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

AFR 301 • African American Culture

30005 • Foster, Kevin
Meets MWF 1:00PM-2:00PM GEA 105
(also listed as AMS 315, ANT 310L)
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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
  • Mid-term Test (30)
  • Unannounced (10) Quiz #3 Why We Can’t Wait, lectures & other readings
  • Unannounced (10) Quiz #4 (Price of the Ticket; lectures & other readings
  • Final Test (30)

AFR 302M • Numbering Race

30010 • Irizarry Murphy, Yasmiyn
Meets TTH 9:30AM-11:00AM CLA 1.404
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I. Course Description and Objectives

In this course, you will learn about quantitative methodology and statistics through the lens of race. You will have the opportunity to examine, analyze, and critique real-world data, quantitative research, and public discourse concerning race in America. Some empirical and quantitative skills you will learn this semester include (1) conceptualization and operationalization in quantitative measurement, (2) the calculation and interpretation of descriptive statistics and statistical relationships, (3) the application of statistical techniques to understand social phenomenon, and (4) techniques for presenting results from quantitative analysis. As we cover various statistical techniques, you will also learn about the origins of the concept race, including the actors (many of whom were scientists and statisticians) and actions that brought race into being and continue to justify racial thinking. We will also discuss how these efforts have impacted our current collective and individual understandings of race, especially as they relate to the quantitative study of race and various social problems. This course satisfies the core math requirement and carries the quantitative reasoning flag.

II. Course Requirements

A. Required Readings/ Materials
Leon-Guerrero, Anna, and Chava Frankfort-Nachmias. 2015. Essentials of Social Statistics for a

Diverse Society. Thousand Oaks, CA: Sage Publications, Inc. (LGFN) Scientific calculator

Additional readings will be available online through Canvas. Some of the readings posted are required for the course. Other readings, exercises, information sheets, and links to websites are posted to assist you in this course and enhance your class experience. I encourage you to look them over.

Numbering Race, Irizarry Fall 2015

B. Assignments and Assessment

Problem Sets

Problem sets include calculation and interpretation questions designed to gauge your understanding of the methodological and statistical concepts covered throughout the semester. Problem sets will be posted on Canvas at least one week prior to their due date. Students will need to show all of their work/calculations to receive full credit. Partial credit will be given to answers that are partially correct.

Reading Quizzes

Almost every week throughout the semester, you will have a short quiz on the material covered in the readings. You will be allowed to refer to your notes while taking the quiz, but not the readings or text. There are no make-ups for quizzes; however, I will drop your lowest quiz grade at the end of the semester.

In-Class Assignments

In-class assignments will offer you the opportunity to practice the mathematical, statistical, and critical thinking concepts covered in class.

Team Lab Assignments

To help familiarize you with quantitative methodology and the interpretation and presentation of quantitative data, there will be two team lab assignments. I will post each lab assignment on Canvas at least one week prior to the deadline. Lab assignments must be done with your team members (team member selections will be made after the final drop/add date).


Students must complete two essays that summarize/evaluate news articles/stories that present racial comparisons stemming from statistical analysis (due dates are noted on course schedule). Each essay must include a minimum of three news stories on a particular topic. These news stories can be from magazines, newspapers, or credible online news sources (check with your instructor if you have any questions). Essays must (1) be at least three-pages (typed), (2) summarize and critique/evaluate your selected news stories, and (3) incorporate concepts and ideas from class discussion and readings. Note: You may not use advertisements and data highlights (these are usually brief and present no real story or argument), academic articles (articles from peer-reviewed journals), or research articles from course readers to complete this assignment. More details regarding each essay will be provided during the semester.

AFR 304 • Intro To The Study Of Africa

30015 • Chery, Tshepo
Meets MW 2:30PM-4:00PM GWB 1.130
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This course is an introduction to African Studies, which reflects the social, cultural, political and economic diversity of the African continent. You will become familiar with a wide range of disciplinary perspectives and approaches to the study of historical and contemporary Africa. It will engage the disciplines of history, economies, cultural studies, gender studies, and religious studies. It strives to provide a foundation to the study of Africa whether it be global health or economic strategy.

AFR 317C • Indig Perspectvs Global His

30020 • Charumbira, Ruramisai
Meets TTH 12:30PM-2:00PM GAR 1.126
(also listed as HIS 306N, WGS 301)
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Ubuntu: Indigenous Perspectives in Global Studies

The internet age is surpassing previous waves of globalization through connecting humans in space and time on an almost universal scale. This course introduces students to Global Studies through the lens first peoples’ perspectives, and by so doing, affords students the opportunity to develop the ability to imagine, communicate, and live in ways that respect cultural differences and reflect a concern with sustaining the natural environment on which we all depend. In Southern Africa, it is called Ubuntu. Of course, this does not mean first people’s knowledges were or are superior; it just means they have not been sufficiently studied as potential reservoirs of knowledge for solving some of our most pressing contemporary issues today, including immigration and the environment. Through studying first people’s epistemologies, students will learn the importance of integrated rather than compartmentalized learning, i.e., a holistic approach. This course will be of particular interest to students because it incorporates current developments among first peoples around the world. First peoples are using electronic technologies and global institutions such as the United Nations to communicate and assert indigenous rights while also integrating into the global economy and knowledge systems (including the genome project and mental health medicine, to name a few). First peoples are also becoming increasingly visible in global debates about climate change and environmental sustainability. This course, therefore, will consider these contemporary developments in light of historical experiences and equip students with lifelong skills for succeeding in a global arena



Ken S. Coates, A Global History of Indigenous Peoples

Desmond Tutu, No Future without Forgiveness

Linda T. Smith, Decolonizing Methodology

Dipesh Chakrabarty, Provincializing Europe

Maria Yellow Horse Brave Heart – on Historical Trauma among America’s First Peoples



            20% - Attendance, Active Preparation & Participation

            20% - Two book reports at 10% each

            30% - Three in-class quizzes at 10% each

            30% - Final Essay

AFR 317C • Intro To Ancient Egypt

30025 • Nethercut, William
Meets MWF 3:00PM-4:00PM GAR 0.102
(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.


