park, Orange is the New Black, The Bachelor, Cheaters), this course introduces students to the emerging field of Surveillance Studies.

We examine: slavery, reality TV, sports, Google, trolling + social media, borders, airports, biometric technology, whistleblowers, drones, wearables + fashion, among other topics.

Assignments: Film Review, In-class Quizzes, Current Event Analysis, Take-Home Final Exam, and Research Teams produce a digital magazine on “Surveillance”. This course is cross-listed with Women and Gender Studies, and Sociology. Cultural Diversity Flag. Ethics and Leadership Flag.


AFR 372D • Psychology Of Race/Racism

30475 • Awad, Germine
Meets TTH 9:30AM-11:00AM SZB 370
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AFR 372D • Sociocul Influences On Learn

30480 • Brown, Keffrelyn
Meets T 1:00PM-4:00PM SZB 411
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AFR 372D • Sociocul Influences On Learn

30485 • Echternach, Julia
Meets TH 1:00PM-4:00PM SZB 278
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AFR 372D • Sociocul Influences On Learn

30490 • Cook, Courtney
Meets T 4:00PM-7:00PM SZB 240
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AFR 372E • Afr Am Lit Snc Harlm Renais

30510 • Woodard, Helena
Meets TTH 2:00PM-3:30PM PAR 204
(also listed as E 376S)
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E 376S  l  African American Literature Since the Harlem Renaissance

 

Instructor:  Woodard, H

Unique #:  35725

Semester:  Fall 2017

Cross-lists:  AFR 372E

Restrictions:  n/a

Computer Instruction:  No

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

 

Description:  Is the problem of the 21st century still the color line—as W.E.B. Du Bois (The Souls of Black Folks) termed it a century ago?  Or have we reached a so-called “post racial” or racially transcendent phase or era in which race has significantly declined—ideas foregrounded in writings by Julius Wilson and Paul Gilroy, among others?  How is the color line implicated in a postmodernist framework differently than in a modernist one? For example, writers like the late Claudia Tate argue that because of the continuation of racial oppression and “the demand for black literature to identify and militate against it, black literature evolves so as to prove that racism exists in the real world and is not a figment of the black imagination.”  Such a view resists psychoanalytical readings that center the individual’s primary nurturing environment, rather than the external circumstances that precondition that environment.  Conversely, psychoanalysis readings of racism risk designating race as pathology.  Enter Epifano San Juan, who observes that race is “an unstable and decentered complex of social meanings constantly being transformed by political struggle….  It is a framework for articulating identity and difference, a process that governs the political and ideological constitution of subjects/agents in history.”  This course engages the eclectic quality of African-American literature since the Harlem Renaissance.

 

Texts (subject to change):  Zora Neale Hurston, Their Eyes Were Watching God; Ann Petry, The Street; Toni Morrison, Beloved; August Wilson, The Piano Lesson; Harryette Mullen, Sleeping with the Dictionary; John Edgar Wideman, Cattle Killing; Van Jordan, Macnolia: Poems.

 

Requirements & Grading:  .75, Three critical essays (25% each 4-5 pages per essay, typed; ds) -- one major rewrite of essay I or II (includes peer reading; see revision handout); .15, Response papers (1-2 pages), reading quizzes, class participation; .10, Oral group presentations, accompanied by one-page written report.

 

Attendance:  Regular attendance is required.  More than four absences will be sufficient grounds for failure in the course.  The four allowed absences will include illness, deaths of relatives, and other emergencies.  If you are more than five minutes late or leave before class ends (without permission), you will be counted absent for that class.  You are responsible for all work covered in your absence.

 

Papers:  Papers are due at the beginning of class on the date assigned.  Late papers will not be accepted.  Do not slide papers under my door.  Use the MLA (Modern Language Association Stylebook for all papers.  Type papers on white, 8.5" x 11" paper, using one side only.  Bind pages with a paper clip.

 

Grading Scale:  A (94-95; A- (90-93); B+ (87-89); B (84-86); B- (80-83); C+ (77-79); C (74-76); C- (70-73); D+ (67-69); D (64-66); D- (61-63); F (0-60).


AFR 372E • Afr Am Lit Thru Harl Renais

30505 • Richardson, Matt
Meets TTH 9:30AM-11:00AM BUR 228
(also listed as E 376R)
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E 376R  l  African American Literature through the Harlem Renaissance

 

Instructor:  Richardson, M

Unique #:  35720

Semester:  Fall 2017

Cross-lists:  AFR 372E

Restrictions:  n/a

Computer Instruction:  No

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

 

Description:  The eighteenth century saw the inauguration of writing from enslaved Africans in America.  Even from a condition of bondage, their work contributes to literary and intellectual debates about the nature and limitations of freedom, personhood and citizenship.  We will begin by examining issues of gender and sexuality from the perspectives of slaves and freed people.  We will also examine works by African American authors writing a generation after slavery as they look back to slavery in order to imagine the future of African Americans.  This course is a survey of major black writers in the context of slavery and its immediate aftermath.  Throughout the course, we will view films and documentaries that illuminate this period of African American culture and history.

 

Texts:  Henry Bibb: Narrative of the life and adventures of Henry Bib • Olaudah Equiano: The Interesting Narrative and Other Writings • David Walker: Appeal to the Coloured Citizens of the World • Frederick Douglass: Narrative of the Life • Harriet Jacobs: Incidents in the Life of a Slave Girl • Frances Ellen Watkins Harper: Iola Leroy • Charles Chesnutt: Marrow of Tradition • Nella Larsen: Quicksand and Passing

 

Requirements & Grading:  Two Short Papers (4-6 pages each), 40%; Final Paper, 40%; Attendance, 10%; Participation, 10%.


AFR 372E • Gwendolyn Brooks

30495 • Jones, Omi
Meets MWF 1:00PM-2:00PM ETC 2.132
(also listed as E 349S, T D 357T, WGS 340)
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Description:

In this course, students will study the prose and poetry of Gwendolyn Brooks, giving particular attention to her novel, Maud Martha.  Students will analyze texts, develop performance scripts, create criticism, and present readings centered around the work of Gwendolyn Brooks.  Emphasis will be placed on Black Feminist staging strategies, the role of Chamber Theatre in the development of Black art, and the position of Gwendolyn Brooks in the literary world. 

 

Readings:

Brooks, Gwendolyn.  Maud Martha.  Chicago:  Third World Press, 1993.

Brooks, Gwendolyn.  “The Rise of Maud Martha,” in Invented Lives: The Narratives of Black Women, 1860-1960, Mary Helen Washington.  Garden City, NY:  Anchor Press, 1987.

Brooks, Gwendolyn.  The World of Gwendolyn Brooks. New York:  Harper and Row, 1971.

Christian, Barbara.  “Nuance and the Novella: A Study of Gwendolyn Brooks's Maud Martha,” in A Life Distilled: Gwendolyn Brooks, Her Poetry and Fiction, eds. Maria K. Mootry and Gary Smith, 1987, pp. 239–253.

Washington, Mary Helen.  “‘Taming All That Anger Down’: Rage and Silence in Gwendolyn

Brooks's Maud Martha,” Massachusetts Review 24 (Summer 1983): 453–466.

 

Grading:

Analysis of Maud Martha                                           15 pts.

Comparative Analysis of Two Brooks Poems 15 pts.

Solo Performance of Brooks Chapter                         15 pts.

Chamber Theatre Script                                               10 pts.

Chamber Theatre Production                                       25 pts.

Attendance at Black Studies Performance                   5 pts.

2-Minute in-class essays                                             5 pts.

Class Participation                                                       10 pts.