Three Examinations, each counting 33 13% of total grade


Manley, Penguin Historical Atlas of Ancient Egypt

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

AFR 317C • Yoruba History And Culture

30027 • Ayobade, Oladotun
Meets MWF 11:00AM-12:00PM RLM 5.114
(also listed as WGS 301)
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Course Description

In this course, we will use a performance studies and cultural studies lens to examine the history and culture of the Yoruba of Southwestern Nigeria. We will employ multiple indigenous and popular cultural performances of the Yoruba—especially the works of Fela Kuti—as a way of examining issues of gender, sexuality, race, class and nation.


Partial Reading List

D. A. Fadipe. Sociology of the Yoruba. Ibadan: Ibadan University Press, 1991.

Olatunde O. Olatunji. Features of Yoruba Oral Poetry. Ibadan: University Press Ltd. 1984.

Tejumola Olaniyan. Arrest the Music: Fela and His Rebel Art and Music. Ibadan: Bookcraft, 2009.

Lorelle Semley. Mother is Gold, Father is Glass: Gender and Colonialism in a Yoruba Town. Bloomington, IN: Indiana UP, 2011.

Karin Barber. I Could Speak Until Tomorrow: Oriki, Women, and the Past in a Yoruba Town. Edinburgh University Press, 1993.

Omi Osun Joni L. Jones. Theatrical Jazz: Jazz, Ase and the Power of the Present Moment. Ohio: Ohio University Press, 2015.

Oyeronke Oyewumi, The Invention of Women: Making an African Sense of Western Gender Discourses. University of Minnesota Press, 1997.


Grading Policy

Quizzes (3)                            15%

Response Paper 1                 10%

Response Paper 2                 10%

Participation                          10%

Performance Analysis                       15%

Class Presentation                15%

Final Paper Draft                  5%

Final Paper                            20%

AFR 317D • Anthropol Of Race/Ethnicity

30055-30060 • Hartigan, John
Meets MW 1:00PM-2:00PM CLA 0.102
(also listed as AMS 315D, ANT 310L)
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Objectives: Why are race and ethnicity such important aspects of our everyday lives? This course examines how and why these forms of identity matter so intensely, both in this country and around the world. Our aim is to understand the fundamental dynamics shaping racial and ethnic identity by drawing on theories and methods from anthropology. The first third of the course will cover key concepts and the basic forces that make ethnicity and race important. The second portion of the course will develop a cultural perspective on these topics by surveying a range of ethnographic work on these forms of identity. The final third of class will address a variety of ways that race and ethnicity operate in the sphere of public culture. Rather than attempt to present a survey of various groups and traditions, the aim of this course is to introduce students to the challenges of producing reliable knowledge claims about race and ethnicity.

Dynamics: The lectures and readings will present various aspects of ethnic and racial identity, using examples drawn from around the globe and our everyday lives. Discussion sections on Thursdays and Fridays provide students the opportunity to comment on and raise questions about the material. 

AFR 317D • Politics Of Black Identity

30070 • Cokley, Kevin
Meets TTH 11:00AM-12:30PM UTC 3.132
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Throughout the history of African Americans there has existed a tradition whereby individuals whose attitudes, behavior, and politics differ from the Black majority have been labeled as Uncle Toms, negros, sellouts, and various other denigrating names. Underlying these labels is an orthodoxy of Black ideology that prescribes what is, and isn’t, authentic and normative Blackness. This course analyzes the idea that the activities and practices of certain Black celebrities, leaders, and intellectuals undermine Black progress.



Kennedy, Randall (2008): Sellout: The Politics of Racial Betrayal. Vintage Books. Baker, Houston (2008). Betrayal: How Black Intellectuals Have Abandoned the Ideals of the Civil Rights Era, University Press.

Grading breakdown:

  • 6.7% Reaction Paper
  • 26.7% - 8 pop quizzes 
  • 26.7% - 4 journals
  • 6.7% - Research Participation
  • 33.3% final exam

AFR 317D • Race/Gender/Education At Ut

30037 • Tinsley, Natasha
Meets TTH 11:00AM-12:30PM PAR 208
(also listed as WGS 301)
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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.



  • 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



3 papers, 20%/each

Class participation, 40%

AFR 317D • The Black Power Movement

30065 • Moore, Leonard
Meets TTH 11:00AM-12:30PM BUR 106
(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.


Negroes with Guns by Robert F. Williams  (read: weeks 1-2)

Little X: Growing Up in the Nation of Islam by Tate (weeks 3-5)

Die, Nigger, Die by H. Rap Brown (weeks 6-8)

Assata: An Autobiography by Assata Shakur (weeks 9-11)

Carl Stokes and the Rise of Black Political Power by Leonard Moore (weeks 12-14)

Under the Influence by Erin Patton (week 15)


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 • Black Queer Diaspora Aesths

30085 • Gill, Lyndon
Meets TTH 2:00PM-3:30PM PAR 105
(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 317E • Diaspora: Race/Natn/Resist

30090 • Makalani, Minkah
Meets TTH 12:30PM-2:00PM PAR 103
(also listed as ANT 310L)
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This course offers students a comparative study in the makings and meanings of diaspora. We

begin by defining the differences and similarities between diaspora and related concepts such as

race, nation and cultural identity. Focusing specifically on black folk in the Americas, our

concerns will revolve around how different groups in diaspora have understood themselves, and

their relationships to others in the diaspora, their place within the nation, and how a sense of

their ties to one another has fostered alternative ways of being. In turn, how those in the African

diaspora have responded to their place within various nation-states (the United States, Haiti,

Brazil, Dominican Republic, England, etc.) has entailed various forms of resistance. Along these

lines, we will explore how African diasporic populations have responded to slavery, colonialism,

racial oppression, and modernity as they articulated notions of democracy that challenged

dominant structures of citizenship. We explore these ideas through looking at slave revolts,

anticolonial and Afro-Asian liberation struggles, Black/Third World Feminism, globalization,

and the sexual politics of diaspora. Across each of these themes, we work under the premise that

diaspora is an open and fluid space through which its participants “make our world anew.” (This

is a lower division undergrad course).