AFR 372E • Toni Morrison

30500 • Woodard, Helena
Meets TTH 11:00AM-12:30PM PAR 204
(also listed as E 349S, WGS 345)
show description

E 349S  l  5-Toni Morrison

 

Instructor:  Woodard, H

Unique #:  35585

Semester:  Fall 2017

Cross-lists:  AFR 372E; WGS 345

Restrictions:  n/a

Computer instruction:  No

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

 

Description:  This course examines select novels by Nobel laureate and Pulitzer Prize-winning novelist, Toni Morrison.  The novels thematize womanism as theory, which incorporates race, gender, and culture in experiences uniquely shared by women--particularly women of color--across class and regional boundaries.  Collectively, Morrison's characters confront a wide range of challenging crises:  infanticide, male-female relations, familial conflict, socio-economical, cultural survival, etc.  Morrison's novels are a gloss on the African-American literary tradition, deeply rooted in the American literary tradition.

 

Required Reading (subject to change):  The Bluest Eye, 1970; Sula, 1973; Song of Solomon, 1977; Beloved, 1987; Jazz, 1992; A Mercy, 2008; God Help the Child.

 

Audio-Visual Aids:  Toni Morrison with Bill Moyers, History of Ideas Series; Toni Morrison on Beloved; Jazz and the Harlem Renaissance; Toni Morrison on Oprah Winfrey (Song of Solomon); The Margaret Garner Opera (documentary).

 

Requirements & Grading:  .50 Two Critical essays TBA (5 pages each; typed, ds); .30 A Reading Notebook (12-page minimum; typed, ds; see separate instruction sheet); .20 Presentations (TBA) / quizzes / class participation.

 

ATTENDANCE:  Regular attendance is required.  More than four absences will be sufficient grounds for failure in the course. Penalties may range from a reduction in overall course grade to failure of the course itself.  I reserve the right to make decisions on a case-by-case basis.  The four allowed absences will include illness, deaths of relatives, and other emergencies.  If you are more than five minutes late or leave before class ends (without permission), you will be counted absent for that class.  You are responsible for all work covered in your absence.  Read each novel completely by the first day of discussion for that book.  No makeup for quizzes is permitted.  Course pack articles are required reading.

 

GRADING SCALE:  Final grades will be determined on the basis of the following rubric.  Please note that to ensure fairness, all numbers are absolute, and will not be rounded up or down at any stage.  Thus, a B- will be inclusive of all scores of 80.000 through 83.999.  The University does not recognize the grade of A+.

 

A (94-100); A- (90-93); B+ (87-89); B (84-86); B- (80-83); C+ (77-79); C (74-76); C- (70-73); D+ (67-69); D (64-66); D- (60-63); F (0-59).

 

Plus/minus grades will be assigned for the final grade.  This is a writing-intensive course.  No final exam is given.


AFR 372F • Politics Of Black Life

30515 • Marshall, Stephen
Meets TTH 11:00AM-12:30PM CLA 0.104
(also listed as AMS 370)
show description

Black Lives Matter activists have come to occupy center stage within American political life by placing the peculiar vulnerability of Black life before public view. Quite often, this vulnerability and its politicization are framed as novel developments within American political life that are emblematic of contemporary political dysfunction. However, black life has been a central, enduring, and high stakes political matter within US politics since the Constitutional Convention of 1787. Similarly, activism in defense of black life is at least as old as black anti-slavery activity. How then, should we understand the peculiarity of our moment and the distinctiveness of the politics of Black Lives Matter? In this course, we will begin to grapple with these questions by examining the politics of Black life as an operation of American politics and a form of black political thought. Among other questions, we shall ask: how and for which ends has black life been constructed and contested as a vital resource within the life of the American Polity? How have these contests engendered distinctive forms of black vulnerability? Is the contemporary vulnerability of black life to state violence, premature death, and incarceration continuous with older forms of black vulnerability?  If so, what are the implications for contemporary politics? Finally, what is distinctive about the politics of Black Lives Matter as a form of black politics and black political thought? Which traditions of black political theorizing inform this movement and which traditions are consciously and/or implicitly rejected? 

Possible Texts

The Federalist Papers, Alexander Hamilton, James Madison, John Jay

Democracy in America, Alexis de Tocqueville

The US Constitution

Black Reconstruction, W.E.B. DuBois

Between the World and Me, Ta-Nehise Coates

Beloved, Toni Morrison

Home, Toni Morrison

The Fire Next Time, James Baldwin

No Name in the Street, James Baldwin


AFR 372F • Urban Unrest

30520 • Tang, Eric
Meets TTH 12:30PM-2:00PM PAR 203
(also listed as AAS 330, AMS 321, ANT 324L, URB 354)
show description

How and when do cities burn? The modern US city has seen its share of urban unrest, typified by street protests (both organized and spontaneous), the destruction of private property, looting, and fires. Interpretations of urban unrest are varied: some describe it as aimless rioting, others as political insurrection. Most agree that the matter has something to do with the deepening of racism, poverty and violence. This course takes a closer look at the roots of urban unrest, exploring a range of origins: joblessness, state violence, white flight, the backlash against civil rights gains, new immigration and interracial strife. Urban unrest is often cast as an intractable struggle between black and white, yet this course examines the ways in which multiple racial groups have entered the fray. Beyond race and class, the course will also explore unrest as a mode of pushing the normative boundaries of gender and sexuality in public space. Course material will draw from film, literature, history, geography and anthropology.

 

Required Texts: 

  • The majority of readings will be available as pdf on Blackboard. Students must acquire the following texts:
  • Robert F. Williams, Negroes With Guns
  • Robin D.G. Kelley, Yo Mama’s Dysfunctional: Fighting the Culture Wars in Urban America
  • Dan Georgakis and Marvin Surkin, Detroit: I Do Mind Dying: A Study in Urban Revolution
  • Robert Gooding Williams eds. Reading Rodney King/Reading Urban Uprising

AFR 372G • African Queer Studies

30530 • Livermon, Xavier
Meets TTH 12:30PM-2:00PM CLA 0.104
(also listed as WGS 335)
show description

Description:

This course explores queer gender and sexuality in Africa, with particular focus on theoretical issues, the colonial encounter, citizenship and activism, media representations. In the first unit, we will examine some of the theoretical issues that are relevant to studying queer gender and sexuality in Africa and in the African Diaspora more broadly. In the second unit, we will explore some of the literature on the impact of colonialism on queer African identities and practices, and we will pay particular attention to its lasting impact on queer African lives in our post-colonial moment. In the third unity, we will read several ethnographic and literary texts on specific communities in order to expand our understanding of the diverse ways in which queer Africans create identities, experience desire, and redefine dominant notions of citizenships. In the final unit of the course, we will examine representations of queer African sexuality in literature, film, and media, focusing especially on representation in relation to recent events in South Africa, Uganda, Malawi, and Senegal. We will pay particular attention to how such representations are shaped by political economy and influenced by the international community.

 

Texts:

Queer African Reader Sokari Ekine and Hakima Abbas eds.

African Sexualities: A reader Sylvia Tamale ed.

Heterosexual Africa?: The History of an Idea from the Age of Exploration to the Age of AIDS Marc Epprecht

OUT in Africa: LGBT Organizing in Namibia and South Africa Ashley Currier

Allah Made Us: Sexual Outlaws in an Islamic African City Rudolf P. Gaudio

Black Bull, Ancestors, and Me: My life as a Lesbian Sangoma Nkunzi Zandile Nkadinde

  

Grading:

Attendance: 10%

Participation: 10%

Response Papers: 20%

Midterm: 20%

Final: 40% 


AFR 372G • Contemp African Pop Culture

30525 • Livermon, Xavier
Meets TTH 3:30PM-5:00PM JES A207A
(also listed as ANT 324L, WGS 340)
show description