Students are expected to complete the course readings and to arrive prepared for

discussion based on the readings. Students are expected to maintain regular attendance. After

your third absence (your fourth absence), your grade will be lowered one letter grade (i.e., you

will receive a zero for Attendance). Class assignments include one take-home essay (4-pages,

typed and doubled spaced), an in-class midterm exam (identifications and short essay) and a final.



  • Attendance: 10%
  • Participation: 15%
  • Essay Assignment 20%
  • Midterm: 20%
  • Final: 35%

• Extra Credit opportunities will be made available to students. Guidelines will be discussed in class

• Guidelines for all assignments, including the midterm and final exam, will be distributed throughout the course of

the semester.


Required Texts:

Available at the University Co-op Bookstore

  • Cathy J. Cohen, Democracy Remixed: Black Youth and the Future of American Politics.
  • W.E.B Du Bois, The Souls of Black Folk. (2008 Oxford edition; Intro. by Brent Hayes
  • Edwards)
  • George Lamming, The Pleasures of Exile.
  • Audre Lorde, Zami: A New Spelling of My Name.
  • All other readings available on blackboard, or as Electronic book from UT library.

AFR 317E • Intro To Women's & Gender Stds

30080 • Livermon, Xavier
Meets TTH 12:30PM-2:00PM BUR 214
(also listed as WGS 305)
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In this course, we will examine the development of Women’s and Gender Studies as the interdisciplinary study of feminism and its impact on the academic and activist realm. We will focus on intersectional feminist theory and how it gives us the tools to rethink issues of oppression and domination.

AFR 317F • Music Of African Americans

30095-30115 • Carson, Charles
Meets MWF 12:00PM-1:00PM MRH 2.608
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Please check back for updates.

AFR 321L • Sociology Of Education

30120 • Fulton, Kelly
Meets TTH 12:30PM-2:00PM PAR 204
(also listed as SOC 321L, WGS 345)
show description

Course Description

This course examines education in the United States from a sociological perspective. We will use various sociological concepts, methods and theories to explore the institution of education, going beyond our own individual experiences with education. Specific topics include public education; standardized testing; charter schools; and stratification within and between schools with a focus on race, class and gender.

This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you will be asked to read and discuss your peers’ work.

Required Texts

* Arum, Richard and Irenee R. Beattie, The Structure of Schooling: Readings in the Sociology of Education, Second Edition, Sage Publications, 2011.?

* Lareau, Annette, Unequal Childhoods: Class, Race, and Family Life, 2nd Edition, University of California Press, 2011.

* Ravitch, Diane, Reign of Error, Knopf, 2013.

* A collection of readings available on the Canvas course site.


There will be in-class tests, short papers, a group project, and a literature review for this writing flag course.  Class participation is a component of the final grade.

AFR 322 • Intro To African Prehistory

30125 • Denbow, James
Meets TTH 12:30PM-2:00PM SAC 4.174
(also listed as ANT 324L)
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This course provides an overview of human biological and cultural evolution in Africa. The roots of humankind go back almost 6 million years on the continent. The earliest materials will be discussed briefly so that we can focus on the last 200,000 years when modern humans developed and diversified in the modern communities of today. This is still an enormous task when one considers that human history in the New world only began around 17,000 years ago and that the African continent is more than three times the size of the continental United States! Today there are more than a thousand different languages spoken in Africa and cultural, as well as ecological, diversity is great. Apart from Egypt, Ethiopia, the Swahili coast and North Africa, however, written sources only document the last few centuries of this long history, and most were written from non-African perspectives.

Because Africa is so large and diverse, and much of it only cursorily explored from an archaeological perspective, the main archaeological text for the course will focus on Africa south of the Kunene/Okavango/Zambezi watershed where the most extensive archaeological work has so far been conducted. The lectures will expand on this background to bring material up to date and include discussion of other areas of East, Central, West and North Africa when pertinent. Students are encouraged to raise questions during the lectures in order to ensure that topics of interest to you are discussed—it is your class after all. No prior knowledge of Africa or of archaeology is assumed.

The course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. Therefore a substantial portion of your grade will come from assignments covering the practices, beliefs, and histories of non-U.S. cultural groups, past and present. 

AFR 348C • Minority Stu Ldrshp Issues

30130 • Burt, Brenda
Meets MWF 12:00PM-1:00PM CLA 1.104
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This course will explore racial identity development by discussing innovative ways to think and talk about race. The course incorporates the use of lectures, readings, simulation exercises, group research project and extensive class discussion to assist students as they explore the psychological impact of racism on all students, regardless of ethnicity. 

Required Texts:

  • Almetris M. Duren, Overcoming: A History of Black Integration at the University of Texas at Austin, 1979, University Printing Division "
  • Our Stories: The Experiences of Black Professionals on Predominantly White Campuses, by The John D. O’Bryant National Think Tank for Black Professionals in Higher Education on Predominantly White Campuses, 2002. "
  • Beverly Daniel Tatum, Ph.D., 1997, “Why Are All the Black Kids Sitting Together in the Cafeteria?” 1997, Basics Books, Perseus Books Group 

Grading Breakdown:

  • Class participation 100 points
  • Attendance 100 points
  • Test(s) (total of 2) 200 points
  • Discussion questions 100 points
  • Individual class objectives & personal leadership philosophy paper 100 points
  • Self Analysis Paper 100 points
  • Book Report 100 points
  • Final Project (in class presentations) 100 points
  • Campus Life Experience (4@25 pts each) 100 points

AFR 357C • African American Hist To 1860

30135 • Walker, Juliet
Meets TTH 11:00AM-12:30PM GAR 3.116
(also listed as AMS 321E, HIS 357C)
show description

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 Hope and Higginbotham, E. From Slavery to Freedom: 9th edition, paper