The aim of this course is to introduce students to some of the most significant aspects of popular culture in contemporary sub-Saharan Africa. Manifestations of popular culture are considered as markers of modern African identities, embedded in complex and varied socio-cultural, historical and political contexts. Within the current era of global, diasporic, and transnational flows, it is neither sufficient any longer to view Africa solely from the perspective of political economies, nor to discuss contemporary African culture within the tradition-versus-modernity debate. Manifestations of popular culture in Africa show that the continent is part and parcel of the postmodern world, with cultural production simultaneously influenced by global trends and specific African contexts. The course will cover various forms of cultural expression and genres, including popular film, music, literature, dance, comics and cartoons, fashion, sport, street art, theatre, and contemporary visual arts. Attention will be paid to the production modes, audiences and sites of consumption of these different genres and aspects of popular culture. Course instruction will include extensive film and clip viewings, analysis of music, and reading fictional texts such as popular novels and comics.

Texts:

  • Marguerite Abouet Aya: Life in Yop City.
  • Nadine Dolby: Constructing Race: Youth, Identity and Popular Culture in South Africa.
  • Manthia Diawara In Search of Africa.
  • Sokari Ekine ed. SMS Uprising: Mobile Activism in Africa. 
  • Relebohile Moletsane, Claudia Mitchell, and Ann Smith eds. Was it Something I Wore? Dress, Identity, Materialitiy.
  • Mwenda Ntarangwi East African Hip-Hop: Youth Culture and Globalization.
  • Simon Weller and Garth Walker South African Township Barbershops and Salons.

Grading breakdown (percentages):

  • Attendance and Participation 20%
  • Response Papers 20%
  • Midterm 20%
  • Final 40%

AFR 372G • Histories African Liberatn

30535 • Chery, Tshepo
Meets MW 1:00PM-2:30PM GWB 1.130
(also listed as HIS 364G)
show description

Is Africa free from all forms of colonialism? This course engages this question by examining the historical moment of African independence. It focuses on a variety of texts, both primary and secondary, from across the continent and beyond that embody the romantic visions, realistic compromises, and some of the tragic aftermaths of independence on the African continent. The course will explore themes that include an examination of the anti-colonial movement, the role of Pan-Africanism within nationalistic dialogues, the strengths and weakness of African nationalism after independence, as well as the challenges of nationalism in contemporary Africa.


AFR 374C • Egypt Hieroglyphics Cul Ctx

30545 • Nethercut, William
Meets MWF 10:00AM-11:00AM WAG 112
(also listed as C C 348)
show description

Egyptian Hieroglyphics in Cultural Context

This course is designed for those who wish to learn the vocabulary and grammar of ancient Egyptian as a guide to understanding artefacts and monuments from the different periods of Egyptian history, whether in museums, exhibitions, or on site overseas. We shall begin with the signs painted on pottery from the pre-dynastic period, proceed with formulas popular in the Old Kingdom, including the Pyramid Texts from the Fifth Dynasty, and continue with the examination of stelae and cartouches from the Middle and New Kingdoms. Wherever we can find hieroglyphics, as on the reverse side of scarabs in Hatshepsut's collection, or graffiti from the Workmen's Village in the Valley of the Kings or on the obelisks of Karnak, Rome and New York City, we shall practice reading them.  With this background, we will engage texts from the Ptolemaic period and, notably, the Rosetta Stone. Formal communication  during the Roman rule in Egypt will offer a different opportunity to appreciate. In each case,  diverse artefacts and texts will allow us to extend our understanding of Egyptian history.

This course carries the Global Cultures flag.


AFR 374D • African American Politics

30560 • Philpot, Tasha
Meets TTH 11:00AM-12:30PM PAR 1
(also listed as GOV 370K)
show description

African-American Politics

GOV 370K/AFR 374D

 

 

Description

 

This course focuses upon the evolution, nature, and role of African-American politics within the American Political System. The concern is with African Americans as actors, creators and initiators in the political process. Specifically, this course will examine various political controversies that surround the role of race in American society and how these controversies affect public opinion, political institutions, political behavior, and salient public policy debates. This course will assess and evaluate the contemporary influence of race in each of these domains while also exploring their historical antecedents.

 

This course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one U.S. cultural group that has experienced persistent marginalization.

 

Prerequisites

 

Six semester hours of lower-division coursework in government.

 

Required Text Books

 

There are two required text books for this course, which are available at the University Co-op:

 

Walton, Hanes, Jr. and Robert C. Smith. 2014.  American Politics and the African American Quest for Universal Freedom.  7th  Edition. New York: Addison Wesley Longman.

 

Philpot, Tasha S., and Ismail K. White, eds. 2010. African-American Political Psychology: Identity, Opinion, and Action in the Post-Civil Rights Era. New York: Palgrave Macmillan. (This book is available electronically through the library website for free.)

 

Grading

 

Exam 1                                              20%

3 Critical Essays                                  45%

Exam 2                                              20%

Quizzes and in-class assignments         15% 


AFR 374D • Hist Black Entrepren In US

30550 • Walker, Juliet
Meets TTH 2:00PM-3:30PM GAR 2.128
(also listed as AMS 370, HIS 350R, URB 353)
show description

Within the construct of African American Business history, race, contemporary American popular culture and global capitalism, this course will focus on an important aspect in the contemporary political economy of black Americans. Specifically, the commodification (sale) of black culture provides the conceptual frame for an examination of the phenomenon of both the superstar black athlete as an entrepreneur and the Hip Hop Superstar as an entrepreneur in post-Civil Rights America. The emphasis in this course, then, is to critically examine and analyze the impact of a multiplicity of societal, cultural and economic factors in the post-modern information age, propelled by new technologies in the New Economy of Global Capitalism.  Also, consideration will be given to the new diversity as it impacts on the political economy of African Americans.

Proceeding from an interdisciplinary perspective, the course considers both the financial successes of superstar black athletes and hip hop entrepreneurs as well as their emergence as cultural icons, contrasted with the comparatively overall poor performance of Black Business not only within the intersection of race, gender, class, but also within the context of transnationalism in the globalization sale of African American Culture in post-Civil Rights America. But who profits?

Most important, why is it that business receipts for African Americans, who comprise almost thirteen percent of this nation's population, amounted in 2007 to only .5%, that is, less than one (1) percent of the nation's total business receipts? In addition, why is it that among the various occupational categories in which blacks participate in the nation's economy, especially as businesspeople, that black entertainers and sports figures are the highest paid? What does this say about race, class, gender and hegemonic masculinities in America at the turn of the new century?

Anderson, Maggie, Our Black Year: One Family's Quest to Buy Black in America's Racially Divided Economy

Jones, Marvin D. Fear of a Hip Hop Planet: America’s New  Dilemma

Marable, Manning, How Capitalism Underdeveloped Black America: Problems Race, Political Economy, and  Society

Rhoden, William C. Forty Million Dollar Slaves: The Rise, Fall, and Redemption of the Black Athlete

Smith-Shomade, Beretta,   Pimpin’ Ain’t Easy: Selling Black Entertainment Television

Stoute, Steve, The Tanning of America:  How Hip Hop Created a Culture That Rewrote the Rules of a  New Economy

Walker, Juliet E. K. “History of Black Business in America: Capitalism, Race, Entrepreneurship”          

      Course Packet chapters 6-11 from The History of Black Business in America:  Capitalism, Race,

                      Entrepreneurship (New York/London:  Macmillan/Prentice Hall International, 1998) 

Critical Book Review Analysis                           25%

    (5 reviews, 2-3 pages 5 points each)

Class Discussion/participation                             25%

Oral Summary of Research Paper                         5%

Seminar Research Paper (15 pages)                    45%


AFR 374E • Hiv/Aids Activism/Heal Arts

30565 • Gill, Lyndon
Meets MWF 11:00AM-12:00PM PAR 306
show description

Please check back for updates.