Holt, Thomas, Barkely-Brown, E. and Patterson, T.   Major Problems in African American History, Vol 1

Owens, Leslie, This Species of Property: Slave Life and Culture in the Old South

Smithers, Gregory D., Slave Breeding: Sex, Violence, and Memory in African American History

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

Walker, Juliet E. K., The History of Black Business in America: Capitalism, Race, Entrepreneurship, Vol 1


MID-TERM EXAM                             35%

RESEARCH PAPER                                   30%

EXAM 2 (TAKE-HOME)                    35%

AFR 372C • Becoming African: Euro In Afr

30145 • Charumbira, Ruramisai
Meets W 3:00PM-6:00PM WAG 208
(also listed as HIS 350L, WGS 340)
show description

This course is a study of Europeans as they turned into “white Africans” in Southern African beginning with the Portuguese in the late fifteenth century through to the present. Of importance are the contingencies in global history that led to European trade, immigration, settlement, conquest, and uneasy peaceful relations with Southern Africans in the period under study. Of particular importance to this study of “becoming African” by people of European descent, are African responses to European presence in that region of Africa, especially what it tells us about African and European entanglements in global histories and cultures. The course will also use a comparative lens to study some of the similarities and differences in other regions of the world, especially North America. This being an upper division course, it is advisable that students be juniors and seniors, and if sophomore, to have taken an introductory course in African History/Studies as it is an intensive reading and writing course, and those with less preparatory background find it most challenging – to grasp content and the demands of this upper division level course.




David Northrup, Africa’s Discovery of Europe

Howard Lamar and Leonard Thompson, The Frontier in History: North America and Southern Africa Compared

Olive Schreiner, The Story of an African Farm 

Doris Lessing, The Grass is Singing 

Paul Harries, Butterflies and Barbarians: Swiss Missionaries and Systems of Knowledge in South-East Africa 

Hermann Giliomee, The Afrikaners: Biography of a People 

David M. Hughes, Whiteness in Zimbabwe: Race, Landscape and the Problem of Belonging

J. M. Coetzee, Scenes from Provincial Life

Nadine Gordimer, July’s People

John Laband, Bringers of War: The Portuguese in Africa during the Age of Gunpowder and Sail, from the 15th to 18th Century

Melissa Steyn, Whiteness Isn’t What it Used to Be: White Identity in a Changing South Africa



20% - Attendance and Participation

10% - Research Proposal

40% - Analytical Essays (4 @ 10% each)

10% - Research Presentation

20% - Final paper (10 pages)

AFR 372C • Race/Gender/Surveillance

30150 • Browne, Simone
Meets TTH 9:30AM-11:00AM CLA 0.102
(also listed as SOC 322V, WGS 322)
show description

Race, Gender and Surveillance will provide an overview of theories in the emerging field of Surveillance Studies, with a focus on race and gender. We will examine transformations in social control and the distributions of power in U.S. and global contexts, with a focus on populations within the African diaspora. As such, this is a Black Studies course. Course topics include: the Trans-Atlantic slave trade; prisons and punishment; the gaze, voyeurism and reality television; social media; sports; airports; biometrics and drones. Students will be encouraged to develop critical reading and analytical skills. Through the use of films, videos and other visual media students will be challenged to better understand how surveillance practices inform modern life. 

Required Texts:

John Gilliom and Torin Monahan. 2013. SuperVision: An Introduction to the Surveillance Society. Chicago: University of Chicago Press.

Dave Eggers. 2013. The Circle. New York: Random House

A course packet of all other required readings will be available for purchase at Speedway Printers. 

Grading Breakdown:

  • Participation, In-class Assignments and Quizzes: 10%
  • Film Review 10%
  • Mid-Term Test: 25%
  • Current Event Analysis: 10%
  • Research Project: 20%
  • Final Test: 25%

AFR 372D • Confronting Lgbtq Oppression

30153 • Hogan, Kristen
Meets W 3:00PM-6:00PM MEZ 2.102
(also listed as S W 360K, WGS 335)
show description

Course Description

? This fall course is the first half of the Peers for Pride Program and prepares students  to become peer facilitators of performance-based workshops for LGBTQA+ justice, including racial and gender justice.

? This semester we build a foundational knowledge of LGBTQA+ identities, the intersectional systems of oppression that affect LGBTQA+ people, and community-based  strategies for interrupting these systems of oppression.

? We are also working together to establish our practice of theatre for dialogue, a form  of applied theatre in preparation for your facilitation in the spring. This semester you  will establish your relationship with each other as an ensemble, you will reflect on your role in collaborative facilitation, and you will work together to propose activating scenes to engage audiences in the spring in conversation around LGBTQA+ justice.

? Along the way, you will work to recognize your relationships with student and community organizers also doing this work. You will build skills in intersectional  analysis,  ensemble performance work, community alliances, and critical reflection.

AFR 372D • Exploring Food/Urban Change

30155 • Thomas, Kevin
Meets MW 4:00PM-5:30PM WAG 420
(also listed as ADV 378, WGS 340)
show description

Prerequisite: Upper-division standing, and a University grade point average of at least 2.25; additional prerequisites vary with the topic.

May be counted toward the cultural diversity flag requirement. May be counted toward the ethics and leadership flag requirement. May be counted toward the independent inquiry flag requirement.

Course number may be repeated for credit when the topics vary.

Topic description: Students will gather data related to access to quality food resources, impact of gentrification on food access, and the role of food marketing in both of these issues in relationship to racially and culturally diverse communities in the Greater Austin area. Course will encompass place-based curriculum in critical race theory, critical marketing scholarship, and urban planning and development.


AFR 372D • Psychology Of Race & Racism

30160 • Awad, Germine
Meets TTH 9:30AM-11:00AM UTC 3.124
show description

Please check back for updates.

AFR 372D • Sociocul Influences On Learn

30165 • Brown, Keffrelyn
Meets T 1:00PM-4:00PM SZB 411
show description

Please check back for updates.

AFR 372D • Sociocul Influences On Learn

30175 • Cedillo, Stacia
Meets T 4:00PM-7:00PM SZB 240
show description

Please check back for updates.