AFR 374E • Urban Slavery In The Americas

30570 • Canizares, Jorge
Meets T 3:30PM-6:30PM GAR 0.120
(also listed as AMS 370, HIS 350L, LAS 366)
show description

Slavery was prevailing labor institution in the early modern world. It was not associated with race. When the Iberians arrived in the New World, Southern European had slaves of all colors: Greeks, Turks, Moors, Guanches (the natives of the Canary Islands), and Sub-Saharan Africans. This was also true of all Islamic societies in the Mediterranean. The Ottomans and the Mamelukes held white Christians, Russians, and Sub-Saharan Africans as slaves. The word slave, in fact, is a reference to white Slavic captives. Throughout the sixteenth and seventeenth centuries Native Americans became slaves and captives of the Europeans by the hundreds of thousands. Natives themselves enslaved rivals, including Europeans. In this world of generalized, nonracial slavery, however, slaves had some rights to self-manumission and even property.  Many slaves could even become powerful, as in the case of the mameluke troops among the Ottomans. Islam and Christianity  limited the power and sovereignty of masters held over slaves. Religious institutions could intervene and remove slaves from abusive masters.  In the European Mediterranean, blacks were not only considered slaves but also saints, ambassadors, queens, kings, and generals. By the 19th century, this world of slaveries had been completely transformed. Slavery was now associated exclusively with Africans in America. Blacks became chattel with no rights. The constitution of the independent Republic  of Texas in 1841, for example, held that any black who was manumitted could not reside in the Republic. It was illegal for blacks to be anything other than slaves. This course explores how in the 1700s slavery became racialized and industrialized, leading to legal regimes the world had never witnessed before. This transformation of slavery also triggered new resistance movements, including  abolitionism. By the early 1800, abolitionism, resistance, and revolutions led to the dismantling of the first wave of racialized, industrialized slavery in the Americas and to the end of the Atlantic slave trade. Yet a “Second Slavery” emerged in the 19th century that thrived in the Age of Abolitionism and the ending of the African trade. It was a form of racial slavery that was brutal as the previous one but that no longer relied on slaves from Africa, but from the displacement of salves within the American continent. This slavery powered the industrial revolution and the transformation of the US into a global power. This course explores this massive changes in the history of slaveries in the Americas and focuses particularly in the racialization and industrialization of slavery.

Texts:

Andres Resendez, The Other Slavery
 Robin Blackburn The Making of New World Slavery

Robin Blackburn, The Overthrow of Colonial Slavery, 1776-1848

Ira BerlinGenerations of Captivity: A History of African-American Slaves

John Thornton Africa and Africans in the Making of the New World

James H. Sweet. Domingos Alvares, African Healing, and the Intellectual History of the Atlantic World 

Linda M. Heywood Njinga of Angola Africa’s Warrior Queen

Laurent Dubois, Avengers of the New World

Grading:

Weekly papers: 60 % grade
Participation-attendance: 10 % grade
Final paper: 30 % grade



AFR 374F • Africana Women's Art

30600 • Okediji, Moyosore
Meets TTH 11:00AM-12:30PM ART 3.433
show description

Please check back for updates.