AFR 372D • Sociocul Influences On Learn

30170 • Cook, Courtney
Meets TH 1:00PM-4:00PM SZB 426
show description

Please check back for updates.

AFR 372E • Afr Am Lit Snc Harlm Renais

30190 • Woodard, Helena
Meets MWF 1:00PM-2:00PM PAR 204
(also listed as E 376S)
show description

E 376S  l  African American Literature Since the Harlem Renaissance

Instructor:  Woodard, H

Unique #:  35555

Semester:  Fall 2016

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

30185 • Richardson, Matt
Meets MWF 9:00AM-10:00AM GAR 2.112
(also listed as E 376R)
show description

E 376R  l  African American Literature through the Harlem Renaissance

Instructor:  Richardson, M

Unique #:  35550

Semester:  Fall 2016

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 372F • Politics Of Black Life

30194 • Marshall, Stephen
Meets TTH 3:30PM-5:00PM JGB 2.202
(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

30200 • 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 Travel Narratives

30205 • Osseo-Asare, Abena
Meets TTH 9:30AM-11:00AM GAR 1.134
(also listed as HIS 350L)
show description

This course examines histories of Africa and travel through eyewitness accounts. Course participants will study journeys Africans have made within and from the continent alongside accounts of travelers visiting Africa from elsewhere. These travelers included migrant laborers, market women, Peace Corps volunteers, enslaved individuals, soldiers, political activists, adopted children, and religious evangelists since the 18th century.

 The course readings and films focus on different groups of travelers in a number of time periods.

 Some of the guiding questions we will consider:

    How did people experience the movement of their bodies from one location to another?

    How has ‘Africa’ taken on different meanings for our travelers?

    What do their narratives indicate about changing conceptions of ethnicity, migration, tourism, citizenship, and the environment in different time periods?

    And how did shifts in medical, transportation, and communication technologies shape their journeys?

AFR 372G • Contemp African Pop Culture

30210 • Livermon, Xavier
Meets TTH 3:30PM-5:00PM CLA 0.122
(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.


  • 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

30215 • 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

30225 • Nethercut, William
Meets MWF 12:00PM-1:00PM WAG 208
(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

30255 • Philpot, Tasha
Meets MWF 9:00AM-10:00AM MEZ 2.124
(also listed as GOV 370K)
show description

African-American Politics

GOV 370K/AFR 374D





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.




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.




Exam 1                                              20%

3 Critical Essays                                 45%

Exam 2                                             20%

Quizzes and in-class assignments       15% 

AFR 374D • Black Lives Matter Mvmt

30230 • Burt, Brenda
Meets MWF 11:00AM-12:00PM CLA 1.104
(also listed as EDP 369K)
show description

This course will explore the UT Student Movement focusing on the history of student activism on the UT campus including the role and contributions of faculty and staff as the main unit of the course.  The course will incorporate the use of lectures, readings, video, research and extensive class discussions to assist students as they explore the impact of the UT Student Movement, using The University of Texas at Austin as its case study.   

In this course, students will developing an understanding about Black identity, an in-depth view of the UT Student Movement, skills including research, public speaking, ethical and moral decision-making, and the concept of personal empowerment. 


Required Texts:

Carter G. Woodson, The Mis-Education of the Negro, Africa World Press, 1990

Dr. Jawanza Kunjufu, Countering the Conspiracy to Destroy Black Boys, African American Images, Chicago, Ill.


Grading Breakdown:

  • Class participation 100 points
  • Attendance 100 points
  • Test(s) (total of 3) 300 points
  • Reaction Papers 100 points
  • Book Reports (2) 200 points
  • Current BLM updates 100 points

AFR 374D • Civil Rts Mov From Comp Persp

30240 • Green, Laurie
Meets M 3:00PM-6:00PM GAR 0.132
(also listed as AMS 370, HIS 350R, MAS 374)
show description

This writing intensive seminar allows students who already have some familiarity with the history of the civil rights movements of the mid-twentieth century to more deeply explore themes that can be addressed only briefly in a broader lecture course. Readings and class discussions will concentrate primarily on African American and Mexican American struggles for civil rights, but also address the Asian American and Native American movements. Likewise, we compare rural and urban movements, and northern and southern ones. Using a comparative approach will allow unique insights that are usually missing in courses on the Civil Rights Movement. In this rethinking, students will consider the distinctiveness of each of these struggles while also viewing them in relation to each other, which participants frequently did at the time. In doing so, we explore how historical understandings of race, gender and class impacted these movements in distinct and shared ways. Just as importantly, this comparative perspective encourages students to gain new understandings of mid-twentieth century U.S..

This course has a substantial writing component. Students will deepen their understandings of the civil rights era by researching and writing a 5,000 word research paper using archival collections at the University of Texas or elsewhere in Austin. Papers also rely on published scholarly works and other published sources such as newspapers. Students I work closely with students to identify topics and sources. The project is broken down into a series of shorter assignments that will bring you to your final paper. At the end of the course you will have the opportunity to present your paper in a conference-like format. This presentation will not be graded, but will allow you to share your work with other students, not just me!


Maeda, Daryl J. Chains of Babylon: The Rise of Asian America.

Moody, Anne. Coming of Age in Mississippi.

Nelson, Alondra. Body and Soul: The Black Panther Party and the Fight Against Medical Discrimination.

Orleck, Annelise and Lisa Gayle Hazirjian, eds. The War on Poverty: A New Grassroots History, 1964-1980.


25%     Attendance and class participation, to be broken down as follows:

15%     participation (attendance, completion of readings, participation in class discussion)

75%     Research project. This is a cumulative grade based on a series of assignments that take the student from the initial planning stages to the final submission of their papers.

AFR 374D • Domestic Slave Trade

30265 • Berry, Daina
Meets MW 11:30AM-1:00PM GWB 1.130
(also listed as HIS 350R)
show description

In 1846, Archibald McMillin a North Carolina planter wrote to his wife during one of his many sojourns in the domestic slave trade. He informed her that he “could not sell in Darlington or Sumpter, [South Carolina,]” but that he was going to spend the day” in Charleston looking at sales at auction.”  Perhaps Charleston would prove a better market then the other cities, but if not, he would probably go further into the Deep South. Like the invention of the cotton gin was to the expansion of slavery into western territories, the domestic slave trade represented “the lifeblood of the southern slave system” according to historian Steven Deyle.  More than one million African Americans entered the domestic market and found themselves in coffles traveling by foot to various markets or were placed on boats and taken down the Mississippi River. Some traveled by ship along the Atlantic seaboard to port cities with large markets such as Savannah. 

This course will explore the inner-workings of the domestic slave trade from the perspectives of slaveholders, speculators, and the enslaved.  Students will have the opportunity to analyze maps, letters, diaries, newspaper advertisements, and legislation relating to the domestic slave trade. 


  • Johnson, Walter. Soul by Soul: Life Inside the Antebellum Slave Market. New York:Harvard University Press, 2001.
  • Johnson, Walter, ed. The Chattel Principle: Internal Slave Trades in the Americas. New Haven: Yale University Press, 2005.
  •  Shermerhorn, Calvin. Money Over Mastery Family Over Freedom: Slavery in the Antebellum Upper South. Baltimore: Johns Hopkins University Press, 2011.
  • Tadman, Michael. Speculators and Slaves: Masters, Traders, and Slaves in the Old South. Madison: University of Wisconsin Press, 1989.

Recommended Readings:

  • Bancroft, Frederic. Slave Trading in the Old South. 1931. Reprint, Columbia: University of South Carolina Press, 1996.
  • Campbell, Stanley W. The Slave Catchers. Chapel Hill University of North Carolina Press, 1970.
  • Catterall, Helen Tunncliff, ed. Judicial Cases Concern American Slavery and the Negro, 5 vols.  Washington, D.C.: Carnegie Institution of Washington, 1926-37.
  • Deyle, Steven. Carry Me BackThe Domestic Slave Trade in American Life. New York: Oxford University Press, 2005.
  • Gudmestad, Robert. A Troublesome Commerce: The Transformation of the Interstate Slave Trade. Baton Rouge: Louisiana State University Press, 2003.
  • Hadden, Sally. Slave Patrols: Law and Violence in Virginia and the Carolinas. New York:Harvard University Press, 2001.
  • Martin, Jonathan. Divided Mastery: Slave Hiring in the American South. New York: Harvard University Press, 2004.
  • Rothman, Adam. Slave Country: American Expansion and the Origins of the Deep South. New York: Harvard University Press, 2005.

Electronic readings will be distributed or placed on Blackboard


  • Attendance and Participation 10%
  • Response Papers 10%
  • Mapping and Historical Marker Project 10%
  • Primary Document Analysis 10%
  • Oral Presentation 20%
  • Research Proposal and Bibliography 5%
  • Rough Draft of Final Paper 10%
  • Final Paper 25%

AFR 374D • Hist Black Entrepren In US

30245 • Walker, Juliet
Meets TTH 2:00PM-3:30PM GAR 1.122
(also listed as AMS 370, HIS 350R)
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

Course Packet-- Walker, Juliet E. K. History of Black Business in America: Capitalism, Race, Entrepreneurship, chaps 6-11


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 374D • US In The Civil Rights Era

30260 • Green, Laurie
Meets TTH 3:30PM-5:00PM UTC 3.102
(also listed as AMS 321, HIS 356P)
show description

A half century after the high point of the Civil Rights Movement in the U.S., most American students learn about the 1955 Montgomery Bus Boycott, the 1957 Little Rock conflict over school desegregation, the 1963 March on Washington, and the fire hoses in Birmingham. Far fewer encounter the less-televised moments of civil rights history, the meanings of freedom that included but went beyond desegregation, and the breadth of participation by local people. It is even less common to consider other movements that paralleled the black freedom movement among, for example, Mexican Americans, Native Americans, and Asian Americans. Taking a comparative perspective, this upper division lecture course explores these aspects of the civil rights era. It also examines their larger historical context within American culture from the Second World War to the present. Finally, we consider questions about the writing of history: What does it mean to look back at such historic events with the benefit of hindsight?  How did they come about?  What changed?  What did not?

Possible Texts:

Brown v. Board of Education: A Brief History with Documents, by Waldo Martin

Double Victory: A Multicultural History of America in World War II, by Ronald Takaki

Mankiller: A Chief and Her People, by Wilma Mankiller

Martin and Malcolm and America: A Dream or a Nightmare, by James H. Cone

Mendez v. Westminster: School Desegregation and Mexican American Civil Rights, by Philippa Strum

The Rebellious Life of Mrs. Rosa Parks, by Jeanne Theoharis

The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC, by Cleveland Sellers


Three reading handouts  (5% each, 15% total)

Three in-class exams  (20% each, 60% total)

Five-page essay  (25%)

Regular class attendance (5%)

AFR 374E • Afro-Luso-Brazilian Worlds

30267 • Afolabi, Omoniyi
Meets MWF 1:00PM-2:00PM CAL 221
(also listed as LAS 328, PRC 320E)
show description


  1. Introduce students to the richness and diversity of the Afro-Luso-Brazilian worlds.
  2. Engage students on some of the main myths and realities of these worlds through a comparison of issues that connect and distinguish these worlds.
  3. Get students excited about these worlds that they will want to study, live, or visit any of them.