AFR 374F • Caribbean Literature

30580 • Wilks, Jennifer
Meets MWF 9:00AM-10:00AM PAR 105
(also listed as C L 323, E 360L)
show description

E 360L  l  2-Caribbean Literature

 

Instructor:  Wilks, J

Unique #:  35640

Semester:  Fall 2017

Cross-lists:  AFR 374F, C L 323

Restrictions:  n/a

Computer Instruction:  No

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

 

Description:  Through a survey of “classic” texts from English-, French-, and Spanish-speaking islands, this course seeks to address the complexity of the Caribbean as a geographic construct, that is, the chain of islands stretching from North to South America, and as an imagined site, that is, the tropical destination marketed to North American and European tourists.  To do so we will supplement our reading of literary texts from the region with the examination of travel-related texts about the region.  Throughout the semester, we will consider how the dynamics of slavery and colonialism differed from island to island and explore the multiple manifestations of “postcolonial” life that have emerged across the archipelago since the 1960s.  The course will conclude with an examination of the migration of Caribbean authors and texts to the United States and of the resulting development of hyphenated Caribbean-American identities.  All texts will be read in English, and the list of proposed texts is subject to change.

 

Texts:  Derek Walcott, “The Antilles: Fragments of Epic Memory,” What the Twilight Says; Alejo Carpentier, The Kingdom of This World (Cuba, 1949); Aimé Césaire, Notebook of a Return to the Native Land (Martinique, 1939); Jean Rhys, Wide Sargasso Sea (Dominica, 1966); Jamaica Kincaid, A Small Place (Antigua, 1988); Maryse Condé, Crossing the Mangrove (Guadeloupe, 1995);

 

Requirements & Grading:  Two short papers (4 pages each), 40%; Final critical essay (8-10 pages), 35%; Reading journal, 15%; Rough draft, 10%.


AFR 374F • Cinema Of African Diaspora

30575 • Chambers, Edward
Meets TTH 12:30PM-2:00PM SZB 426
show description

Please check back for updates.


AFR 374F • Contemp Art Afr Diaspora

30605 • Chambers, Edward
Meets TTH 9:30AM-11:00AM GDC 1.406
show description

Please check back for updates.


AFR 374F • Lit Of Black Politics

30610 • Marshall, Stephen
Meets TTH 2:00PM-3:30PM BEN 1.122
(also listed as AMS 370)
show description

Ralph Ellison, James Baldwin, and Toni Morrison are three of the greatest American writers. The corpus of each contains first rate literary works, provocative and erudite literary and cultural criticism, and insightful theoretical analysis of the perils and possibilities of black life under conditions of American political modernity and late modernity.

In this course, we will examine the novels, plays, and critical essays of these writers as works of democratic political theorizing and political engagement. We shall ask, how do each of these writers conceive the legacies of slavery, mastery, segregation, and racial terror, and how do each conceive the relationship between these legacies and contemporary black life? How does each writer conceive the lessons of this legacy(s) for contemporary political life? What aesthetic forms are most adequate to wrestling with these legacies, according to these three writers? And, what is the vocation of the artist in Black America and America as a whole, and are the conceptions of the artistic vocation held by these writers politically relevant for us today?

                 

Requirements

5 page Midterm paper: 20%

15 page Research Paper: 40%

Daily reading quizzes: 20%

Class Presentation: 20%

 

Possible Texts

  • Ralph Ellison, Invisible Man
  • Ralph Ellison, The Collected Essays of Ralph Ellison
  • James Baldwin, Go Tell it On the Mountain
  • James Baldwin, Blues For Mister Charlie
  • James Baldwin, The Price of the Ticket
  • Toni Morrison, Beloved
  • Toni Morrison, Paradise
  • Toni Morrison, What Moves at the Margins
  • Toni Morrison, Playing in the Dark

AFR 374F • Music Of African Diaspora

30585-30595 • Moore, Robin
Meets TTH 11:00AM-12:30PM MRH 2.634
(also listed as LAS 326, MUS 334, MUS 380)
show description

The musical legacy of the African slave trade in the Americas, the social contexts in which black musical forms have developed, and their varied forms. Subjects include the shifting meanings of "black music" in various contexts; the notion of hybridity; the uses of African influenced music as a political or oppositional tool; and African ethnic groups represented prominently in the New World, the traditions they brought with them, and the ways they have been adapted to new ends.