            The notion of a “Portuguese commonwealth” has always been an imperial desire of Portugal to the extent of justifying conquest and subjugation in the so-called “colonies” through varying tropical mythologies.  Even after independence, Portugal continued to exercise tremendous cultural and political influences on its former colonies, namely, Brazil, Angola, Mozambique, Cape Verde, etc.  This course engages some of the myths and realities in the Afro-Luso-Brazilian worlds while at the same time drawing connections and contrasts between them.  In addition to a contextual survey of the “triangle,” we will examine some of the strategies adopted by the colonized to decolonize their minds through multidisciplinary case studies.  Drawing upon a mix of theoretical, cultural, historical, sociological, and literary readings, we will tease out the vibrant affinities or/and tensions between Africa and Brazil, Africa and Portugal, Brazil and Portugal, Portugal and Asia, etc.  We will foreground our discussions with the concepts of Luso-Tropicalism and Postcolonialism while reflecting on the myth of racial harmony in the Lusophone Atlantic world.  Readings will include representative texts such as New World in the Tropics, Brazilian Mosaic, Racism in a Racial Democracy, Angola Under the Portuguese, and Sleepwalking Land.



  1. Summ, G. Harvey.  Brazilian Mosaic.  Wilmington: SR Books, 1995.  ISBN #0842024921
  2. Bender, Gerald.  Angola Under the Portuguese.  New Jersey: Africa World Press, 2004. ISBN # 1592212581
  3. Twine, France Winddance.  Racism in a Racial Democracy.  New Jersey: Rutgers UP, 1997. ISBN # 0813523656.
  4. Couto, Mia.  Sleepwalking Land.  London: Serpent’s Tail, 2006.  ISBN 185242897x. 


  • Freyre, Gilberto.  New World in the Tropics.  (Out of Print)
  • Dickinson, Margaret.  When Bullets Begin to Flower (Out of Print)



  • 5 Response Papers                           = 25%           
  • Midterm Exam                                  = 25%           
  • Participation & Attendance              = 15%
  • Research Proposal & Bibliography  = 10%           
  • Final Research Paper                        = 25%            

AFR 374E • Frm Ferguson To The Favelas

30270 • Hooker, Juliet
Meets MW 1:00PM-2:30PM WAG 214
(also listed as GOV 370K, LAS 337M)
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This course will explore the range of black political mobilization in the Americas. It will begin by comparing the different racial orders developed in the U.S. and Latin America, and analyze the way in which black populations throughout the Americas have mobilized to escape slavery, to gain rights from the state, and to protect black life and resist various forms of dehumanization. In particular the course will focus on how blacks have responded to moments of racial terror, including lynching in the U.S. in the twentieth century, current protests against police violence that have crystallized in the Black Lives Matter movement, and analogous mobilization against “black genocide” in Brazil and other parts of Latin America. The course will also pay special attention to gender and sexuality, and to how black women and queer black folks have historically participated in and shaped black political movements even as they faced stigma as a result of misogyny and homophobia. 



  • Marx, Anthony W. Making Race and Nation: A Comparison of South Africa, the United States, and Brazil. Cambridge: Cambridge University Press, 1998.
  • Angela Davis, Women, Race, and Class.
  • James Baldwin, The Fire Next Time
  • The Black Panther Party, “Ten Point Program,” “The Correct Handling of a Revolution,” “Fear and Doubt,” “The Women’s Liberation and Gay Liberation Movements,” “Prisons,” in To Die for the People: Huey Newton (City Lights Books, 2009), p. 3-6, 14-19, 77-156, 221-224.
  • Audre Lorde, Sister Outsider
  • Andrews, George Reid. Afro-Latin America, 1800–2000. New York: Oxford University Press, 2004.
  • Wade, Peter. Race and Ethnicity in Latin America. London: Pluto Press, 1997.
  • Abdias do Nascimento, “Quilombismo: An Afro-Brazilian Political Alternative,” Journal of Black Studies, 11(2), 141-178.
  • Abdias do Nascimento, “Genocide: the Social Lynching of Africans and their Descendants in Brazil,” in Brazil: Mixture or Massacre? Essays in the Genocide of a Black People (Majority Press, 1989), p. 59-93.
  • PBS documentary, Black in Latin America



  • 2 short reflection essays: 15% each
  • Final paper: 35%
  • In-class group presentation: 15%
  • Participation: 20%

AFR 374E • Racism/ Inequality Lat Amer

30275 • Jorge De Paula Paixao, Marcelo
Meets TTH 11:00AM-12:30PM CMA 3.114
(also listed as LAS 322)
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Course Description:

Latin America is known as one of the most unequal continents around the globe. But, unlike the latter, the majority of Latin American countries gained their independence about 200 years ago. Also, for several periods, Latin America underwent significant economic prosperity, high rates of growth and intensive urbanization processes.

So, the main question we will consider in this course is: why at the beginning of the 21st century does Latin America continue to experience such economic setbacks and high levels of social inequality? How do we link these problems to ethnic and racial injustice? What is the role of structural and cultural variables to explain this situation? How can we analyze the current stage of social, ethnic and racial inequality in the Latin American region using social indicators? Which are the methods to conceptualize social indicators? And how can we use them to study racial, ethnic, gender and social inequalities in Latin America as well as around the world?

The course is based on introductory readings on those topics. We will debate the set of questions above analyzing the following issues: i) race and ethnic diversity in Latin American countries and the national discourses of nation-building, citizenship and development; ii) economic, social, ethnic and racial profile of contemporary Latin America (in the industrialization period, during the foreign debt crisis, and in the neoliberalism era); iii) public policies to combat poverty and to implement affirmative action, and new contradictions within the Latin American societies; iv) the use of demographic statistics to analyze ethnic and racial inequalities in Latin America.


Readings (subject to change):

  • Esping-Andersen, G. The three worlds of the Welfare State. Princeton, NJ: Princeton University Press, 1990.
  • Ferranti, D.; Perry, G.; Ferreira, F.; Walton, M. Inequality in Latin America: breaking with history?. Washington, D.C.: The World Bank, 2004.
  • Fernandes, F. The Negro in Brazilian society. New York: Columbia University Press, 1969.
  • Gino G. Marginality. New Brunswick, N.J.: Transaction Books, 1980.
  • Graham, R. (ed.) The idea of race in Latin American, 1870-1940. Austin, Texas: Texas University Press, 2006 [1990].
  • Hasenbalg, C. “Race and socioeconomic inequalities in Brazil”. In: Pierre-Michel Fontaine (Editor). Race, class, and power in Brazil. Los Angeles: Center for Afro-American Studies, University of California, 1985 (p. 25-41).
  • Marques, G.; Chong, A.; Duryea, S.; Mazza, J.; Ñopo, H. (coords.) Outsiders? The changing patterns of exclusion in Latin American and Caribbean. Washington D.C: Inter-American Development Bank, 2008.
  • Ñopo, H. New centuries, old disparities: gender and ethnic earnings gaps in Latin American and the Caribbean. Washington D.C.: IDB, 2012.
  • Sen, A. Development as freedom. New York: Alfred A. Knopf, 1999.
  • Telles, E. Race in another America: the significance of skin color in Brazil. Princeton / Oxford: Princeton University Press, 2006.
  • Telles, E; PERLA research team - Pigmentocracies: ethnicity, race, and color in Latin America. Chapel Hill, NC: University of North Carolina Press, 2014.
  • Weber, Max. “Class, status and Party”. In: From Max Weber: essays in sociology. New York: Routledge, 2009.



Presence and participation (10%)

Weekly reaction papers (10%)

Two sets of in-class essay questions (80%)

AFR 374F • Africana Women's Art

30310 • Okediji, Moyosore
Meets MWF 10:00AM-11:00AM ART 1.110
(also listed as ARH 346L, WGS 340)
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Analysis of the diverse modes of presentation, mediums, definitions, and influences of Africana women artists in the diaspora. Designed to use critical theory and art history found in oral and written literatures, music, films, and other formal and informal documents. Three lecture hours a week for one semester.

Only one of the following may be counted: African and African Diaspora Studies 374F (Topic: Africana Women's Art), 374F (Topic 9), Art History 346L373C (Topic: Africana Women's Art), Women's and Gender Studies 340 (Topic: Africana Women's Art), 340 (Topic 46).

Prerequisite: Upper-division standing.

AFR 374F • Harlem Renaissance

30285 • Wilks, Jennifer
Meets TTH 11:00AM-12:30PM PAR 204
(also listed as E 376M)
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E 376M  l  The Harlem Renaissance

Instructor:  Wilks, J

Unique #:  35540

Semester:  Fall 2016

Cross-lists:  AFR 374F

Restrictions:  n/a

Computer Instruction:  No

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

Description:  Long before the arrival of Red Rooster and other hip restaurants and nightspots, there was another Harlem Renaissance, a time during the 1920s and 1930s when African American artistic and cultural life flourished with Harlem as its epicenter.  In this course we will draw upon nonfiction, fiction, and poetry not only to remember the Renaissance as traditionally portrayed in literary history, but also to re-member the movement, to piece together our own impressions of its people, places, and passions.  Who were the leading figures of the Renaissance?  What are the forgotten but no less important names?  How did the movement’s influence extend beyond the confines of upper Manhattan?  In addition to these questions, we will also address how literary production complemented and contrasted with the politics, music, and fine art of the period.  Our ultimate goal is not only to emerge with a broader picture of the Harlem Renaissance, but also to understand the period’s significance as a pivotal transition in African American literary expression, one bridging the gap between Reconstruction literature of the late-nineteenth and early-twentieth centuries and urban literature of the mid-twentieth century.

Texts:  Nella Larsen, Passing; George Samuel Schuyler, Black No More; Jean Toomer, Cane; Course packet with short readings.

Requirements & Grading:  Two short papers (4 pages each), 40%; Final critical essay (5-7 pages), 35%; Reading responses, 15%; Rough draft of first short paper (4 pages), 10%.

Attendance is mandatory.  More than three unexcused absences will result in a significant reduction of your grade.

AFR 374F • Intro To African Art

30315 • Okediji, Moyosore
Meets MWF 1:00PM-2:00PM DFA 2.204
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AFR 374F • Lit Of Black Politics

30325 • Marshall, Stephen
Meets TTH 12:30PM-2:00PM MEZ 2.124
(also listed as AMS 370)
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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?



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 Latin America

30290-30300 • Moore, Robin
Meets TTH 11:00AM-12:30PM MRH 2.634
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AFR 374F • Twnth-Cen Afr Amer Art

30320 • Chambers, Edward
Meets MWF 11:00AM-12:00PM DFA 2.204
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AFR 374F • Writing Slavery

30305 • Woodard, Helena
Meets MWF 12:00PM-1:00PM PAR 204
(also listed as E 376M, WGS 340)
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E 376M  l  3-Writing Slavery

Instructor:  Woodard, H

Unique #:  35545

Semester:  Fall 2016

Cross-lists:  AFR 374F; WGS 340

Restrictions:  n/a

Computer Instruction:  No

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

Description:  This course proposes two primary objectives rooted in past and present literary representations of slavery. Thematizing “the trope of the talking book,” (Henry Louis Gates, Jr.’s The Signifying Monkey), the course first examines seminal slave narratives, e.g. the literature of the enslaved as discursive strategies, from self-actualization and resistance to early formations of a black literary discourse.  The course then explores how slavery is (re)written, controversially in a presentist context by contemporary authors, particularly in historical fiction or neo-slave narratives that seek to restore agency and reclaim subjectivity for enslaved individuals.  Ultimately, the course engages larger issues about the different venues that writings about slavery offer for academic disciplines, literary instruction and/or pedagogy.

Required Readings (subject to change):  Elizabeth Alexander, The Venus Hottentot: Poems • Saidiya Hartman, Lose Your Mother • Henry Louis Gates, Jr. Classic Slave Narratives • Charles Chesnutt, The Marrow of Tradition •Suzan-Lori Parks, The America Play and Other Works • Marlene Nourbise Philip, Zong! • Fred D’Aguiar, Feeding the Ghosts • Edward P. Jones, The Known World • Course Pak (Speedway on Dobie).

Requirements & Grading:  .75: Three critical essays (25% each; 4-5 pages per essay, typed, double spaced) and one major rewrite of essay I or II (includes peer evaluation; see revision instruction handout) • .15: Response papers based on course reading (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.

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.